Numeracy Playbook

CONTENTS

OVERVIEW

ADMINISTRATORS

EDUCATORS

Building a Culture of Numeracy Across Maine Schools

SPECIALISTS

COMMUNITY PARTNERS

COMMUNITY PARTNERS

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NUMERACY PLAYBOOK

EDUCATOR

SPECIALISTS

RESOURCE HUB

ADMINISTRATOR

COMMUNITY PARTNERS

OVERVIEW

Defining the Why

Set the Vision

Elementary Level: (Childhood Grades PK–5)

Numeracy Message

Understanding Numeracy Vision

Resource Hub

Planning for Professional Learning

Build the Engine

How to Use This Playbook

Middle Level: (Early Adolescence Grades 6-8)

How to Support Numeracy at Home

Understand Current Reality

Creating a Culture of Numeracy

Numeracy Hub

Supporting Instructional Planning

High School: (Adolescence Grades 9-Diploma)

Numeracy Community Partnerships

Numeracy Playbook Download

Strengthen Practice

Explore by Role

Coaching and Observing Tools

Integrated Content Specialist

Sustain & Grow the Work

Family and Community

Not sure where to start? Click here!

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Have Questions? Contact: Kathy Bertini, kathy.bertini@maine.gov

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This guide is designed so you can:

• Enter where you need to,
• Stop/Break when you want to, and,
• Return as many times as you'd like.

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NUMERACY PLAYBOOK

You Are Here

EDUCATOR

SPECIALISTS

RESOURCE HUB

ADMINISTRATOR

COMMUNITY PARTNERS

OVERVIEW

Defining the Why

Set the Vision

Elementary Level: (Childhood Grades PK–5)

Numeracy Message

Understanding Numeracy Vision

Resource Hub

Planning for Professional Learning

Build the Engine

How to Use This Playbook

Middle Level: (Early Adolescence Grades 6-8)

How to Support Numeracy at Home

Understand Current Reality

Creating a Culture of Numeracy

Numeracy Hub

Supporting Instructional Planning

High School: (Adolescence Grades 9-Diploma)

Numeracy Community Partnerships

Numeracy Playbook Download

Strengthen Practice

Explore by Role

Coaching and Observing Tools

Integrated Content Specialist

Sustain & Grow the Work

Family and Community

Not sure where to start? Click here!

BACK

Next

Have Questions? Contact: Kathy Bertini, kathy.bertini@maine.gov

Numeracy for all is a shared responsibility. It requires shared commitment from leaders, educators, interventionists and specialists, families, and the local and global community. Numeracy connects us to a wider set of skills: such as digital skills, numerate literacy, education for sustainable development, global citizenship, and job-specific skills.

OVERVIEW

Return to Overview Menu

Culture, history, relationships, and place shape understanding in numeracy. In Maine, numeracy instruction is informed by research-based conceptual development frameworks.

Students bring linguistic, cultural, and experiential assets that strengthen numeracy learning for all. These assets include home languages, dialects, oral traditions, storytelling practices, and community ways of making meaning. Conceptual development is not the responsibility of a single program or specialist; it is a shared instructional commitment across PK–12 systems and learning communities.

Numeracy Message

How to Use This Playbook

This playbook is designed to support shared understanding and action. Designated icons are used throughout to guide your experience and help you easily navigate roles, strategies, and resources that support strong literacy outcomes for every learner.

Creating a Culture of Numeracy

Engage with the Numeracy Playbook in a role-responsive manner, using the guidance and tools most aligned to your responsibilities to inform decision-making and instructional practice. Adapt and apply the resources flexibly, ensuring they meet the needs of your context while contributing to a coherent, system-wide approach to numeracy.

Explore by your Role

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How to Use This Playbook

OVERVIEW

This playbook is designed to be a practical, easy-to-navigate companion as your school or district works to strengthen numeracy instruction in alignment with Maine’s State Numeracy Action Plan. It brings together tools, templates, guidance, and opportunities for reflection that help teams build coherent, sustainable systems for high-quality numeracy teaching and learning.

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1. Start With Your Team

Numeracy Message

2. Understand the Framework

How to Use This Playbook

3. Use the Tools for Planning and Implementation

4. Embed Evidence-Based Practices

Creating a Culture of Numeracy

5. Build a Cycle of Continuous Improvement

Explore by your Role

6. Leverage DOE Supports

7. Adapt to Your Context

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Creating a Culture of Numeracy

Numeracy is more than performing calculations; it is the ability to make sense of the world through mathematical thinking. It empowers learners to reason, solve problems, and make informed decisions. When schools cultivate environments where reasoning, critical thinking and problem solving are visible, celebrated, and accessible to all students and adults, numeracy shifts from isolated classroom tasks to powerful tools for understanding the world, building knowledge, and expressing ideas across disciplines and contexts. Such a culture does more than improve test scores; it nurtures curiosity, fosters collaboration among teachers and learners, embedding numeracy into every corner of school life—making it part of the identity of the school community and a foundation for success in school and beyond.

OVERVIEW

Return to Overview Menu

Numeracy is a Language, Not Just a Skill

Normalize Productive Struggle

Make Thinking with Numbers Visible Everywhere

Anchor Numeracy in Authentic Ways

Numeracy Message

Numeracy Across Disciplines

How to Use This Playbook

• Model “thinking out loud” with data or numbers

• Expect students to speak, write and argue with numbers and data

• Post student thinking, not polished answers

• Pose authentic questions for students to answer (e.g., What option is most efficient?, What does the data not tell us?)

• Choose thinking behaviors that show up across disciplines
• Estimate before calculate

• Compare
• Use evidence
• Revise thinking

Creating a Culture of Numeracy

• Use phrases like “I am not sure yet, let’s estimate”, and “This doesn’t make sense, let’s investigate why”

• Publicly highlight multiple solutions

• Use sentence stems: the data suggests..., compared to..., this is..., this estimate makes sense because...

• Connect numeracy to the real world (e.g., school energy audit, cafeteria waste, budgets, local weather, schedules)

• Use public displays to show how numbers explain real situations (graphs, timelines, scales, comparisons)

Explore by your Role

• Celebrate productive struggle

• Emphasize the importance of explanations as much as computation

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Exploring the Playbook by your Role

OVERVIEW

The roles below enable participants to effectively use targeted resources within their specific role by providing interactive, adaptable activities that align with curriculum goals and learner needs. It supports the intentional selection and modification of resources to enhance engagement, differentiate instruction, and strengthen students’ understanding of numeracy.

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Community Partners

Specialists

Administrator

Educators

Numeracy Message

Elementary Classroom Teachers (PK–5), Middle School Teachers (6-8), High School Teachers (9–12), Integrated Content Specialists

Numeracy Specialist, Instructional Coaches, MTSS/Intervention Specialists, Special Education Specialists, ELL Specialists

Community Partner Pathway: Family Members/Caregivers, Community Organization Leaders, After-School Program Coordinators, Business Partners, Community Volunteers

School Principals, Assistant Principals, Curriculum Coordinators, Special Education Coordinators, Superintendents, Assistant Superintendents

How to Use This Playbook

This pathway helps administrators lead coherent, sustainable numeracy growth using the MDOE Numeracy Playbook.

This pathway is practice-focused. It equips specialists and coaches with the tools to plan, support, and refine instruction.

This pathway equips educators with tools to teach, reflect, differentiate, and respond to data.

This pathway focuses on making numeracy visible, practical, and connected to everyday life.

Creating a Culture of Numeracy

Instructional Alignment Tools, Instructional Design & Practice Tools, Reflection, Observation & Improvement Tools, Differentiation & Data-Driven Instruction Tools

Everyday Numeracy Integration Tools, Family Engagement and Mindset Tools, Community Connections & Real-World Application Tools, Communication Tools

Planning Tools, Teams & System-Building Tools, Instructional & Observational Tools, Data & Continuous Improvement Tool

Professional Learning Tools, Instructional Planning and Design Tools, Instructional Practice and Representation Tools, Family Engagement Tools

Explore by your Role

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Navigation Key

This guide is designed so you can:

• Enter where you need to,
• Stop/Break when you want to, and,
• Return as many times as you'd like.

Alternatively, you can navigate this guide page by page using the "Next" and "Back" buttons. For more information on how to navigate this toolkit, click on Pip the Puffin.

NUMERACY PLAYBOOK

You Are Here

EDUCATOR

SPECIALISTS

ADDITIONAL RESOURCES

ADMINISTRATOR

COMMUNITY PARTNERS

OVERVIEW

Defining the Why

Set the Vision

Elementary Level: (Childhood Grades PK–5)

Numeracy Message

Understanding Numeracy Vision

Resource Hub

Planning for Professional Learning

Build the Engine

How to Use This Playbook

Middle Level: (Early Adolescence Grades 6-8)

How to Support Numeracy at Home

Understand Current Reality

Creating a Culture of Numeracy

Numeracy Hub

Supporting Instructional Planning

High School: (Adolescence Grades 9-Diploma)

Numeracy Community Partnerships

Numeracy Playbook Download

Strengthen Practice

Explore by Role

Coaching and Observing Tools

Integrated Content Specialist

Sustain & Grow the Work

Family and Community

Not sure where to start? Click here!

BACK

Next

Have Questions? Contact: Kathy Bertini, kathy.bertini@maine.gov

VISION

ADMINISTRATORS

Every learner in Maine develops the ability to confidently apply mathematical thinking in real-world contexts - supported by high-quality instruction, engaging learning experiences, and a statewide culture of mathematical curiosity.

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Set the Vision

Guiding Principles

• Numeracy is not just math class; it is foundational for all learners.
• Every educator is a numeracy educator.
• Numeracy should be integrated across disciplines and all stages of learning.
• High-quality instructional materials, professional learning, and interdisciplinary collaboration are essential to strong numeracy education.
• Families, communities, and industries play a vital role in fostering numeracy learning.

Key Considerations for Designing and Sustaining System-Level Change

Build the Engine

Vetting High Quality Professional Learning

Understand Current Reality

Policy Review

Strengthen Practice

Budget Alignment

Sustain & Grow the Work

Maine State Numeracy Action Plan

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BUILD THE ENGINE

ADMINISTRATORS

MTSS/I-MTSS

Systems for Numeracy Success

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MTSS/I-MTSS is included in the administrator pathway because it provides the system-level structure for ensuring all students receive the right level of numeracy support through coordinated, data-driven tiers of instruction and intervention.

Use this tool to ensure numeracy instruction is intentionally focused on student development.

Numeracy Leadership Team (NLT)

Set the Vision

I-MTSS Templates

The Numeracy Leadership Team is included in the administrator pathway because it provides a structured, collaborative system for distributing leadership, aligning efforts, and sustaining coherent numeracy improvement across the school.

This template provides administrators with a framework for coordinating instruction, assessment, and intervention so schools can systematically respond to students’ numeracy needs.

Build the Engine

Numeracy Team Rosters & Roles Template and Team Agendat Templates

Use Data for MTSS/I-MTSS Decisions

Using data for decision-making is a critical practice in which educators analyze multiple sources of evidence to make informed instructional choices that support student learning and continuous improvement.

Administrators play a key role in ensuring that instruction, assessment, and intervention function as a coordinated system that supports every student’s numeracy development. These tools provide administrators with practical ways to recognize, support, and scale meaningful numeracy integration across classroom and content areas.

Understand Current Reality

Numeracy Leadership Jigsaw

Sustainable numeracy growth requires intentional leadership structures—not isolated effort.

This Jigsaw protocol helps administrators structure collaborative professional learning by distributing expertise across staff teams, allowing educators to collectively analyze numeracy practices and share responsibility for implementation.

Strengthen Practice

Sustain & Grow the Work

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UNDERSTAND CURRENT REALITY

ADMINISTRATORS

Reality: Teaching, Learning & Culture

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Overview of Effective Teaching Practices

Look for Patterns, Not Perfection

These effective teaching practices help administrators gain an accurate picture of current numeracy instruction by surfacing classroom realities, identifying strengths and gaps, and informing responsive leadership decisions.

Gathering information is about seeing strengths and identifying opportunities—not evaluating teachers.

Set the Vision

Non-Evaluative Walkthroughs

The walkthrough templates provide administrators with non-evaluative tools to gather instructional insights, helping them understand current numeracy practices and use that information to support data-informed decision making continuous improvement.

Build the Engine

Numeracy Learning Progressions

Understand Current Reality

Learning progressions and supporting documents help administrators understand how mathematical understanding develops over time so they can support coherent instruction, identify gaps in learning, and align schoolwide numeracy efforts with the Maine DOE Numeracy Action Plan.

Before improving numeracy, we must clearly see how it currently lives in classrooms.

Culturally Responsive Teaching

Strengthen Practice

We improve what we can see. Observation should reduce fear and increase clarity.

The CRT chart helps administrators identify what culturally responsive numeracy practices are—and what they are not—so they can ensure instruction meaningfully supports and reflects the strengths and needs of all students.

Sustain & Grow the Work

Instructional Routines

This instructional template focuses on assessing routines that support consistent, high-quality numeracy instruction across classrooms and grade levels.

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STRENGTHEN PROFESSIONAL PRACTICE

& EXPAND NUMERACY EVERWHERE

ADMINISTRATORS

Professional Learning + Interdisciplinary Application

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Part A: Professional Learning

Part B: Expand Across Disciplines

Expanding Numeracy Beyond Math

Strengthen Professional Learning

Set the Vision

The numeracy-in-content-area resources help administrators and educators recognize how mathematical thinking can be integrated across disciplines to deepen student learning.

This tool guides administrators in strengthening learning systems that support educators in developing and sustaining high-quality numeracy practices

Build the Engine

"N” Framework for Interdisciplinary Numeracy

Learn → Try → Reflect → Adjust

The "N" framework helps administrators recognize how strong content knowledge and high-quality pedagogy work together to support deeper numeracy learning across classrooms.

This tool promotes a cycle of responsive action between administrators and educators by creating structured opportunities to reflect on practice, identify needs, and adjust instruction and supports based on evidence from the classroom.

Understand Current Reality

Numeracy Demands Lens

Use this guide to support identifying numeracy opportunities and demands within and across content areas when planning lessons/units of study.

Strengthen Practice

Numeracy Demands Planning Template

The improvement cycle models in this section help administrators lead authentic, sustainable change by providing structured processes for reflection, collaboration, and data-informed action that continuously strengthen numeracy teaching and learning.

The planning template supports educators and administrators in systematically mapping numeracy opportunities across disciplines and identifying where mathematical thinking naturally connects.

Sustain & Grow the Work

Expanding Numeracy Beyond Math

These ideas demonstrate how educators can help students see numeracy in a variety of real-world contexts and content areas.

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EXPANDING NUMERACY BEYOND MATH

ADMINISTRATORS

NUMERACY IN SCIENCE

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NUMERACY IN SOCIAL STUDIES/HISTORY

NUMERACY IN ENGLISH/LANGUAGE ARTS

Set the Vision

NUMERACY IN WABANAKI STUDIES

Build the Engine

NUMERACY IN ART

NUMERACY IN MUSIC

Understand Current Reality

NUMERACY IN PHYSICAL EDUCATION

NUMERACY IN LIFE SKILLS

Strengthen Practice

THE MOOSE PROJECT

Sustain & Grow the Work

NUMERACY AT WORK

NUMERACY AT WORK (SKILLS)

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MAKE IT VISIBLE & SUSTAINABLE

ADMINISTRATORS

Family & Community

Systems for Decisions

Making Numeracy Friendly & Visible

Systems for Numeracy Success

Return to Administration Menu

Administrators can emphasize that mathematics is everywhere, which encourages schoolwide practices that help educators recognize and leverage numeracy opportunities across everyday learning and multiple disciplines.

Identifies several types of data that educators use to inform instruction, including diagnostic, formative, and summative data, each serving a distinct role in understanding and supporting student learning.

Set the Vision

Celebrating Numeracy

Data for Decisions

Administrators can intentionally celebrate mathematics across the school community, helping foster positive math identities and reinforcing the message that mathematical thinking is valued and visible in everyday learning.

Emphasizes the use of data for decision-making as a critical practice, where educators analyze multiple sources of evidence to make informed instructional choices that support student learning and continuous improvement.

Build the Engine

Try These at Home With Family and Friends

Administrators can foster strong home–school connections by encouraging opportunities for families to engage with numeracy in everyday contexts, reinforcing that mathematical thinking extends beyond the classroom into daily life.

Cycle of Action and Learning

Understand Current Reality

The Cycle of Action and Learning is an ongoing process of assessing student understanding, implementing targeted instructional strategies, and reflecting on outcomes to guide next steps. This cycle emphasizes collaboration among educators and the use of data to ensure instruction is responsive and supports continuous student growth in numeracy.

Community Projects and Inventory

Strengthen Practice

Administrators can gain a deeper understanding of the numeracy opportunities within their community by recognizing how mathematical thinking naturally appears in local contexts, industries, and everyday experiences.

Coherence Over Time

Wabanaki Connections

Sustain & Grow the Work

Wabanaki Studies and numeracy learning together support a fuller understanding of the world students are learning to reason about.

Sustained coherence over time ensures numeracy instruction remains aligned, consistent, and effective, helping administrators support steady improvement in teaching and learning.

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Navigation Key

This guide is designed so you can:

• Enter where you need to,
• Stop/Break when you want to, and,
• Return as many times as you'd like.

Alternatively, you can navigate this guide page by page using the "Next" and "Back" buttons. For more information on how to navigate this toolkit, click on Pip the Puffin.

NUMERACY PLAYBOOK

You Are Here

EDUCATOR

SPECIALISTS

ADDITIONAL RESOURCES

ADMINISTRATOR

COMMUNITY PARTNERS

OVERVIEW

Defining the Why

Set the Vision

Elementary Level: (Childhood Grades PK–5)

Numeracy Message

Understanding Numeracy Vision

Resource Hub

Planning for Professional Learning

Build the Engine

How to Use This Playbook

Middle Level: (Early Adolescence Grades 6-8)

How to Support Numeracy at Home

Understand Current Reality

Creating a Culture of Numeracy

Numeracy Hub

Supporting Instructional Planning

High School: (Adolescence Grades 9-Diploma)

Numeracy Community Partnerships

Numeracy Playbook Download

Strengthen Practice

Explore by Role

Coaching and Observing Tools

Integrated Content Specialist

Sustain & Grow the Work

Family and Community

Not sure where to start? Click here!

BACK

Next

Have Questions? Contact: Kathy Bertini, kathy.bertini@maine.gov

ELEMENTARY LEVEL: GRADES PK-5

EDUCATOR

Define and Align the Vision

Build the Foundation

Instructional Routines

Instruction and Programming

Return to Educator Menu

Knowledge & Voice

Creating a Culture of Numeracy

Practices

Professional Learning

Connecting Mathematical Knowledge

Progression of Learning

Elementary Level: (Childhood Grades K–5)

Defining Computational Fluency

Making Math Come Alive

Numeracy Action Plan

Middle Level: (Early Adolescence Grades 6-8)

Elementary Numeracy Strategies & Resources

Interdisciplinary & Real-World Numeracy

High Quality Instructional Materials (HQIM) Framework

High School: (Adolescence Grades 9-Diploma)

Culturally Responsive Teaching

Current Practices You Use

The Fundamental Role of Joy

Numeracy doesn't improve because of passion alone. It improves because of a solid foundation.

We improve what we can see. Observation, reflection, and action should reduce fear and increase clarity.

All educators are numeracy educators.

Integrated Content Specialist

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ELEMENTARY LEVEL: GRADES PK-5

ELEMENTARY LEVEL: GRADES PK-5

EDUCATOR

Assessment Data

Differentiation

Essential Questions

Essential Questions

Return to Educator Menu

Evidence-Based Assessment

MTSS & I-MTSS

Continuous Numeracy Improvement Cycle

Systemic & Student-Centered Instructional Practices

Elementary Level: (Childhood Grades K–5)

Types of Data

Middle Level: (Early Adolescence Grades 6-8)

Numeracy Development

Formative Numeracy Assessment Across the Content Areas

Questions to consider about Family Communication, Involvement & Engagement

High School: (Adolescence Grades 9-Diploma)

Data is of learning and for learning.

Integrated Content Specialist

Numeracy is for all, not just the few.

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MIDDLE LEVEL: GRADES 6-8

EDUCATOR

Define and Align the Vision

Build the Foundation

Instructional Routines

Instruction and Programming

Return to Educator Menu

Knowledge & Voice

Creating a Culture of Numeracy

Practices

Professional Learning

Connecting Mathematical Knowledge

Elementary Level: (Childhood Grades K–5)

Progression of Learning

Numeracy Action Plan

Making Math Come Alive

Middle Level: (Early Adolescence Grades 6-8)

Defining Computational Fluency

Interdisciplinary & Real-World Numeracy

High Quality Instructional Materials (HQIM) Framework

Current Practices You Use

High School: (Adolescence Grades 9-Diploma)

Culturally Responsive Teaching

The Fundamental Role of Joy

Numeracy doesn't improve because of passion alone. It improves because of a solid foundation.

We improve what we can see. Observation, reflection, and action should reduce fear and increase clarity.

All educators are numeracy educators.

Integrated Content Specialist

BACK

Next

Click for page 2

MIDDLE LEVEL: GRADES 6-8

EDUCATOR

Assessment Data

Differentiation

Essential Questions

Return to Educator Menu

Essential Questions

MTSS & I-MTSS

Evidence-Based Assessment

Continuous Numeracy Improvement Cycle

Elementary Level: (Childhood Grades K–5)

Systemic & Student-Centered Instructional Practices

Types of Data

Middle Level: (Early Adolescence Grades 6-8)

Numeracy Development

Formative Numeracy Assessment Across the Content Areas

Questions to consider about Family Communication, Involvement & Engagement

High School: (Adolescence Grades 9-Diploma)

Integrated Content Specialist

Data is of learning and for learning.

Numeracy is for all, not just the few.

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HIGH SCHOOL: GRADES 9-Diploma

EDUCATOR

Define and Align the Vision

Build the Foundation

Instructional Routines

Instruction and Programming

Return to Educator Menu

Knowledge & Voice

Creating a Culture of Numeracy

Practices

Professional Learning

Connecting Mathematical Knowledge

Elementary Level: (Childhood Grades K–5)

Progression of Learning

Numeracy Action Plan

Making Math Come Alive

Middle Level: (Early Adolescence Grades 6-8)

Defining Computational Fluency

Interdisciplinary & Real-World Numeracy

High Quality Instructional Materials (HQIM) Framework

Current Practices You Use

High School: (Adolescence Grades 9-Diploma)

Culturally Responsive Teaching

The Fundamental Role of Joy

Numeracy doesn't improve because of passion alone. It improves because of a solid foundation.

We improve what we can see. Observation, reflection, and action should reduce fear and increase clarity.

All educators are numeracy educators.

Integrated Content Specialist

BACK

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Click for page 2

HIGH SCHOOL: GRADES 9-Diploma

EDUCATOR

Assessment Data

Differentiation

Return to Educator Menu

Essential Questions

Essential Questions

MTSS & I-MTSS

Evidence-Based Assessment

Systemic & Student-Centered Instructional Practices

Elementary Level: (Childhood Grades K–5)

Continuous Numeracy Improvement Cycle

Numeracy Development

Middle Level: (Early Adolescence Grades 6-8)

Types of Data

Questions to consider about Family Communication, Involvement & Engagement

Formative Numeracy Assessment Across the Content Areas

High School: (Adolescence Grades 9-Diploma)

Integrated Content Specialist

Data is of learning and for learning.

Numeracy is for all, not just the few.

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INTEGRATED CONTENT SPECIALIST

EDUCATOR

Define and Align the Vision

Build the Foundation

Return to Educator Menu

Numeracy doesn't improve because of passion alone. It improves because of a solid foundation.

All educators are numeracy educators.

Creating a Culture of Numeracy

Elementary Level: (Childhood Grades K–5)

Knowledge & Voice

Numeracy Action Plan

Middle Level: (Adolescence Grades 6-8)

Professional Learning

High Quality Instructional Materials (HQIM) Framework

High School: (Adolescence Grades 9-Diploma)

The Fundamental Role of Joy

Numeracy doesn't improve because of passion alone. It improves because of a solid foundation.

All educators are numeracy educators.

Integrated Content Specialist (1/2)

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Click for page 2

INTEGRATED CONTENT SPECIALIST

EDUCATOR

Assessment Data

Instructional Rountines

Differentiation

Numeracy is for all, not just the few.

Data is of learning and for learning.

We improve what we can see. Observation, reflection, and action should reduce fear and increase clarity.

Return to Educator Menu

Evidence-Based Assessment

Essential Questions

Instruction & Programming

Essential Questions

MTSS & I-MTSS

Elementary Level: (Childhood Grades K–5)

Practices

Continuous Numeracy Improvement Cycle

Systemic & Student-Centered Instructional Practices

Connecting Mathematical Knowledge

Middle Level: (Adolescence Grades 6-8)

Types of Data

Making Math Come Alive

Formative Numeracy Assessment Across the Content Areas

Numeracy Development

High School: (Adolescence Grades 9-Diploma)

Interdisciplinary & Real-World Numeracy

Questions to consider about Family Communication, Involvement & Engagement

Integrated Content Specialist (2/2)

Culturally Responsive Teaching

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Navigation Key

This guide is designed so you can:

• Enter where you need to,
• Stop/Break when you want to, and,
• Return as many times as you'd like.

Alternatively, you can navigate this guide page by page using the "Next" and "Back" buttons. For more information on how to navigate this toolkit, click on Pip the Puffin.

NUMERACY PLAYBOOK

You Are Here

EDUCATOR

SPECIALISTS

ADDITIONAL RESOURCES

ADMINISTRATOR

COMMUNITY PARTNERS

OVERVIEW

Defining the Why

Set the Vision

Elementary Level: (Childhood Grades PK–5)

Numeracy Message

Understanding Numeracy Vision

Resource Hub

Planning for Professional Learning

Build the Engine

How to Use This Playbook

Middle Level: (Early Adolescence Grades 6-8)

How to Support Numeracy at Home

Understand Current Reality

Creating a Culture of Numeracy

Numeracy Hub

Supporting Instructional Planning

High School: (Adolescence Grades 9-Diploma)

Numeracy Community Partnerships

Numeracy Playbook Download

Strengthen Practice

Explore by Role

Coaching and Observing Tools

Integrated Content Specialist

Sustain & Grow the Work

Family and Community

Not sure where to start? Click here!

BACK

Next

Have Questions? Contact: Kathy Bertini, kathy.bertini@maine.gov

VISION

SPECIALISTS

Every learner in Maine develops the ability to confidently apply mathematical thinking in real-world contexts - supported by high-quality instruction, engaging learning experiences, and a statewide culture of mathematical curiosity.

Return to Specialists Menu

Defining the Why (1/3)

GUIDING PRINCIPLES

Planning for Professional Learning

• Numeracy is not just math class; it is foundational for all learners.
• Every educator is a numeracy educator.
• Numeracy should be integrated across disciplines and all stages of learning.
• High-quality instructional materials, professional learning, and interdisciplinary collaboration are essential to strong numeracy education.
• Families, communities, and industries play a vital role in fostering numeracy learning.

Supporting Instructional Planning

Coaching & Observing Tools

Family & Community

Click here to access the Maine State Numeracy Action Plan

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Next

Creating a Culture of Numeracy

Numeracy is more than performing calculations; it is the ability to make sense of the world through mathematical thinking. It empowers learners to reason, solve problems, and make informed decisions. When schools cultivate environments where reasoning, critical thinking and problem solving are visible, celebrated, and accessible to all students and adults, numeracy shifts from isolated classroom tasks to powerful tools for understanding the world, building knowledge, and expressing ideas across disciplines and contexts. Such a culture does more than improve test scores; it nurtures curiosity, fosters collaboration among teachers and learners, and embeds numeracy into every corner of school life—making it part of the identity of the school community and a foundation for success in school and beyond.

SPECIALISTS

Return to Specialists Menu

Defining the Why (2/3)

Numeracy is a Language, not just a Skill

Normalize Productive Struggle

Make Thinking with Numbers Visible Everywhere

Anchor Numeracy in the Authentic Ways

Numeracy Across Disciplines

Planning for Professional Learning

• Model “thinking out loud” with data or numbers

• Expect students to speak, write and argue with numbers and data

• Post student thinking, not polished answers

• Pose authentic questions for students to answer (e.g., What option is most efficient?, What does the data not tell us?).

• Choose thinking behaviors that show up across disciplines
• Estimate before calculate
• Compare
• Use evidence
• Revise thinking

Supporting Instructional Planning

• Use phrases like “I am not sure yet, let’s estimate”, and “This doesn’t make sense, let’s investigate why.”

• Publicly highlight multiple solutions

• Use sentence stems: the data suggests..., compared to..., this is..., this estimate makes sense because...

Coaching & Observing Tools

• Connect numeracy to the real world (e.g., School energy audit, cafeteria waste, budgets, local weather, schedules).

• Use public displays to show how numbers explain real situations (graphs, timelines, scales, comparisons).

• Celebrate productive struggle.

• Emphasize the importance of explanations as much as computation

Family & Community

BACK

Next

Systems for Numeracy Success

SPECIALISTS

Systems are essential for numeracy success because they provide consistent, structured, and evidence-informed approaches to teaching and learning.

Return to Specialists Menu

Defining the Why (3/3)

Numeracy Leadership Team (NLT)

Knowledge & Voice

Scheduling

Wabanaki Studies

Planning for Professional Learning

Supporting Instructional Planning

Coaching & Observing Tools

Resource Alignment

Communi-cation

Professional Learning

Data Use

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High Quality Professional Learning

SPECIALISTS

Professional learning is most effective when it is ongoing and embedded. This section supports educators and leaders with structures—coaching, collaboration, and networks—that sustain high-quality, equitable numeracy instruction.

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This section provides guidance and tools for planning professional learning that strengthens numeracy instruction and supports all learners. Use it to align learning opportunities with evidence-based practices, school goals, and Maine’s State Numeracy Plan.

• Identify Focus Areas – Determine which instructional strategies, intervention supports, or data-driven practices your team wants to strengthen.
• Set Clear Goals – Establish measurable objectives to guide intentional and effective learning.
• Use Available Tools – Leverage reflection prompts, planning templates, and workshop guides to structure coaching, collaborative study, or professional development sessions.
• Monitor and Adjust – Revisit this section to track progress, capture insights, and modify plans to meet evolving educator and student needs.
• Connect to Classroom Practice – Ensure professional learning consistently translates into stronger numeracy outcomes for students.

Defining the Why

Planning for Professional Learning (1/4)

Supporting Instructional Planning

Coaching & Observing Tools

Family & Community

Click here to access the Essential Questions Worksheet

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Vetting High Quality Professional Learning

SPECIALISTS

Standards Alignment

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In-person, remote, and hybrid learning experiences, combined with video, audio, and hands-on/manipulative materials, are effective options for High-Quality Professional Learning in numeracy that contribute to student success. Educators must carefully evaluate professional learning to ensure it provides developmentally appropriate, pedagogically sound, culturally responsive, and bias-free instruction. While not every attribute listed may appear in every professional learning experience, the most effective programs typically incorporate several complementary elements.

Research-Based Pedagogy

Defining the Why

Equity and Inclusion

Planning for Professional Learning (2/4)

Student Engagement

High-Quality Content

Supporting Instructional Planning

Teacher Usability

Assessment Integration

Coaching & Observing Tools

Format Flexibility

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Continuous Improvement

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Types of Numeracy Data

SPECIALISTS

Effective numeracy instruction relies on multiple sources of data. Each type of numeracy data serves a distinct purpose and, when used together, provides a complete picture of student learning and instructional effectiveness.

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Defining the Why

Student Feedback & Self-Assessment Data

Student Work Samples

Formative Assessment Data

Planning for Professional Learning (3/4)

Universal Screeners

Supporting Instructional Planning

Progress Monitoring Data

Observational & Anecdotal Data

Diagnostic Assessment Data

Coaching & Observing Tools

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Cycle of Action & Learning

SPECIALISTS

The Cycle of Action and Learning drives continuous improvement in numeracy by linking evidence-informed planning with responsive teaching.

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Defining the Why

Action Research Cycle (for teachers/schools)

Planning for Professional Learning (4/4)

Plan: Identify a problem, gather data, and set goals. Act: Implement the planned intervention or strategy. Observe/Assess: Collect data on the action's impact (e.g., test scores, behavior). Reflect: Analyze data, evaluate success, and adjust the plan.

Supporting Instructional Planning

Coaching & Observing Tools

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Progression of Learning

SPECIALISTS

Progressions of learning are structured pathways that support both teachers and learners in understanding and developing numeracy concepts at each grade level.

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Defining the Why

Planning for Professional Learning

Supporting Instructional Planning (1/15)

Coaching & Observing Tools

This visual lays out the core tenets of numeracy instruction, offering a research-aligned framework for classroom practice from K through High School. Each tenet represents a fundamental area of numeracy development and instruction that supports children’s success as confident, capable problem-solvers.

Family & Community

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Making Math Come Alive - PK-2

SPECIALISTS

RIGOR -- RELEVANCE -- RELATIONSHIPS

The following graphic shows ways to think about rigor, relevance, and relationships as a model for building engagement in numeracy in the PK-2 grade spans.

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Relevance

Rigor

Defining the Why

Deep Thinking Through Play

Math from Children's World

Planning for Professional Learning

Supporting Instructional Planning (2/15)

Coaching & Observing Tools

Family & Community

Relationships

Math as Shared Language

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Making Math Come Alive - 3-5

SPECIALISTS

RIGOR -- RELEVANCE -- RELATIONSHIPS

The following graphic shows ways to think about rigor, relevance, and relationships as a model for building engagement in numeracy in the 3-5 grade spans.

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Relevance

Rigor

Defining the Why

Concepts + Strategies = Reasoning

Math connected to real questions

Planning for Professional Learning

Supporting Instructional Planning (3/15)

Coaching & Observing Tools

Family & Community

Relationships

Math Through Collaboration

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Making Math Come Alive - 6-8

SPECIALISTS

RIGOR -- RELEVANCE -- RELATIONSHIPS

The following graphic shows ways to think about rigor, relevance, and relationships as a model for building engagement in numeracy in the 6-8 grade spans.

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Defining the Why

Relevance

Rigor

Planning for Professional Learning

Local & Global Challenges

Supporting Instructional Planning (4/15)

Coaching & Observing Tools

Family & Community

Relationships

Math Through Collaboration

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Making Math Come Alive - HS

SPECIALISTS

RIGOR -- RELEVANCE -- RELATIONSHIPS

The following graphic shows ways to think about rigor, relevance, and relationships as a model for building engagement in numeracy in the HS grade spans.

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Defining the Why

Relevance

Rigor

Planning for Professional Learning

Precision, Proof, and Modeling

Math Connected to Futures

Supporting Instructional Planning (5/15)

Coaching & Observing Tools

Family & Community

Relationships

Math as Intellectual Partnership

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Systematic and Student-Centered Instructional Practices

Systematic and explicit core instruction is the foundation of an effective, equitable numeracy system. Grounded in evidence-based practices, this approach ensures that all students receive clear, intentional instruction in essential numeracy skills through well-sequenced lessons, purposeful modeling, guided practice, and ongoing feedback. When implemented consistently across classrooms and content areas, systematic and explicit instruction reduces variability in instructional quality, strengthens coherence across grades, and provides students—particularly those who struggle—with predictable, supportive pathways to numeracy success.

SPECIALISTS

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Systematic (deliberately sequenced to construct conceptual understanding) and student-centered instruction in number sense, operations, fluency, pattern recognition, representations, and problem-solving —aligned with a high-quality, evidence-based scope and sequence.

Instructional routines where students encounter a challenging problem before formal instruction.Multiple solution paths are encouraged. Teacher facilitates, questions, and surfaces strategies. Formal methods are consolidated after exploration.

Daily opportunities for mathematical reasoning, including structured discourse, intentional questioning, productive struggle, play-based numeracy experiences, and academic talk that reinforces vocabulary and conceptual understanding.

Balanced use of whole-class instruction, small-group instruction, and individualized support, informed by ongoing observation and assessment of children’s strengths, needs, and emerging numeracy profiles.

Abundant access to high-quality, culturally responsive, and developmentally appropriate tasks and materials that invite joyful and meaningful engagement.

Defining the Why

Planning for Professional Learning

Supporting Instructional Planning (6/15)

Intentional efforts to nurture motivation, engagement, and positive numeracy identity, including student choice, authentic numeracy activities, opportunities for creativity, and routines that center belonging and joy.

Use of rich tasks and real-world experiences that build knowledge, vocabulary, conceptual understanding, and a love of numeracy while introducing children to complex problem-solving and content beyond their independent level.

Integrated content learning, connecting numeracy with science, social studies, arts, and play to deepen understanding, build knowledge networks, and strengthen conceptual understanding.

Coaching & Observing Tools

Strong communication and partnerships with families and caregivers, offering strategies for supporting numeracy, mathematical sense making, and problem-solving at home.

Family & Community

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Identifying Numeracy Opportunities and Demands

SPECIALISTS

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Defining the Why

Planning for Professional Learning

Supporting Instructional Planning (7/15)

Coaching & Observing Tools

Family & Community

Click here to access the Numeracy Demands Planning Template

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Interdisciplinary Project-Based Numeracy - PK-2

SPECIALISTS

The following graphic shows ways to think about interdisciplinary project-based learning as a model for building engagement in numeracy in the PK-2 grade spans.

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Students

What Numeracy is Here

Project Examples

Defining the Why

• Count, sort, and compare objects Measure with nonstandard tools
• Notice patterns and changes
• Show thinking with drawings & movement

Making sense of the world through play, observation and talk. Numeracy grows through curiosity and experience.

• Build animal shelters
• Retell stories with numbers
• Sort nature or classroom items
• Measure classroom objects

Planning for Professional Learning

Supporting Instructional Planning (8/15)

Teacher Moves

Evidence of Learning

Math Ideas

• Use math talk during play
• Ask “How do you know?”
• Value different ways to show thinking
• Focus on reasoning, not answers

• Quantity and comparison
• Early measurement
• Shapes & Patterns
• More/Less/Same

• Explains thinking orally
• Uses numbers meaningfully
• Represents ideas visually

Coaching & Observing Tools

Family & Community

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Interdisciplinary Project-Based Numeracy - 3-5

SPECIALISTS

The following graphic shows ways to think about interdisciplinary project-based learning as a model for building engagement in numeracy in the 3-5 grade spans.

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Students

What Numeracy is Here

Project Examples

Defining the Why

• Track and graph plant growth
• Budget for a class or community event
• Use data to support writing
• Analyze survey results

• Collect and organize data
• Create models (tables, graphs,etc)
• Estimate, calculate and revise
• Explain reasoning using words, numbers & visuals

Use math to describe, analyze, and explain real situations. Math helps us to explain the world.

Planning for Professional Learning

Supporting Instructional Planning (9/15)

Teacher Moves

Evidence of Learning

Math Ideas

• Operation & Relationships
• Measurement & Estimation
• Data Representation
• Beginning Multiplicative Thinking

• Press for justification
• Support choice of representations
• Connect math to other disciplines
• Normalize estimation & revision

• Interprets and creates data displays
• Explains math thinking clearly
• Applies math across subjects

Coaching & Observing Tools

Family & Community

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Interdisciplinary Project-Based Numeracy - 6-8

SPECIALISTS

The following graphic shows ways to think about interdisciplinary project-based learning as a model for building engagement in numeracy in the 6-8 grade spans.

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Students

What Numeracy is Here

Project Examples

• Analyze energy use and impact
• Explore demographics or economic data
• Design solutions using scale and rate
• Support arguments with qualitative evidence

Defining the Why

• Reason with ratios, rates, and percentages
• Apply authentic data sets
• Model relationship using variables
• Evaluate trade-offs and constraints

Using math to understand relationships, change, and systems. Math reveals how systems work.

Planning for Professional Learning

Supporting Instructional Planning (10/15)

Teacher Moves

Evidence of Learning

Math Ideas

• Connect calculations to meaning
• Question assumptions & data sources
• Compare strategies and solutions
• Emphasize interpretation over procedure.

• Uses math to support claims
• Explains relationships and change
• Applies math to complex contexts

• Proportional Reasoning
• Variables & Expressions
• Data Analysis & Interpretation
• Systems Thinking

Coaching & Observing Tools

Family & Community

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Interdisciplinary Project-Based Numeracy - HS

SPECIALISTS

The following graphic shows ways to think about interdisciplinary project-based learning as a model for building engagement in numeracy in the HS grade spans.

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Students

What Numeracy is Here

Project Examples

• Model climate or population trends
• Conduct a cost-benefit analysis
• Analyze policy impacts with data
• Integrate qualitative & quantitative evidence

Defining the Why

• Build & refine mathematical models
• Analyze trends and variability
• Use math to evaluate options
• Communicate findings to authentic audiences

Use math to model complexity and inform decisions. Math empowers informed action.

Planning for Professional Learning

Supporting Instructional Planning (11/15)

Teacher Moves

Evidence of Learning

Math Ideas

• Emphasize assumptions & limitations
• Encourage critique of models
• Support audience-appropriate communication
• Position students as decision makers

• Functions & Modeling
• Statistics & Probability
• Optimizations & Constraints
• Quantitative Decision-Making

• Justifies decisions quantitatively
• Interprets models and data
• Connects math to real-world contexts

Coaching & Observing Tools

Family & Community

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Types of Mathematical Representations

SPECIALISTS

Benefits of Using Mathematical Representations​

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• Provide ways for students to examine and identify relationships
• ​ Helps students to compare and contrast multiple depictions of a mathematical idea​
• Gives students a way to communicate their mathematical thinking about a concept or process​
• Supports a deeper understanding of mathematical content and practices

Defining the Why

Planning for Professional Learning

Supporting Instructional Planning (12/15)

Coaching & Observing Tools

Use this tool to support educators in identifying the various representations that are present in their current curricular materials.)

Family & Community

Click here to access the Scavenger Hunt for Mathematical Representation Template

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Effective Teaching Practices

SPECIALISTS

Facilitate Meaningful Mathematical Discourse

Implement Tasks That Promote Reasoning and Problem Solving

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Click to watch a short YouTube video of Maine DOE’s Jennifer Robitaille and Michele Mailhot explain the 8 Effective Teaching Practices for Mathematics from National Council of Teachers of Mathematics. (2014). Principles to Actions. National Council of Teachers of Mathematics.

Defining the Why

Establish Mathematics Goals to Focus Learning

Elicit and Use Evidence of Student Thinking

Planning for Professional Learning

Support Productive Struggle in Learning Mathematics

Supporting Instructional Planning (13/15)

Use and Connect Mathematical Representations

Click Here

Coaching & Observing Tools

Build Procedural Fluency from Conceptual Understanding

Pose Purposeful Questions

Family & Community

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Connecting Mathematical Knowledge

SPECIALISTS

During Instruction

Connecting mathematical knowledge is essential for numeracy development because learners construct meaning by connecting new information to prior knowledge. When students’ background knowledge is activated before and during learning, they are better able to understand vocabulary, follow complex ideas, and comprehend tasks more deeply. Listed to the right are instructional strategies that prompt students to preview tasks, discuss key concepts, and make connections to activate prior knowledge and help all learners, especially struggling learners, access and engage with grade-level content.

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Defining the Why

Planning for Professional Learning

After Instruction

Before Instruction

Supporting Instructional Planning (14/15)

Coaching & Observing Tools

Discussion-Based Strategies

Family & Community

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Evidence Rating Alignment

SPECIALISTS

Use this information to support identifying instructional practices, materials, and supports.

Strong Evidence (1)

Moderate Evidence (2)

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Must Meet ALL:

Must Meet ALL:

• Experimental OR quasi-experimental
• WWC with/without reservations
• Positive outcomes, no negative
• Large sample (n ≥ 350) + multisite

• Experimental (RCT)
• WWC without reservations
• Positive outcomes, no negative
• Large sample (n ≥ 350) + multisite

Defining the Why

Planning for Professional Learning

Practices That Qualify

Practices That Qualify

• Mathematical discourse (structured talk, argumentation)
• Use of multiple representations (CRA: concrete → abstract)
• Purposeful questioning to advance reasoning
• Problem-solving tasks with multiple strategies
• Schema activation / connecting prior knowledge

• Systematic & explicit numeracy instruction (number sense, operations, fluency)
• Explicit modeling → guided practice → feedback cycles
• Building procedural fluency from conceptual understanding
• Formative assessment / using evidence of student thinking

Supporting Instructional Planning (15/15)

Why These Meet Strong Evidence

Coaching & Observing Tools

Why These Meet Strong Evidence

• Some large studies exist, BUT:
• Often quasi-experimental OR mixed methods
• Implementation variability across sites
• Meet sample size requirement in some studies, but not consistently at the same rigor as RCTs

• Backed by:
• Large-scale RCTs (e.g., IES, WWC-reviewed math interventions)
• Multisite implementation across districts
• Consistent, statistically significant gains in math achievement
• Clear causal impact

Family & Community

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Effective Teaching Practices

SPECIALISTS

Facilitate Meaningful Mathematical Discourse

Implement Tasks That Promote Reasoning and Problem Solving

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Click to watch a short YouTube video of Maine DOE’s Jennifer Robitaille and Michele Mailhot explain the 8 Effective Teaching Practices for Mathematics from National Council of Teachers of Mathematics. (2014). Principles to Actions. National Council of Teachers of Mathematics.

Defining the Why

Establish Mathematics Goals to Focus Learning

Elicit and Use Evidence of Student Thinking

Planning for Professional Learning

Support Productive Struggle in Learning Mathematics

Supporting Instructional Planning

Use and Connect Mathematical Representations

Click Here

Coaching & Observing (1/3)

Build Procedural Fluency from Conceptual Understanding

Pose Purposeful Questions

Family & Community

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Coaching & Observing Tools

SPECIALISTS

Walkthrough Form

Current Practices You Use

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These self-assessment reflection tools can be used with teachers to help guide coaching goals.

How to Use

A walkthrough form is a short, focused tool that helps leaders, coaches, and numeracy teams observe instructional practices in real time. Unlike formal evaluations, walkthroughs are meant to be low-stakes and supportive—they offer a quick snapshot of what students are doing, what the teacher is doing, and how well classroom practices align with evidence-based numeracy instruction and schoolwide goals.

Defining the Why

Current Practices: PK-2

Planning for Professional Learning

To use a walkthrough form effectively, begin by identifying the specific practices you want to learn more about. Setting clear goals in advance helps ensure consistency and provides your team with meaningful data for reflection. During the walkthrough, keep observations brief and objective, capturing only what you see and hear. Afterward, use the form to guide team reflection, celebrate strengths, and identify areas that may benefit from additional support, modeling, or professional learning.

Current Practices: 3-5

Supporting Instructional Planning

Current Practices: 6-8

Coaching & Observing Tools (2/3)

When used consistently, walkthrough forms create a shared picture of instruction across classrooms, help monitor progress over time, and support a culture of collaborative growth aligned with your numeracy priorities.

Current Practices: HS

Family & Community

Walkthrough Form

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Evidence Rating Alignment

SPECIALISTS

Use this information to support identifying instructional practices, materials, and supports.

Strong Evidence (1)

Moderate Evidence (2)

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Must Meet ALL:

Must Meet ALL:

• Experimental OR quasi-experimental
• WWC with/without reservations
• Positive outcomes, no negative
• Large sample (n ≥ 350) + multisite

• Experimental (RCT)
• WWC without reservations
• Positive outcomes, no negative
• Large sample (n ≥ 350) + multisite

Defining the Why

Planning for Professional Learning

Practices That Qualify

Practices That Qualify

• Mathematical discourse (structured talk, argumentation)
• Use of multiple representations (CRA: concrete → abstract)
• Purposeful questioning to advance reasoning
• Problem-solving tasks with multiple strategies
• Schema activation / connecting prior knowledge

• Systematic & explicit numeracy instruction (number sense, operations, fluency)
• Explicit modeling → guided practice → feedback cycles
• Building procedural fluency from conceptual understanding
• Formative assessment / using evidence of student thinking

Supporting Instructional Planning

Why These Meet Strong Evidence

Why These Meet Strong Evidence

Coaching & Observing Tools (3/3)

• Some large studies exist, BUT:
• Often quasi-experimental OR mixed methods
• Implementation variability across sites
• Meet sample size requirement in some studies, but not consistently at the same rigor as RCTs

• Backed by:
• Large-scale RCTs (e.g., IES, WWC-reviewed math interventions)
• Multisite implementation across districts
• Consistent, statistically significant gains in math achievement
• Clear causal impact

Family & Community

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Making Numeracy Friendly & Visible

SPECIALISTS

Documenting and celebrating math everywhere helps students recognize that mathematics lives in their everyday experiences, cultures, languages, and communities, not just in classrooms or textbooks, which broadens who is seen and who sees themselves as a mathematician and creates a more inclusive, affirming sense of belonging for all learners.

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Hallways and Bulletin Boards

Defining the Why

Playgrounds

Home

Planning for Professional Learning

Classroom Routines

Cafeteria

Digital

Supporting Instructional Planning

Libraries

Community

Games

Coaching & Observing Tools

Math is everywhere reminds administrators to emphasize that mathematics is everywhere, encouraging schoolwide practices that help educators recognize and leverage numeracy opportunities across everyday learning and multiple disciplines.

Family & Community (1/4)

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Celebrating Numeracy & Math Holidays

Celebrating math holidays makes numeracy fun and meaningful by turning abstract concepts into shared, playful experiences that invite all students to participate, honor cultures and mathematical traditions from around the world, and help every learner see themselves as a “math person” while practicing reasoning, problem-solving, and mathematical language in low-pressure, engaging ways.

SPECIALISTS

Pi Day

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14

3.1415926535897932384626433832795028841971693993751058209749445923078164062862089986280348253421170679… rounded down to 3.14 = March 14 This may not be a serious holiday, but it certainly reminds us that math is all around us- and it gives us a great excuse to use a cake, pie, or pizza to learn more about this mathematical concept.

MARCH

Defining the Why

Fibonacci Day

Planning for Professional Learning

23

Fibonacci’s Sequence is a group of numbers that create a spiral. Starting with 1, 1, each following number is added to the sequence by adding the previous two numbers together. Knowing this, we can see that the first four numbers are 1, 1, 2, 3, which create a date of 11/23 (November 23). Every year on November 23rd, we can celebrate Fibonacci Day and the history of this concept and its creator.

NOVEMBER

Supporting Instructional Planning

Pythagorean Theorem Day

Coaching & Observing Tools

The Pythagorean theorem is the formula used to calculate the length of the sides of a right triangle. The formula, a² + b² = c², is celebrated on the day that matches the formula. The last Pythagorean Theorem Day was in 2025, on July 24. 7/24/25 7² + 24² = 25² When is the next one?

Family & Community (2/4)

Celebrate numeracy encourages administrators to intentionally celebrate mathematics across the school community, helping foster positive math identities and reinforcing the message that mathematical thinking is valued and visible in everyday learning.

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Strategies for Improved Family Numeracy Engagement

SPECIALISTS

Currently, schools across Maine offer a wide variety of resources, activities, and practices that inform families of upcoming numeracy events, involve them in planned activities within classrooms, and inspire teachers and leaders to connect with families and their greater school community. Each classroom and school community is unique and should be thoughtfully examined to determine the best fit for children and their families. Below are some innovative examples teachers and school leaders might consider to inform their practices and engage families in a deep and meaningful manner.

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Defining the Why

Engagement means building relationships among schools, families, and communities to support learning and development (Baker, Wise, Kelley, & Skiba, 2016). Effective, sustainable family engagement:

Planning for Professional Learning

• is culturally competent and responsive to all families;
• is a shared responsibility of schools, families, and communities;
• is continuous from birth throughout adulthood;
• happens in homes, early care and education settings, schools, and communities; and
• operates with capacity and partnerships.

Supporting Instructional Planning

Coaching & Observing Tools

Family & Community (3/4)

The Family Engagement Matrix offers ideas for encouraging families to support numeracy development and learning by moving along a continuum from involvement strategies to deeper engagement.

Click here to access the Family Engagement Matrix

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Try These at Home with Family and Friends

Children learn best when they read, talk, listen, and solve math problems with the people they love. Everyday moments, at home or in the community, help build strong math skills. You do not need special tools or long lessons to support learning. What matters most is spending time together, using mathematical language, talking about numbers, and learning side by side. Everyday math, such as counting, comparing, and problem-solving, supports children's development.

SPECIALISTS

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Solve Problems Together

Numeracy Fesitival

Defining the Why

Count and Recognize Numbers

Planning for Professional Learning

Practice Numeracy

Mapping

Use Everyday Places

Embedded Numeracy

Use the Library

Supporting Instructional Planning

Talk and Think

Earning Choices

Journaling

Coaching & Observing Tools

Make it Routine

Numeracy on View

Maker Spaces

Family & Community (4/4)

Play with Numbers

Spot it, Count it

Data Collection

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Navigation Key

This guide is designed so you can:

• Enter where you need to,
• Stop/Break when you want to, and,
• Return as many times as you'd like.

Alternatively, you can navigate this guide page by page using the "Next" and "Back" buttons. For more information on how to navigate this toolkit, click on Pip the Puffin.

NUMERACY PLAYBOOK

You Are Here

EDUCATOR

SPECIALISTS

ADDITIONAL RESOURCES

ADMINISTRATOR

COMMUNITY PARTNERS

OVERVIEW

Defining the Why

Set the Vision

Elementary Level: (Childhood Grades PK–5)

Numeracy Message

Understanding Numeracy Vision

Resource Hub

Planning for Professional Learning

Build the Engine

How to Use This Playbook

Middle Level: (Early Adolescence Grades 6-8)

How to Support Numeracy at Home

Understand Current Reality

Creating a Culture of Numeracy

Numeracy Hub

Supporting Instructional Planning

High School: (Adolescence Grades 9-Diploma)

Numeracy Community Partnerships

Numeracy Playbook Download

Strengthen Practice

Explore by Role

Coaching and Observing Tools

Integrated Content Specialist

Sustain & Grow the Work

Family and Community

Not sure where to start? Click here!

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Have Questions? Contact: Kathy Bertini, kathy.bertini@maine.gov

VISION

COMMUNITY PARTNERS

Every learner in Maine develops the ability to confidently apply mathematical thinking in real-world contexts - supported by high-quality instruction, engaging learning experiences, and a statewide culture of mathematical curiosity.

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Understanding Numeracy Vision

Guiding Principles

• Numeracy is not just math class; it is foundational for all learners.
• Every educator is a numeracy educator.
• Numeracy should be integrated across disciplines and all stages of learning.
• High-quality instructional materials, professional learning, and interdisciplinary collaboration are essential to strong numeracy education.
• Families, communities, and industries play a vital role in fostering numeracy learning.

How to Support Numeracy at Home

Numeracy Community Partnerships

Maine State Numeracy Action Plan

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The "N" Framework for Interdisciplinary Numeracy

COMMUNITY PARTNERS

The “N” Framework, as articulated by O’Sullivan et al. (2025), offers a powerful structure for designing interdisciplinary numeracy lesson opportunities. By intentionally linking subject-specific content knowledge with pedagogical content knowledge, the framework helps educators identify where authentic numeracy lives within their discipline and how to teach it explicitly. In interdisciplinary planning, the “N” Model serves as a bridge—supporting teachers in connecting mathematical thinking (such as data analysis, proportional reasoning, modeling, or quantitative argumentation) to science investigations, social studies inquiry, literacy tasks, or arts-based exploration. Rather than treating numeracy as an isolated skill set, the framework positions it as a shared professional responsibility and a cognitive throughline across content areas. As a result, educators can collaboratively design lessons that deepen conceptual understanding, strengthen reasoning, and build students’ confidence in applying quantitative thinking in meaningful, real-world contexts.

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Understanding Numeracy Vision

How to Support Numeracy at Home

Numeracy Community Partnerships

Click here to view the "N" Framework

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How to Support Numeracy at Home

COMMUNITY PARTNERS

The development of numeracy begins at home. Furthermore, the importance of numeracy is demonstrated by real-world experiences and facility with numeracy is supported by experiences beyond the classroom.

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Communication

Life Skills

Knowledge & Voice

A strong numeracy system is more than curriculum, assessment, and intervention — it is about whose knowledge counts, whose voices are heard, and how students see themselves reflected in learning. When students encounter problem-solving, experiences, and discussions that honor their identities and communities, numeracy becomes meaningful and empowering. Inclusive systems validate diverse ways of knowing and engage families and communities as partners in learning. In doing so, numeracy systems cultivate confident, culturally literate learners who can navigate complex ideas and perspectives.

Clear and consistent communication supports coherent numeracy systems by ensuring shared understanding, alignment, and collective responsibility for implementation. Within the Maine Numeracy Playbook, communication structures are intentionally designed to integrate multiple perspectives, connect goals, expectations, data, and instructional practices across classrooms, schools, districts, and community partners. By establishing regular, transparent communication routines and feedback loops, leaders and educators strengthen collaboration, support I-MTSS implementation, and ensure that numeracy priorities remain visible, understood, and actionable for all working to develop students’ reasoning, problem-solving, and quantitative thinking.

Numeracy is essential to functional life skills, enabling individuals to navigate everyday tasks, make informed decisions, and participate independently in their communities. Reading, writing, speaking, and numeracy support understanding schedules, forms, instructions, digital tools, and real-world information. When numeracy is intentionally embedded in functional life skills instruction, learners build confidence, self-advocacy, and practical competence, connecting academic learning to meaningful, authentic applications in daily life.

Understanding Numeracy Vision

How to Support Numeracy at Home

Numeracy Community Partnerships

Next

BACK

Try These at Home With Family and Friends

COMMUNITY PARTNERS

Children learn best when they read, talk, listen, and solve math problems with the people they love. Everyday moments, at home or in the community, help build strong math skills. You do not need special tools or long lessons to support learning. What matters most is spending time together, using mathematical language, talking about numbers, and learning side by side. Everyday math, such as counting, comparing, and problem-solving, supports children's development.

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Solve Problems Together

Numeracy Fesitival

Understanding Numeracy Vision

Count and Recognize Numbers

Practice Numeracy

Mapping

How to Support Numeracy at Home

Use Everyday Places

Embedded Numeracy

Use the Library

Talk and Think

Numeracy Community Partnerships

Earning Choices

Journaling

Make it Routine

Numeracy on View

Maker Spaces

Play with Numbers

Spot it, Count it

Data Collection

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Connecting Community Resources and Mindset to Joyful Numeracy

COMMUNITY PARTNERS

Use resources linked throughout this page to support the alignment of community-based numeracy opportunities to instructional progressions, mathematical mindset, joyful learning, and partnerships with local organizations such as libraries and family-centered spaces

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Understanding Numeracy Vision

Be Math Positive

How to Support Numeracy at Home

Align Support with School Instruction

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Numeracy Community Partnerships

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COMMUNITY PARTNERS

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Understanding Numeracy Vision

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Numeracy Community Partnerships

Click here to access the Numeracy Demands Planning Template

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Make Math Visible in Everyday Life

COMMUNITY PARTNERS

COMMUNITY PARTNERS

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Food Waste

Understanding Numeracy Vision

PlasticPollution

ClimateChange

Water Quality

Be Math Positive

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Numeracy Community Partnerships

WaterQuality

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Interdisciplinary Learning Materials

COMMUNITY PARTNERS

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The MOOSE Project

The Maine Online Open-Source Education (MOOSE) project is an award-winning platform that provides free, interdisciplinary learning materials, created by Maine teachers, for Maine students from pre-K through grade 12

Understanding Numeracy Vision

Modules provide real-world relevance and support for students’ literacy skills within engaging topics including:

How to Support Numeracy at Home

• Applied Ethics
• Cyber Security
• Climate Education
• History of Genocide and the Holocaust
• STEAM
• Wabanaki Studies
• Data Science
• African Diaspora of Maine
• Computer Science
• AND MORE!

Numeracy Community Partnerships

Learn with MOOSE Platform

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EXPANDING NUMERACY BEYOND MATH

COMMUNITY PARTNERS

ADMINISTRATORS

These options demonstrates how leveraging community partnerships can help students see numeracy in a variety of real-world contexts and content areas.

NUMERACY IN SCIENCE

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NUMERACY IN SOCIAL STUDIES/HISTORY

NUMERACY IN ENGLISH/LANGUAGE ARTS

Understanding Numeracy Vision

NUMERACY IN WABANAKI STUDIES

NUMERACY IN ART

How to Support Numeracy at Home

NUMERACY IN MUSIC

Numeracy Community Partnerships

NUMERACY IN PHYSICAL EDUCATION

NUMERACY IN LIFE SKILLS

THE MOOSE PROJECT

NUMERACY AT WORK

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This guide is designed so you can:

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NUMERACY PLAYBOOK

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EDUCATOR

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OVERVIEW

Defining the Why

Set the Vision

Elementary Level: (Childhood Grades PK–5)

Numeracy Message

Understanding Numeracy Vision

Resource Hub

Planning for Professional Learning

Build the Engine

How to Use This Playbook

Middle Level: (Early Adolescence Grades 6-8)

How to Support Numeracy at Home

Understand Current Reality

Creating a Culture of Numeracy

Numeracy Hub

Supporting Instructional Planning

High School: (Adolescence Grades 9-Diploma)

Numeracy Community Partnerships

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Coaching and Observing Tools

Integrated Content Specialist

Sustain & Grow the Work

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Have Questions? Contact: Kathy Bertini, kathy.bertini@maine.gov

RESOURCE HUB

ADDITIONAL RESOURCES

This resource section provides adaptable resources to support a district’s journey toward systemic change in numeracy through locally driven planning, collaboration, and implementation. The included templates and tools are designed to be customized to align with a district’s unique needs, strategic priorities, community context, and available resources. References, works cited, and linked materials offer opportunities for deeper exploration and continued learning, allowing schools to build shared understanding and strengthen local capacity throughout the process. Together, these resources are intended to support local control efforts by empowering districts to design meaningful, sustainable approaches to literacy and numeracy improvement that reflect their community’s goals and vision.

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Reference Materials

Reference Materials

Templates

Works Cited

Templates

Works Cited

Works Cited

Works Cited

Resource Hub

The Works Cited section provides a curated list of sources that informed this Literacy Playbook, including books, articles, websites, and multimedia resources. Its purpose is to give proper credit to authors and organizations, ensure transparency in research, and provide educators with direct access to evidence-based materials that support effective literacy practices. By consulting these references, readers can explore further insights, deepen their understanding of literacy development, and apply proven strategies in classroom settings.

The Works Cited section provides a curated list of sources that informed this Literacy Playbook, including books, articles, websites, and multimedia resources. Its purpose is to give proper credit to authors and organizations, ensure transparency in research, and provide educators with direct access to evidence-based materials that support effective literacy practices. By consulting these references, readers can explore further insights, deepen their understanding of literacy development, and apply proven strategies in classroom settings.

The Works Cited section provides a curated list of sources that informed this Literacy Playbook, including books, articles, websites, and multimedia resources. Its purpose is to give proper credit to authors and organizations, ensure transparency in research, and provide educators with direct access to evidence-based materials that support effective literacy practices. By consulting these references, readers can explore further insights, deepen their understanding of literacy development, and apply proven strategies in classroom settings.

The Works Cited section provides a curated list of sources that informed this Numeracy Playbook, including books, articles, websites, and multimedia resources. Its purpose is to give proper credit to authors and organizations, ensure transparency in research, and provide educators with direct access to evidence-based materials that support effective literacy practices. By consulting these references, readers can explore further insights, deepen their understanding of literacy development, and apply proven strategies in classroom settings.

The resources included in this section—spanning books, articles, websites, and videos—serve as a foundation for deepening understanding and supporting effective literacy practices. These reference materials offer evidence-based insights, practical strategies, and interdisciplinary perspectives to guide educators in fostering literacy development across all grade levels. By engaging with these sources, educators can expand their knowledge, enrich instruction, and connect theory to classroom practice, ensuring that every learner has access to meaningful and rigorous literacy experiences.

These templates are practical tools designed to support educators in turning ideas into action. The templates provide flexible structures for reflection, planning, collaboration, implementation, and continuous improvement while helping teams make meaningful connections between literacy goals, instructional practices, student experiences, and evidence of impact.

The resources included in this section—spanning books, articles, websites, and videos—serve as a foundation for deepening understanding and supporting effective literacy practices. These reference materials offer evidence-based insights, practical strategies, and interdisciplinary perspectives to guide educators in fostering literacy development across all grade levels. By engaging with these sources, educators can expand their knowledge, enrich instruction, and connect theory to classroom practice, ensuring that every learner has access to meaningful and rigorous literacy experiences.

These templates are practical tools designed to support educators in turning ideas into action. The templates provide flexible structures for reflection, planning, collaboration, implementation, and continuous improvement while helping teams make meaningful connections between numeracy goals, instructional practices, student experiences, and evidence of impact.

Numeracy Hub

Download the Numeracy Playbook

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Numeracy Hub

The Maine Department of Education Numeracy Hub is a dynamic, evolving space to support meaningful, relevant numeracy learning across all ages and contexts. The Hub offers clear, actionable resources that support educators, leaders, families, and partners across the public education system.

ADDITIONAL RESOURCES

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Resource Hub

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Numeracy Hub

Download the Numeracy Playbook

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Numeracy Playbook

ADDITIONAL RESOURCES

This entire playbook is available to download as a PDF. Use the link below to access the PDF.

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Resource Hub

Use this link to access the Literacy Playbook PDF.

Numeracy Hub

Download the Numeracy Playbook

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Questions to consider when thinking about Family Communication, Family Involvement, and Family Engagement related to numeracy:

1. When a family/community member enters my school, is the environment welcoming and rich with numeracy?

8. How often are teachers/leaders reaching out to individual parents and encouraging numeracy development at home? Is it only when there are concerns or when something worth celebrating happens?

2. Is there signage indicating a family’s right to interpretation/translation and instructions for accessing those services?

9. How is problem-solving (e.g., home) honored as a numeracy practice?

3. Are all staff trained in communicating with culturally and linguistically diverse families?

10. How are families informed about the continuum of numeracy development for their child’s specific age?

4. Do families know who they can ask for questions related to their child’s numeracy development?

5. Is there a platform that teachers use to communicate? Does it expand across all grades or does a parent need to learn a new technique each year?

11. Have I reached out to local community members and providers to include them in our numeracy plans?

6. Are current systems for home numeracy similar from year to year, or are parents and students needing to learn a new format/structure for supporting and communicating about home numeracy during the school year every year?

12. How are students’ and families’ out-of-school numeracies integrated into the curriculum and school life (e.g., funds of knowledge)?

13. How are educators supported in building strong relationships with the families of their students?

7. Do teachers feel they have the resources to send materials back and forth between the classroom and home during the school year?

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Evidence- Based Assessment

• Tracking student numeracy growth with formative and interim assessments.
• Utilizing learning targets/benchmarks for appropriate numeracy achievement at each grade level.
• For multilingual learners acquiring English, recognize that performance on numeracy assessments may be closely linked to the level of English language proficiency and may require additional data comparing growth using instruction in both languages.

Additionally, implementing an integrated multi-tiered system of support (I-MTSS) for all students across the upper elementary grades is strongly recommended.

This includes:

• Consistent use of evidence-based core (Tier 1) programming, instructional practices, assessment practices, and language of instruction within and across grade levels for all students.
• Opportunity for collaborative examination of student assessment to make instructional decisions.
• Timely layers of intervention support that supplement core instruction.
• Shared responsibility for all students’ growth through regular progress monitoring.
• Ongoing professional learning to support educators’ knowledge and skills related to beginning reading and numeracy pedagogy.

NUMERACY IN SCIENCE

DATA

CALCULATION

VALUE

Numeracy is foundational to science learning, shaping how students ask questions, interpret evidence, and communicate understanding. Gathering and using data, calculating and predicting values, making informed judgements, and practicing how to justify and explain their observations and reasoning using numeracy skills enables learners to make sense of complex texts, data, and models, while supporting the precise use of scientific language and reasoning. When numeracy is integrated into science instruction, students build deeper conceptual understanding, strengthen inquiry skills, and engage more fully in the practices of scientists.

Understanding how to gather and use data, including appropriate ways to process and interpret data

Calculating at appropriate levels of complexity to answer real-world questions

Understanding and predicting values including averages and weight

OBSERVATION & REASONING

INFORMED JUDGEMENTS

Learn More...

Engaging in discussions, presentations, and debates; sharing and responding to ideas in the science environment

Making informed judgements based on data, trends, and values that considers reliability

“How Math is Used in Science” - clrn.org

“The "N" Framework: A Teacher Knowledge Framework for Numeracy across the Curriculum” - Numeracy, 2025

5. Build a Cycle of Continuous Improvement

The playbook is meant to be revisited. As you implement practices and gather data, return to the reflection journals, observation rubrics, and planning templates to monitor progress, celebrate gains, and adjust as needed. This cyclical process helps ensure your numeracy work is long-term, coherent, and responsive to student needs.

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Numeracy Development

Numeracy Objectives

• Teachers articulate clear concept goals alongside numeracy goals, aligned to the WIDA Language Development for Mathematics.
• Numeracy objectives describe how students will use mathematical thinking to interpret, express, and negotiate meaning during numeracy tasks.

Figure 1: Balancing Challenge and Support

Adapted from Mariani (1997)

High Challenge

D. Frustration/ Anxiety Zone

A. Learning/ EngagementZone

C. BoredomZone

B. ComfortZone

Low Challenge

When Do Scaffolding Practices Happen?

• Macro-scaffolding practices—Instructional planning before a lesson
• Micro-scaffolding practices—Interactions with students during a lesson

High Support

Low Support

WCER | University of Wisconsin–Madison | wida.wisc.edu

Scaffolding for Meaning

• Scaffolds support students' reasoning and problem-solving while preserving task complexity and conceptual understanding.
• Instruction includes multiple entry points (simpler problems to start with, visuals, manipulatives, collaborative discussion, and problem-solving) to support reasoning and conceptual understanding.

Student Discourse

• Classrooms intentionally cultivate structured opportunities for academic talk, peer collaboration, and sense-making.
• Students are encouraged to use their full linguistic repertoire, including home languages, to support reasoning and conceptual understanding.

Formative Numeracy Assessment Across the Content Areas

The need to assess a student’s mastery of numeracy skills and to adjust instruction to continue to develop those skills is ongoing. The acquisition and development of numeracy, including proficiency in the mechanics of numerical concepts and applied mathematics, is never complete. So, the process of instruction, assessment, iteration and revised or advanced instruction is never complete. However, there are some universal components of assessment that can be employed across content areas and at all levels to ensure that students are mastering essential numeracy skills.

Formative Assessment Strategies

Strategies Across the Content Areas

Career and Education Development

English Language Arts

Weekly Quizzes

Self-Reflections

Homework Assignments

Health Education & PE

Error Analysis

Mathematics

Science & Engineering

Classroom Activities

Surveys

Social Studies

Visible Thinking Rountines

Visual & Performing Arts

Polls & Exit Tickets

World Languages

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Instruction and Programming

Instruction and Programming

Systematic and explicit core instruction is the foundation of an effective, equitable numeracy system. Grounded in evidence-based practices, this approach ensures that all students receive clear, intentional instruction in essential numeracy skills through well-sequenced lessons, purposeful modeling, guided practice, and ongoing feedback. When implemented consistently across classrooms and content areas, systematic and explicit instruction reduces variability in instructional quality, strengthens coherence across grades, and provides students—particularly those who struggle—with predictable, supportive pathways to numeracy success.

Essential Questions for Instruction

Numeracy in the Library

Numeracy Out of Doors

3. Use the Tools for Planning and Implementation

Each chapter includes planning templates, checklists, reflection prompts, and communication resources to help you take the next steps. Use these tools to:

• Assess your current practices
• Identify strengths and needs
• Set goals using clear, measurable steps
• Plan instruction, supports, and professional learning
• Align schedules, budgets, and initiatives to numeracy priorities

You do not need to use every tool at once—select what is most helpful for the stage your school is in.

I’m PIP, your Playbook Integration Partner.

Remember, you can navigate using the buttons at the bottom right and left to move through the guidance.

Don't forget to explore along the way! If you're looking for something specific, check out the table of contents and click on your topic of interest to jump directly to it.

And remember—I'll be with you every step of the way. I'm only a click away!

I’m PIP, your Playbook Integration Partner.

Remember, you can navigate using the buttons at the bottom right and left to move through the guidance.

Don't forget to explore along the way! If you're looking for something specific, check out the table of contents and click on your topic of interest to jump directly to it.

And remember—I'll be with you every step of the way. I'm only a click away!

I’m PIP, your Playbook Integration Partner.

Remember, you can navigate using the buttons at the bottom right and left to move through the guidance.

Don't forget to explore along the way! If you're looking for something specific, check out the table of contents and click on your topic of interest to jump directly to it.

And remember—I'll be with you every step of the way. I'm only a click away!

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Index & Glossary

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Evidence- Based Assessment

• Tracking student numeracy growth with formative and interim assessments.
• Utilizing learning targets/benchmarks for appropriate numeracy achievement at each grade level.
• For multilingual learners acquiring English, recognize that performance on numeracy assessments may be closely linked to the level of English language proficiency and may require additional data comparing growth using instruction in both languages.

Additionally, implementing an integrated multi-tiered system of support (I-MTSS) for all students across the upper elementary grades is strongly recommended.

This includes:

• Consistent use of evidence-based core (Tier 1) programming, instructional practices, assessment practices, and language of instruction within and across grade levels for all students.
• Opportunity for collaborative examination of student assessment to make instructional decisions.
• Timely layers of intervention support that supplement core instruction.
• Shared responsibility for all students’ growth through regular progress monitoring.
• Ongoing professional learning to support educators’ knowledge and skills related to beginning reading and numeracy pedagogy.

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Knowledge & Voice

Intentional, locally determined scheduling is a vital component of coherent numeracy systems. Districts and schools are encouraged to thoughtfully align instructional time, intervention supports, collaborative planning, and professional learning with evidence-based numeracy practices. By focusing on alignment and coherence rather than rigid mandates, the plan supports flexibility across different contexts and reinforces that effective numeracy implementation depends on how time and resources are organized to support high-quality instruction and continuous improvement. A strong numeracy system is more than curriculum, assessment, and intervention — it is about whose knowledge counts, whose voices are heard, and how students see themselves reflected in learning. When students encounter problem-solving, experiences, and discussions that honor their identities and communities, numeracy becomes meaningful and empowering. Inclusive systems validate diverse ways of knowing and engage families and communities as partners in learning. In doing so, numeracy systems cultivate confident, culturally literate learners who can navigate complex ideas and perspectives.

Professional Learning

Professional learning is a critical lever for strengthening numeracy systems and ensuring the effective implementation of evidence-based practices. Within a coherent system, professional learning is ongoing, job-embedded, and aligned with I-MTSS, building educators' knowledge and skills across core instruction, targeted intervention, and intensive support. By intentionally integrating multiple perspectives and culturally responsive practices alongside numeracy priorities, data, and curriculum, districts and schools develop shared understanding, instructional consistency, and collective capacity, ensuring that investments in training translate into improved numeracy outcomes for all learners.

Use this button to access the Professional Learning Plan and Request and Review forms.

Numeracy at Work

Students need strong numeracy skills to effectively navigate the workplace, enabling them to interpret data, solve problems, make informed decisions, and communicate quantitative information with confidence in real-world contexts.

Critical Thinking and Problem Solving

Communication & Collaboration

The ability to analyze information, identify patterns and relationships, question assumptions, and solve complex problems.

Employers seek individuals who can make sense of complex situations, foresee consequences, and choose strategic solutions.

Interpreting quantitative information, evaluating, and connecting mathematical ideas across domains.

Clear, adaptable communication using multiple modes and working effectively with diverse people.

Competency in collaboration and communicating mathematical thinking is central to almost all roles.

Mathematical discourse, representing ideas through models and visuals, and communicating quantitative information.

Ethical, Social, & Cultural Literacy

Digital and Media Literacy

Skillful use of platforms and media; ability to find, evaluate, create, and communicate information in digital spaces.

Foundational in most fields — from accessing information to presenting ideas and navigating online environments.

Reading and producing digital content, understanding algorithms, managing online safety and privacy.

Understanding and applying ethical reasoning, social awareness, and cultural responsiveness.

Increasingly diverse environments require empathy, respect for equity, and culturally informed actions.

Engaging with data and problems from multiple perspectives, questioning assumptions, bias, and representation.

Adaptabilty& Lifelong Learning

Occupational Numeracy Competenices

Assessing occupational numeracy competencies is essential for workplace effectiveness.

The ability to learn, unlearn, and relearn with agility.

Rapid change — including AI, automation, and new tools — demands continuous growth.

Learning across modalities, integrating new numeracy skills into evolving contexts.

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MTSS

In Maine, a Multi-Tiered System of Supports (MTSS) is defined as a comprehensive framework designed to address the academic, behavioral, and social-emotional needs of each student in the most inclusive and equitable learning environment. More than a Response to Intervention (RTI), MTSS is a whole-school framework that organizes the people, programs, and policies into an integrated support system that begins in Tier 1. MTSS is a philosophy that organizes and leverages the systems that likely already exist in your school. It is a system that relies on more than just evidence-based curricula and identification processes. MTSS analyzes and organizes all available resources within the school context, such as people, facilities, time, data, curriculum & instruction, and any additional resources.

I-MTSS

I-MTSS (Integrated MTSS) is a newer, more comprehensive version that explicitly integrates academic and social-emotional/behavioral supports into a cohesive system to improve student outcomes, with tools such as the Integrated Multi-Tiered Systems of Support Fidelity Rubric (IMFR) to assess its implementation. Think of MTSS as the foundational concept, and I-MTSS as a more robust, unified approach that centers all students and honors diverse ways of knowing. The Maine Numeracy Playbook is grounded in an I-MTSS framework in which Tier I instruction is the primary driver of numeracy outcomes, even when it is not always labeled as a separate section. The Playbook’s core instructional practices—high-quality, evidence-based numeracy instruction, integration of problem-solving and critical thinking, knowledge-building through content, and inclusive access for all learners—are intended to strengthen universal instruction first. In that sense, Tier I is not a preliminary step outside the plan; it is the plan’s baseline expectation. Instead of "why isn't the curriculum working for these students?" we ask "why isn't the curriculum working for all students?" In Simple Terms MTSS: "Let's use data to give everyone a little help, some groups more help, and a few the most help, for both learning and behavior." In Simple Terms I-MTSS: "Let's make that even more unified—academic help and behavior help work hand-in-hand at every level, so no student falls through the cracks."

MTSS Documentation

Tier 1

Tier 2

Tier 3

PreK-Grade 2

Grades 3-5

Editable I-MTSS Worksheets

Instruction and Programming

Instruction and Programming

Systematic and explicit core instruction is the foundation of an effective, equitable numeracy system. Grounded in evidence-based practices, this approach ensures that all students receive clear, intentional instruction in essential numeracy skills through well-sequenced lessons, purposeful modeling, guided practice, and ongoing feedback. When implemented consistently across classrooms and content areas, systematic and explicit instruction reduces variability in instructional quality, strengthens coherence across grades, and provides students—particularly those who struggle—with predictable, supportive pathways to numeracy success.

Essential Questions for Instruction

Numeracy in the Library

Numeracy Out of Doors

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Instructional Routines

This form supports schools in reviewing daily, weekly, and annual routines to determine how well they align with the Maine State Numeracy Action Plan. It is designed to help teams examine whether routines support coherent Numeracy systems, evidence-based instruction, and effective I‑MTSS implementation.

Complete this form collaboratively with school leadership, Numeracy teams, or grade-level teams. Focus on routines that shape instructional practice, data use, collaboration, and communication. Use findings to refine routines so they better support Numeracy goals.

This protocol supports a structured, collaborative review of school routines to determine alignment with the Maine State Numeracy Action Plan and to identify high-leverage adjustments. Suggested Time: 60–90 minutes Participants: School leadership, Mathematics coach/specialist, grade-level or content representatives, intervention staff Feel free to edit, adapt or alter these forms in any way that your school or Numeracy Team finds helpful.

GET THESE WORKSHEETS HERE

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The Numeracy Leadership Team (NLT) is charged with guiding the development, implementation, monitoring, and continuous improvement of the school’s numeracy system. The team ensures alignment with the Maine State Numeracy Action Plan, research-based numeracy practices, and school-wide goals, while also intentionally integrating Maine Learning Results and multiple perspectives into numeracy instruction. This approach guarantees that all students develop proficiency and growth in reasoning, problem-solving, data analysis, and quantitative decision-making.Key responsibilities of the NLT include:

• Embedding multiple forms of numeracy, including measurement, spatial reasoning, data interpretation, patterns, and land-based quantitative knowledge, into instruction and assessment.
• Supporting professional learning for educators on research-based numeracy practices.
• Engaging families and community organizations as partners in students’ numeracy development.
• Intentional integration of the Maine Learning Results.

Membership should include, but is not limited to:

• Building administration
• Mathematics coach or mathematics specialist
• Representative from Special Education
• Specialist in multilingual learning or ESOL
• Assessment or data coordinator
• Classroom teachers
• Optional parent or community members

Determine your meeting frequency and establish meeting protocols ahead of time.

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Index & Glossary

Elementary Numeracy Strategies and Resources

Click on each section to find numeracy skills and behaviors you see students exhibit and ideas that may help students become stronger critical thinkers and problem solvers. All children develop at different rates, so there is no single point that will define student learning. Your interactions and support will help students grow and improve, no matter where they are along the path to becoming numerate.

PROBLEM SOLVING/ARITHMETIC

NUMBERS AND COUNTING

MEASUREMENT

SHAPES

PATTERNS

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Systematic and Student-Centered Instructional Practices

Systematic (deliberately sequenced to construct conceptual understanding) and student-centered instruction in number sense, operations, fluency, pattern recognition, representations, and problem-solving —aligned with a high-quality, evidence-based scope and sequence.

Daily opportunities for mathematical reasoning, including structured discourse, intentional questioning, productive struggle, play-based numeracy experiences, and academic talk that reinforces vocabulary and conceptual understanding.

Abundant access to high-quality, culturally responsive, and developmentally appropriate tasks and materials that invite joyful and meaningful engagement.

Systematic and explicit core instruction is the foundation of an effective, equitable numeracy system. Grounded in evidence-based practices, this approach ensures that all students receive clear, intentional instruction in essential numeracy skills through well-sequenced lessons, purposeful modeling, guided practice, and ongoing feedback. When implemented consistently across classrooms and content areas, systematic and explicit instruction reduces variability in instructional quality, strengthens coherence across grades, and provides students—particularly those who struggle—with predictable, supportive pathways to numeracy success.

Instructional routines where students encounter a challenging problem before formal instruction. Multiple solution paths are encouraged. Teacher facilitates, questions, and surfaces strategies. Formal methods are consolidated after exploration.

Use of rich tasks and real-world experiences that build knowledge, vocabulary, conceptual understanding, and a love of numeracy while introducing children to complex problem-solving and content beyond their independent level.

Balanced use of whole-class instruction, small-group instruction, and individualized support, informed by ongoing observation and assessment of children’s strengths, needs, and emerging numeracy profiles.

Integrated content learning, connecting numeracy with science, social studies, arts, and play to deepen understanding, build knowledge networks, and strengthen conceptual understanding.

Intentional efforts to nurture motivation, engagement, and positive numeracy identity, including student choice, authentic numeracy activities, opportunities for creativity, and routines that center belonging and joy.

Strong communication and partnerships with families and caregivers, offering strategies for supporting numeracy, mathematical sense making, and problem-solving at home.

NUMERACY IN ART

DATA

CALCULATION

VALUE

Numeracy plays a vital role in the arts, shaping how students interpret, create, and communicate meaning through visual, performing, and media forms. Calculation, context, value and numeracy support learners in analyzing artistic choices, understanding cultural and historical contexts, and articulating creative intent. When numeracy is intentionally integrated into arts instruction, students deepen critical and creative thinking, expand expressive language, and engage more thoughtfully with both their own work and the work of others.

Representing and communicating data, and interpretations of data, to deepen understanding and connection

Foundational processes for proportion and ratios in drawing and design.

Using color theory to examine and choose colors in art and design

INFORMED JUDGEMENT

OBSERVATION & REASONING

Learn More...

“The Art of Mathematical Thinking” - The Institute for Arts Integration and STEAM

“Data Visualization and Data Art” - The Smithsonian Learning Lab Collection

Understanding and applying concepts such as color theory, symbolism, and proportion

Expressing opinions, formulating questions, and giving and receiving peer feedback

“Incorporating Numeracy in Art & Design” - The Arty Teacher, 2021

“Maths and Art: Exploring Visual Harmony...” Learning Mole 2024

“Mathematical Art Lessons” - Artful Maths

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Continuous Numeracy Improvement Cycle

High-quality numeracy instruction is most effective when it is guided by intentional, data-driven decision-making. Data provides educators with timely, actionable insights into what students know, what they can do, and what they need next. When numeracy data is systematically collected, analyzed, and applied, it ensures instruction is responsive, equitable, and aligned to the needs of all learners

Assess

Analyze

Plan

Monitor Progress

Reflect & Adjust

Implement

Budget Review Form

Starting Point

Numeracy Team

Routines Review

Elementary Numeracy Strategies and Resources

I-MTSS

Secondary Numeracy Strategies and Resources

I-MTSS Simplified

Professional Learning Plan

Scavenger Hunt

Occupational Numeracy Competencies

Walkthrough Form

Policy Review

Community Inventory

The Cycle of Action and Learning drives continuous improvement in numeracy by linking evidence-informed planning with responsive teaching.

Action Research Cycle (for teachers/schools)

Plan: Identify a problem, gather data, and set goals. Act: Implement the planned intervention or strategy. Observe/Assess: Collect data on the action's impact (e.g., test scores, behavior). Reflect: Analyze data, evaluate success, and adjust the plan.

NUMERACY IN LIFE SKILLS

DATA

CALCULATION

VALUE

Numeracy is essential to functional life skills, enabling individuals to navigate everyday tasks, make informed decisions, and participate independently in their communities. Reading, writing, speaking, and numeracy support understanding schedules, forms, instructions, digital tools, and real-world information. When numeracy is intentionally embedded in functional life skills instruction, learners build confidence, self-advocacy, and practical competence, connecting academic learning to meaningful, authentic applications in daily life.

Understanding workplace documents, emails, manuals, and instructions to extract relevant information and make informed decisions

Using precise, context-appropriate terminology to communicate effectively in professional and real-life settings

Using clear protocols and processes in emails, reports, and professional documentation

INFORMED JUDGEMENTS

OBSERVATION& REASONING

Learn More...

Participating in meetings, interviews, presentations, and collaborative discussions; actively listening and responding to colleagues and supervisors

Applying key concepts such as workplace norms, problem-solving strategies, and professional expectations to real-world scenarios

“Defining Deeper Learning and 21st Century Skills” - National Academies

“Life, Career, Abilities” - CTE of NY

“Foster Students Numeracy Skills to Give Math Meaning” - Edmentum

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Numeracy Development

Numeracy Objectives

• Teachers articulate clear concept goals alongside numeracy goals, aligned to the WIDA Language Development for Mathematics.
• Numeracy objectives describe how students will use mathematical thinking to interpret, express, and negotiate meaning during numeracy tasks.

Figure 1: Balancing Challenge and Support

Adapted from Mariani (1997)

High Challenge

D. Frustration/ Anxiety Zone

A. Learning/ EngagementZone

C. BoredomZone

B. ComfortZone

Low Challenge

When Do Scaffolding Practices Happen?

• Macro-scaffolding practices—Instructional planning before a lesson
• Micro-scaffolding practices—Interactions with students during a lesson

High Support

Low Support

WCER | University of Wisconsin–Madison | wida.wisc.edu

Scaffolding for Meaning

• Scaffolds support students' reasoning and problem-solving while preserving task complexity and conceptual understanding.
• Instruction includes multiple entry points (simpler problems to start with, visuals, manipulatives, collaborative discussion, and problem-solving) to support reasoning and conceptual understanding.

Student Discourse

• Classrooms intentionally cultivate structured opportunities for academic talk, peer collaboration, and sense-making.
• Students are encouraged to use their full linguistic repertoire, including home languages, to support reasoning and conceptual understanding.

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The links below can help you create an inventory of potential community connections. The tables also include ideas for connecting Numeracy to community members' roles. A good place to start is to connect with staff members who live in the area and have a deep background knowledge of the community.

Use this link to download the PDF version of this worksheet.

Use this link to work with the Google Doc version of this worksheet.

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I’m MARTIN, your Maine ARTificial INtelligence Guide on the Side.

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PreK-2

3-5

Rigor

Rigor

Relevance

Relevance

Making Math Come Alive

Relationships

Relationships

These graphics show the progression of ways to think about rigor, relevance, and relationships as a model for building engagement in numeracy from PreK through 12th grade.

6-8

9-12

Rigor

Rigor

Relevance

Relevance

Relationships

Relationships

Making Math Come Alive

3-5

PreK-2

Rigor

Relevance

Relationships

Rigor

Relevance

Relationships

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Knowledge & Voice

Intentional, locally determined scheduling is a vital component of coherent numeracy systems. Districts and schools are encouraged to thoughtfully align instructional time, intervention supports, collaborative planning, and professional learning with evidence-based numeracy practices. By focusing on alignment and coherence rather than rigid mandates, the plan supports flexibility across different contexts and reinforces that effective numeracy implementation depends on how time and resources are organized to support high-quality instruction and continuous improvement. A strong numeracy system is more than curriculum, assessment, and intervention — it is about whose knowledge counts, whose voices are heard, and how students see themselves reflected in learning. When students encounter problem-solving, experiences, and discussions that honor their identities and communities, numeracy becomes meaningful and empowering. Inclusive systems validate diverse ways of knowing and engage families and communities as partners in learning. In doing so, numeracy systems cultivate confident, culturally literate learners who can navigate complex ideas and perspectives.

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Instruction and Programming

Instruction and Programming

Systematic and explicit core instruction is the foundation of an effective, equitable numeracy system. Grounded in evidence-based practices, this approach ensures that all students receive clear, intentional instruction in essential numeracy skills through well-sequenced lessons, purposeful modeling, guided practice, and ongoing feedback. When implemented consistently across classrooms and content areas, systematic and explicit instruction reduces variability in instructional quality, strengthens coherence across grades, and provides students—particularly those who struggle—with predictable, supportive pathways to numeracy success.

Essential Questions for Instruction

Numeracy in the Library

Numeracy Out of Doors

Types of Numeracy Data

Effective numeracy instruction relies on multiple sources of data. Each type of numeracy data serves a distinct purpose and, when used together, provides a complete picture of student learning and instructional effectiveness.

Student Feedback & Self-Assessment Data

Student Work Samples

Formative Assessment Data

Universal Screeners

Progress Monitoring Data

Observational & Anecdotal Data

Diagnostic Assessment Data

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How to Use This Graphic

This visual lays out the core tenets of numeracy instruction, offering a research-aligned framework for classroom practice from K through High School. Each tenet represents a fundamental area of numeracy development and instruction that supports children’s success as confident, capable problem-solvers. Use this graphic to:

• Understand the Big Picture — Review all tenets to see how early numeracy grows from foundational skills (like counting and cardinality) to number sense and mathematical reasoning.
• Plan Instruction Thoughtfully — Let the tenets guide your lesson design, ensuring your instruction includes essential elements such as systematic number sense, problem-solving, mathematical, and critical thinking.
• Reflect on Practice — Compare your current classroom routines with these tenets to identify areas of strength and opportunities for growth. Collaborate with Colleagues — Use the tenets as a shared language in team meetings, coaching conversations, and professional learning communities.
• Engage Families and Caregivers — Share the tenets to help caregivers understand how to support numeracy at home, such as through shared pattern-finding, problem-solving, mathematically rich conversations, and playful numeracy activities. Please return to this graphic regularly as a reference point to maintain alignment with numeracy research and ensure that instruction remains comprehensive, intentional, and child-centered.

Creating a Culture of Numeracy

Numeracy is more than performing calculations; it is the ability to make sense of the world through mathematical thinking. It empowers learners to reason, solve problems, and make informed decisions. When schools cultivate environments where reasoning, critical thinking and problem solving are visible, celebrated, and accessible to all students and adults, numeracy shifts from isolated classroom tasks to powerful tools for understanding the world, building knowledge, and expressing ideas across disciplines and contexts. Such a culture does more than improve test scores; it nurtures curiosity, fosters collaboration among teachers and learners, embedding numeracy into every corner of school life—making it part of the identity of the school community and a foundation for success in school and beyond.

NUMERACY IN LIFE SKILLS

DATA

CALCULATION

VALUE

Numeracy is essential to functional life skills, enabling individuals to navigate everyday tasks, make informed decisions, and participate independently in their communities. Reading, writing, speaking, and numeracy support understanding schedules, forms, instructions, digital tools, and real-world information. When numeracy is intentionally embedded in functional life skills instruction, learners build confidence, self-advocacy, and practical competence, connecting academic learning to meaningful, authentic applications in daily life.

Understanding workplace documents, emails, manuals, and instructions to extract relevant information and make informed decisions

Using precise, context-appropriate terminology to communicate effectively in professional and real-life settings

Using clear protocols and processes in emails, reports, and professional documentation

INFORMED JUDGEMENTS

OBSERVATION& REASONING

Learn More...

Participating in meetings, interviews, presentations, and collaborative discussions; actively listening and responding to colleagues and supervisors

Applying key concepts such as workplace norms, problem-solving strategies, and professional expectations to real-world scenarios

“Defining Deeper Learning and 21st Century Skills” - National Academies

“Life, Career, Abilities” - CTE of NY

“Foster Students Numeracy Skills to Give Math Meaning” - Edmentum

Connecting Mathematical Knowledge

Before Instruction

Connecting mathematical knowledge is essential for numeracy development because learners construct meaning by connecting new information to prior knowledge. When students’ background knowledge is activated before and during learning, they are better able to understand vocabulary, follow complex ideas, and comprehend tasks more deeply. The diagram to the right has instructional strategies that prompt students to preview tasks, discuss key concepts, and make connections to activate prior knowledge and help all learners, especially struggling learners, access and engage with grade-level content.

After Instruction

During Instruction

Discussion-Based Strategies

Numeracy Leadership Team (NLT)

The Numeracy Leadership Team (NLT) is charged with guiding the development, implementation, monitoring, and continuous improvement of the school’s numeracy system. The team ensures alignment with the Maine State Numeracy Action Plan, research-based numeracy practices, and school-wide goals, while also intentionally integrating Maine Learning Results and multiple perspectives into numeracy instruction. This approach guarantees that all students develop proficiency and growth in reasoning, problem-solving, data analysis, and quantitative decision-making.

Membership should include, but is not limited to:Building administration Mathematics coach or mathematics specialist Representative from Special Education Specialist in multilingual learning or ESOL Assessment or data coordinator Classroom teachers Optional parent or community members Determine your meeting frequency and establish meeting protocols ahead of time.

Key responsibilities of the NLT include:

• Embedding multiple forms of numeracy, including measurement, spatial reasoning, data interpretation, patterns, and land-based quantitative knowledge, into instruction and assessment.
• Supporting professional learning for educators on research-based numeracy practices.
• Engaging families and community organizations as partners in students’ numeracy development.
• Intentional integration of the Maine Learning Results

Resource Alignment

Resource alignment is essential to effective numeracy implementation and requires the intentional coordination of people, time, materials, and funding to meet student needs within an I-MTSS framework. Through data-informed decision-making, districts and schools align core instruction, targeted interventions, and intensive supports with staffing, schedules, professional learning, and evidence-based materials. Budgetary planning plays a critical role in sustaining this work by prioritizing investments that strengthen Tier 1 instruction, ensure timely access to intervention and progress monitoring, and support ongoing capacity-building, resulting in a coherent, efficient system that maximizes resources to improve numeracy outcomes for all learners.

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Creating a Culture of Numeracy

Numeracy is more than performing calculations; it is the ability to make sense of the world through mathematical thinking. It empowers learners to reason, solve problems, and make informed decisions. When schools cultivate environments where reasoning, critical thinking and problem solving are visible, celebrated, and accessible to all students and adults, numeracy shifts from isolated classroom tasks to powerful tools for understanding the world, building knowledge, and expressing ideas across disciplines and contexts. Such a culture does more than improve test scores; it nurtures curiosity, fosters collaboration among teachers and learners, embedding numeracy into every corner of school life—making it part of the identity of the school community and a foundation for success in school and beyond.

Numeracy Opportunities in Water Quality PBL (Grades K-12)

Regardless of grade level, students working with numeracy opportunities and demands will also be engaging in some/many of the guiding principles and standards for mathematical practices.

Childhood (K-5)

Early Adolescence (6-8):

Adolescence (9-Diploma)

Guiding Questions

Example Activities:1. Budgeting for Solutions – Students calculate the costs of various water filtration options. 2. Community Presentation – Students use data visualization and argumentation to advocate for local water policies.

Example Activities:1. Trend Modeling – Students apply algebra and statistics to predict water quality changes. 2. Community Presentation – Students use data visualization and argumentation to advocate for local water policies.

Note: These questions might be good for all of the age ranges, but might be answered differently by them.

• How can we measure it?
• What are some of the different issues pertaining to water quality?
• Are water quality issues more local or more global?
• What are some of the things that have been to address water quality concerns in the past? Are those measures still in place?

Example Activities:1. Water Testing & Data Analysis – Students collect and analyze real-world data.

The MOOSE Project

The Maine Online Open-Source Education (MOOSE) project is an award-winning platform that provides free, interdisciplinary learning materials, created by Maine teachers, for Maine students. The MOOSE Project reflects the Maine DOE’s commitment to ensure students have access to high-quality instructional materials and rigorous, standards-aligned, equitable instruction from pre-K through grade 12.

Modules provide real-world relevance and support for students’ numeracy skills within engaging topics including:

This module “...aligned with both our hands-on gardening work and academic learning goals, allowing students to apply math, research, collaboration, and design skills in a meaningful, real-world context. It was a well-rounded project that supported the goals of our Alternative Education curriculum perfectly...”

• Applied Ethics
• Cyber Security
• Climate Education
• History of Genocide and the Holocaust
• STEAM
• Wabanaki Studies
• Data Science
• African Diaspora of Maine
• Computer Science
• ... AND MORE!

WHAT PILOT TEACHERS ARE SAYING ABOUT MOOSE

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Learn With MOOSE Platform

There is a dedicated set of preK-12 modules made with Numeracy at their core!

MOOSE Project Homepage on Maine DOE website

Universal Design for Learning (UDL) Guidelines - CAST

“Gold Standard PBL (Project-Based Learning)” - PBL Works

High Quality Instruction Materials (HQIM):

While not every attribute listed may appear in every professional learning experience, the most effective programs typically incorporate several complementary elements.

Standards Alignment

Student Engagement

Assessment Integration

Format Flexibility

Research-based Pedagogy

High Quality Content

Equity and Inclusion

Continuous Improvement

Teacher Usability

Access this information in a chart, here

MTSS

In Maine, a Multi-Tiered System of Supports (MTSS) is defined as a comprehensive framework designed to address the academic, behavioral, and social-emotional needs of each student in the most inclusive and equitable learning environment. More than a Response to Intervention (RTI), MTSS is a whole-school framework that organizes the people, programs, and policies into an integrated support system that begins in Tier 1. MTSS is a philosophy that organizes and leverages the systems that likely already exist in your school. It is a system that relies on more than just evidence-based curricula and identification processes. MTSS analyzes and organizes all available resources within the school context, such as people, facilities, time, data, curriculum & instruction, and any additional resources.

I-MTSS

I-MTSS (Integrated MTSS) is a newer, more comprehensive version that explicitly integrates academic and social-emotional/behavioral supports into a cohesive system to improve student outcomes, with tools such as the Integrated Multi-Tiered Systems of Support Fidelity Rubric (IMFR) to assess its implementation. Think of MTSS as the foundational concept, and I-MTSS as a more robust, unified approach that centers all students and honors diverse ways of knowing. The Maine Numeracy Playbook is grounded in an I-MTSS framework in which Tier I instruction is the primary driver of numeracy outcomes, even when it is not always labeled as a separate section. The Playbook’s core instructional practices—high-quality, evidence-based numeracy instruction, integration of problem-solving and critical thinking, knowledge-building through content, and inclusive access for all learners—are intended to strengthen universal instruction first. In that sense, Tier I is not a preliminary step outside the plan; it is the plan’s baseline expectation. Instead of "why isn't the curriculum working for these students?" we ask "why isn't the curriculum working for all students?" In Simple Terms MTSS: "Let's use data to give everyone a little help, some groups more help, and a few the most help, for both learning and behavior." In Simple Terms I-MTSS: "Let's make that even more unified—academic help and behavior help work hand-in-hand at every level, so no student falls through the cracks."

MTSS Documentation

Tier 1

Tier 2

Tier 3

PreK-Grade 2

Grades 3-5

Editable I-MTSS Worksheets

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Strategies for Eliciting Mathematical Thinking

Examining Your Current Practices:

Conceptual Understanding

Vocabulary

Effective Teaching Practices

Interactive Vocabulary Mapping

Questioning

Walkthrough Form & Guide

Current Practices Pre-K - 5

Concept Sorts

Think-Alouds

Math Representations Scavenger Hunt

Context Clue Investigation

Predict and Confirm

Practices

Benefits of Using Math Representations

Frayer Model Analysis

Evidence Hunt

Think-Pair-Share

Morphology Exploration

Word Learning Through Contextual Reasoning

Summarize and Synthesize

Graphic Organizer Thinking

Inquiry Journals

The Fundamental Role of Joy

Joy plays a vital role in advancing numeracy. Joy cultivates intrinsic motivation, transforming learning from a chore into a personally meaningful pursuit. This emphasis on meaningful engagement aligns with the vision of the Maine State Numeracy Action Plan — which defines numeracy as essential for lifelong learning, personal growth, and full participation in society — and underscores the importance of supporting students not only in mastering foundational skills but also in developing a love of math that lasts beyond school years. What’s more, research shows that when learners experience joy, they are more likely to derive meaning from their work and engage in voluntary, sustained learning. By affirming students’ interests and providing choice-rich environments, educators and families help turn numeracy into an engaging, lifelong habit that aligns with Maine’s goal of building confident, capable problem solvers who thrive academically and personally.

Be Curious!

Celebrate Numeracy

Puzzling

Active

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b. Be Math Positive pp 20 “Celebrations” section, 22 sec 1, 24 sec 1

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Defining Computational Fluency

Computational fluency is essential to numeracy development because it allows students to solve complex problems with enough accuracy and automaticity to focus on conceptual understanding and critical thinking. When computational fluency is weak, cognitive effort is diverted from meaning-making, limiting students’ ability to engage deeply with academic content. The diagram to the right outlines the five components of computational fluency that focus on understanding, enabling students to access grade-level tasks and succeed across content areas.

Welcome to the Maine Department of Education's Numeracy Playbook

The Maine Department of Education is pleased to introduce this resource to support the development of strong numeracy systems across Maine schools. As educators and leaders work together to strengthen mathematical thinking for all learners, we are committed to providing guidance that is relevant, responsive, and tailored to the unique and diverse needs of Maine’s communities. This playbook is designed to combine practical guidance, research-informed strategies, and planning tools in one accessible resource. Whether your team is beginning to explore how to strengthen numeracy or working to deepen and sustain existing efforts, you will find ideas, structures, and supports to guide your work. Because building strong systems is an ongoing process, this playbook is intended to be used as a living resource. As new insights, practices, and examples emerge from across the state, updates will continue to strengthen and refine this guide to support Maine educators and leaders in fostering a culture of numeracy for every learner.

NAVIGATION

• Explore at your own pace.
• Dive deep or get just what you need.
• Review sample guidance and implementation frameworks.
• See what's happening in Maine schools.
• And so much more!

Next

BACK

To navigate this toolkit step by step, use the "NEXT" and "BACK" buttons found at the bottom of each page. You can also use the arrow keys on your keyboard or swipe to the left and right on touch screen.

In the upper left-hand corner, you'll find the menu button where you can quickly access the sections of the playbook.

In the upper right-hand corner of all interactive windows, you'll find the exit button. You can also use the ESC key on your keyboard.

In the upper right-hand corner, you'll find the "interactive reveal" button, which shows all interactive elements on the page.

Thank you for your continued commitment to ensuring Maine’s students develop strong numeracy and mathematical thinking skills that support success in school and beyond.

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Connecting Mathematical Knowledge

Before Instruction

Connecting mathematical knowledge is essential for numeracy development because learners construct meaning by connecting new information to prior knowledge. When students’ background knowledge is activated before and during learning, they are better able to understand vocabulary, follow complex ideas, and comprehend tasks more deeply. The diagram to the right has instructional strategies that prompt students to preview tasks, discuss key concepts, and make connections to activate prior knowledge and help all learners, especially struggling learners, access and engage with grade-level content.

After Instruction

During Instruction

Discussion-Based Strategies

Professional Learning

Professional learning is a critical lever for strengthening numeracy systems and ensuring the effective implementation of evidence-based practices. Within a coherent system, professional learning is ongoing, job-embedded, and aligned with I-MTSS, building educators' knowledge and skills across core instruction, targeted intervention, and intensive support. By intentionally integrating multiple perspectives and culturally responsive practices alongside numeracy priorities, data, and curriculum, districts and schools develop shared understanding, instructional consistency, and collective capacity, ensuring that investments in training translate into improved numeracy outcomes for all learners.

Use this button to access the Professional Learning Plan and Request and Review forms.

How to Use Numeracy Leadership Team Worksheets

Forming a Numeracy Leadership Team representative of your school or school system’s culture to guide decision making about and supports for the design and implementation of a comprehensive approach to Numeracy development is crucial to success. A Numeracy Leadership Team should include administrators, instructional coaches, classroom teachers, special educators, ESOL teachers, interventionists, support staff, and parents. It should also meet regularly to guide the ongoing work of designing and supporting implementation of your comprehensive approach. The tools that follow in this section can support your Numeracy Leadership Team in engaging in assessment of strengths and needs, designing a comprehensive approach, and engaging in ongoing planning for regular meeting agendas. Use your discretion in adapting resources, such as the agendas, to meet your team’s identified needs and action plan implementation.

GET THESE WORKSHEETS HERE

Types of Numeracy Data

Effective numeracy instruction relies on multiple sources of data. Each type of numeracy data serves a distinct purpose and, when used together, provides a complete picture of student learning and instructional effectiveness.

Student Feedback & Self-Assessment Data

Student Work Samples

Formative Assessment Data

Universal Screeners

Progress Monitoring Data

Observational & Anecdotal Data

Diagnostic Assessment Data

7. Adapt to Your Context

Every school and district begins from a different place. Use the playbook flexibly—adapt examples, personalize templates, and integrate tools into your existing systems. The goal is not perfection; it is consistent growth supported by shared vision, strong systems, and high-quality instruction.

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Don't forget to explore along the way! If you're looking for something specific, check out the table of contents and click on your topic of interest to jump directly to it.

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Systematic and Student-Centered Instructional Practices

Systematic (deliberately sequenced to construct conceptual understanding) and student-centered instruction in number sense, operations, fluency, pattern recognition, representations, and problem-solving —aligned with a high-quality, evidence-based scope and sequence.

Daily opportunities for mathematical reasoning, including structured discourse, intentional questioning, productive struggle, play-based numeracy experiences, and academic talk that reinforces vocabulary and conceptual understanding.

Abundant access to high-quality, culturally responsive, and developmentally appropriate tasks and materials that invite joyful and meaningful engagement.

Systematic and explicit core instruction is the foundation of an effective, equitable numeracy system. Grounded in evidence-based practices, this approach ensures that all students receive clear, intentional instruction in essential numeracy skills through well-sequenced lessons, purposeful modeling, guided practice, and ongoing feedback. When implemented consistently across classrooms and content areas, systematic and explicit instruction reduces variability in instructional quality, strengthens coherence across grades, and provides students—particularly those who struggle—with predictable, supportive pathways to numeracy success.

Instructional routines where students encounter a challenging problem before formal instruction. Multiple solution paths are encouraged. Teacher facilitates, questions, and surfaces strategies. Formal methods are consolidated after exploration.

Use of rich tasks and real-world experiences that build knowledge, vocabulary, conceptual understanding, and a love of numeracy while introducing children to complex problem-solving and content beyond their independent level.

Balanced use of whole-class instruction, small-group instruction, and individualized support, informed by ongoing observation and assessment of children’s strengths, needs, and emerging numeracy profiles.

Integrated content learning, connecting numeracy with science, social studies, arts, and play to deepen understanding, build knowledge networks, and strengthen conceptual understanding.

Intentional efforts to nurture motivation, engagement, and positive numeracy identity, including student choice, authentic numeracy activities, opportunities for creativity, and routines that center belonging and joy.

Strong communication and partnerships with families and caregivers, offering strategies for supporting numeracy, mathematical sense making, and problem-solving at home.

NUMERACY IN WABANAKI STUDIES

Numeracy in Wabanaki Studies extends beyond calculation and computation to include measurement, pattern recognition, spatial reasoning, data interpretation, and land-based knowledge as vital forms of quantitative thinking. For generations, Wabanaki Nations have applied numeracy through ecological observation, seasonal practices, resource management, and governance. Integrating Wabanaki perspectives into numeracy instruction honors these longstanding knowledge systems while strengthening students’ reasoning, problem-solving, data literacy, and critical thinking. By engaging with tribally endorsed practices, community data, and place-based learning experiences, students develop not only foundational numeracy skills, but also a deeper understanding of Wabanaki histories, living cultures, and enduring relationships to land, community, and resources.

place

PEOPLE

ANIMALS

Knowledge is carried through practices, observations, and relationships including measurement, resource management, and quantitative reasoning embedded in cultural traditions.

Place grounds numeracy learning in the lands and waters of the homelands, connecting mathematical thinking to real-world observation, measurement, and resource stewardship

Community members model balance, measurement, and relationships within the natural world, supporting culturally grounded numeracy.

MAPPING

LANGUAGE

Connects numeracy to specific landscapes and seasonal cycles, helping people understand patterns, movement, and relationships across homelands.

Numerical literacy carries cultural knowledge, worldviews, and identity through observation, patterns, and practices that sustain living traditions.

Learn More...

Wabanaki Storytelling

Wabanaki Studies, Maine DOE

ABBE Museum

NUMERACY IN ART

DATA

CALCULATION

VALUE

Numeracy plays a vital role in the arts, shaping how students interpret, create, and communicate meaning through visual, performing, and media forms. Calculation, context, value and numeracy support learners in analyzing artistic choices, understanding cultural and historical contexts, and articulating creative intent. When numeracy is intentionally integrated into arts instruction, students deepen critical and creative thinking, expand expressive language, and engage more thoughtfully with both their own work and the work of others.

Representing and communicating data, and interpretations of data, to deepen understanding and connection

Foundational processes for proportion and ratios in drawing and design.

Using color theory to examine and choose colors in art and design

INFORMED JUDGEMENT

OBSERVATION & REASONING

Learn More...

“The Art of Mathematical Thinking” - The Institute for Arts Integration and STEAM

“Data Visualization and Data Art” - The Smithsonian Learning Lab Collection

Understanding and applying concepts such as color theory, symbolism, and proportion

Expressing opinions, formulating questions, and giving and receiving peer feedback

“Incorporating Numeracy in Art & Design” - The Arty Teacher, 2021

“Maths and Art: Exploring Visual Harmony...” Learning Mole 2024

“Mathematical Art Lessons” - Artful Maths

EFFECTIVE TEACHING PRACTICES

Watch a short YouTube video of Maine DOE’s Jennifer Robitaille and Michele Mailhot explain the 8 Effective Teaching Practices for Mathematics from the National Council of Teachers of Mathematics. (2014). Principles to actions. National Council of Teachers of Mathematics.

ESTABLISH MATHEMATICS GOALS TO FOCUS LEARNING

IMPLEMENT TASKS THAT PROMOTE REASONING AND PROBLEM SOLVING

Effective teaching of mathematics establishes clear goals for the mathematics that students are learning, situates goals within learning progressions, and uses the goals to guide instructional decisions.

Effective teaching of mathematics engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies.

USE AND CONNECT MATHEMATICAL REPRESENTATIONS

FACILITATE MEANINGFUL MATHEMATICAL DISCOURSE

Effective teaching of mathematics engages students in making connections among mathematical representations to deepen understanding of mathematics concepts and procedures and as tools for problem solving.

Effective teaching of mathematics facilitates discourse among students to build shared understanding of mathematical ideas by analyzing and comparing student approaches and arguments.

BUILD PROCEDURAL FLUENCY FROM CONCEPTUAL UNDERSTANDING

POSE PURPOSEFUL QUESTIONS

Effective teaching of mathematics uses purposeful questions to assess and advance students’ reasoning and sense making about important mathematical ideas and relationships. (It’s all about the questioning DOE Newsroom article)

Benefits of Using Math Representations

Effective teaching of mathematics builds fluency with procedures on a foundation of conceptual understanding so that students, over time, become skillful in using procedures flexibly as they solve contextual and mathematical problems.

PAGE 22

SUPPORT PRODUCTIVE STRUGGLE IN LEARNING MATHEMATICS

ELICIT AND USE EVIDENCE OF STUDENT THINKING

Effective teaching of mathematics uses evidence of student thinking to assess progress toward mathematical understanding and to adjust instruction continually in ways that support and extend learning.

Effective teaching of mathematics consistently provides students, individually and collectively, with opportunities and supports to engage in productive struggle as they grapple with mathematical ideas and relationships.

Walkthrough Form & Guide

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Celebrating Numeracy & Math Holidays

Celebrating math holidays makes numeracy fun and meaningful by turning abstract concepts into shared, playful experiences that invite all students to participate, honor cultures and mathematical traditions from around the world, and help every learner see themselves as a “math person” while practicing reasoning, problem-solving, and mathematical language in low-pressure, engaging ways.

Pi Day

3.1415926535897932384626433832795028841971693993751058209749445923078164062862089986280348253421170679… rounded down to 3.14 = March 14 This may not be a serious holiday, but it certainly reminds us that math is all around us- and it gives us a great excuse to use a cake, pie, or pizza to learn more about this mathematical concept.

14

MARCH

Fibonacci Day

23

Fibonacci’s Sequence is a group of numbers that create a spiral. Starting with 1, 1, each following number is added to the sequence by adding the previous two numbers together. Knowing this, we can see that the first four numbers are 1, 1, 2, 3, which create a date of 11/23 (November 23). Every year on November 23rd, we can celebrate Fibonacci Day and the history of this concept and its creator.

NOVEMBER

Pythagorean Theorem Day

The Pythagorean theorem is the formula used to calculate the length of the sides of a right triangle. The formula, a² + b² = c², is celebrated on the day that matches the formula. The last Pythagorean Theorem Day was in 2025, on July 24. 7/24/25 7² + 24² = 25² When is the next one?

Connecting Mathematical Knowledge

Before Instruction

Connecting mathematical knowledge is essential for numeracy development because learners construct meaning by connecting new information to prior knowledge. When students’ background knowledge is activated before and during learning, they are better able to understand vocabulary, follow complex ideas, and comprehend tasks more deeply. The diagram to the right has instructional strategies that prompt students to preview tasks, discuss key concepts, and make connections to activate prior knowledge and help all learners, especially struggling learners, access and engage with grade-level content.

After Instruction

During Instruction

Discussion-Based Strategies

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Wabanaki Studies and numeracy learning together support a fuller understanding of the world students are learning to reason about. As a statutory requirement in Maine, Wabanaki Studies recognizes Indigenous perspectives as foundational to Maine’s history, culture, and identity. Grounding learning in the knowledge, experiences, and landscapes of this place helps students make sense of the patterns, relationships, and systems that numeracy helps us understand. Numeracy extends beyond computation to include patterns, measurement, spatial reasoning, data interpretation, and problem-solving. Wabanaki knowledge systems offer meaningful contexts for exploring these ideas through observations of land and water systems, seasonal cycles, ecological relationships, navigation, and community practices. When these perspectives are incorporated thoughtfully, students deepen their reasoning and strengthen their ability to apply quantitative thinking in real-world contexts.

Numeracy in Wabanaki Studies extends beyond calculation and computation to include measurement, pattern recognition, spatial reasoning, data interpretation, and land-based knowledge as vital forms of quantitative thinking. For generations, Wabanaki Nations have applied numeracy through ecological observation, seasonal practices, resource management, and governance. Integrating Wabanaki perspectives into numeracy instruction honors these longstanding knowledge systems while strengthening students’ reasoning, problem-solving, data literacy, and critical thinking. By engaging with tribally endorsed practices, community data, and place-based learning experiences, students develop not only foundational numeracy skills, but also a deeper understanding of Wabanaki histories, living cultures, and enduring relationships to land, community, and resources.

Place

PEOPLE

ANIMALS

Lunar

Place grounds numeracy learning in the lands and waters of the homelands, connecting mathematical thinking to real-world observation, measurement, and resource stewardship

Knowledge is carried through practices, observations, and relationships including measurement, resource management, and quantitative reasoning embedded in cultural traditions.

Community members model balance, measurement, and relationships within the natural world, supporting culturally grounded numeracy.

Solstice

MAPPING

LANGUAGE

Numerical literacy carries cultural knowledge, worldviews, and identity through observation, patterns, and practices that sustain living traditions.

Connects numeracy to specific landscapes and seasonal cycles, helping people understand patterns, movement, and relationships across homelands.

Learn More...

Wabanaki Storytelling - Akomawt and Portland Ovations

Equinox

Wabanaki Studies, Maine DOE - Maine Department of Education

AABBE Museum - ABBE Museum, Bar Harbor

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Connecting Mathematical Knowledge

Before Instruction

Connecting mathematical knowledge is essential for numeracy development because learners construct meaning by connecting new information to prior knowledge. When students’ background knowledge is activated before and during learning, they are better able to understand vocabulary, follow complex ideas, and comprehend tasks more deeply. The diagram to the right has instructional strategies that prompt students to preview tasks, discuss key concepts, and make connections to activate prior knowledge and help all learners, especially struggling learners, access and engage with grade-level content.

After Instruction

During Instruction

Discussion-Based Strategies

Vetting High Quality Professional Learning

In-person, remote, and hybrid learning experiences, combined with video, audio, and hands-on/manipulative materials, are effective options for High-Quality Professional Learning in numeracy that contribute to student success. Educators must carefully evaluate professional learning to ensure it provides developmentally appropriate, pedagogically sound, culturally responsive, and bias-free instruction. While not every attribute listed below may appear in every professional learning experience, the most effective programs typically incorporate several complementary elements.

High-Quality Content

Research-Based Pedagogy

Equity and Inclusion

Student Engagement

Standards Alignment

Teacher Usability

Get the workbook here

Assessment Integration

Format Flexibility

Continuous Improvement

Budget Review Form

Starting Point

Literacy Team

Routines Review

Elementary Literacy Strategies and Resources

I-MTSS

Secondary Literacy Strategies and Resources

I-MTSS Simplified

Secondary Literacy Profile

Professional Learning Plan

Occupational Literacy Competencies

Walkthrough Form

Policy Review

Community Inventory

Creating a Culture of Numeracy

Numeracy is more than performing calculations; it is the ability to make sense of the world through mathematical thinking. It empowers learners to reason, solve problems, and make informed decisions. When schools cultivate environments where reasoning, critical thinking and problem solving are visible, celebrated, and accessible to all students and adults, numeracy shifts from isolated classroom tasks to powerful tools for understanding the world, building knowledge, and expressing ideas across disciplines and contexts. Such a culture does more than improve test scores; it nurtures curiosity, fosters collaboration among teachers and learners, embedding numeracy into every corner of school life—making it part of the identity of the school community and a foundation for success in school and beyond.

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NUMERACY IN MUSIC

VALUE

DATA

CALCULATION

Numeracy is essential to music learning, supporting how students read, interpret, create, and respond to sound. Through analysis, practice, composition, and listening, learners make sense of musical notation, lyrics, structure, and cultural context while developing the ability to describe and reflect on musical experiences. When numeracy is intentionally integrated into music instruction, students strengthen listening and analytical skills, deepen musical understanding, and communicate artistic ideas with clarity and purpose.

VALUE

Exploring sound intensity and quality through measuring decibels

Composing and arranging music and notating in scores

Collecting and analyzing data to improve musical performance skills

INFORMED JUDGEMENTS

OBSERVATION & REASONING

Learn More...

“Music and Math” - PBS Learning Media

Expressing opinions, formulating questions, and giving and receiving peer feedback

Writing songs and music using the Circle of Fifths

“The Hidden Math In Music” - EDU.Com 2025

“Building Numeracy Through Music” - Arc Education apps

“Maths in Music: Discover How Awesome Numbers and Patterns Shape Tunes” - Learning Mole

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Culturally Responsive Teaching (CRT)

Culturally Responsive Teaching (CRT) is an instructional approach that recognizes and values students’ cultural and lived experiences as assets for learning. It intentionally connects instruction to students’ identities and backgrounds to make learning more meaningful, accessible, and rigorous—while maintaining high expectations for ALL learners.

CRT Changes

CRT Does NOT Change

• How instruction connects to students’ lives
• How numeracy and meaning are scaffolded
• How students experience themselves as problem solvers and mathematicians

• The need for explicit, systematic foundational skills instruction
• High expectations for numeracy development
• The evidence-based sequence of mathematics skills

Using Data for Decisions

This graphic from the Center on Multi-Tiered Systems of Supports maps how data-based decision-making components work together to meet the needs of all students. The three key components—screening, progress monitoring, and a multi-level prevention system—support MTSS teams in making informed decisions about student movement within tiered supports, intensifying interventions, allocating resources, and identifying students who may require individualized education plans. Together, these components promote continuous improvement in both instructional systems and student outcomes.

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NUMERACY IN PHYSICAL EDUCATION

DATA

CALCULATION

VALUE

Numeracy plays an important role in physical education, supporting how students understand movement, health concepts, and personal wellness. Assessing and analyzing their own performance as well as understanding arithmetic basis for rule sets and organizations help learners interpret rules, strategies, fitness data, and health information, while reflecting on goals and performance. When numeracy is intentionally integrated into physical education, students deepen their understanding of healthy habits, communicate effectively about movement and teamwork, and develop skills for lifelong physical well-being.

Games, sports and the overall health industry have diverse values and meanings in individual health and social contexts

Navigating rule books, nutritional information, medical reports, player assessments

Physical education plans, personal goals and routines, assessments

OBSERVATION & REASONING

INFORMED JUDGEMENTS

Learn More...

Articulate rules, procedures, and health indicators, while actively listening to peers describe their experiences, goals, and states of well-being

Understanding physical connection to body mechanics and health is vital to overall well-being

“How Incorporating Math into Physical Education Boosts Learning” - Math and Movement

“Integrating Math in Elementary PE” - Edutopia, 2024

“5 Simple Way to Teach Maths Through Sport” - PEOffice blog, 2018

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High Quality Instruction Materials (HQIM):

While not every attribute listed may appear in every professional learning experience, the most effective programs typically incorporate several complementary elements.

Standards Alignment

Student Engagement

Assessment Integration

Format Flexibility

Research-based Pedagogy

High Quality Content

Equity and Inclusion

Continuous Improvement

Teacher Usability

Access this information in a chart, here

Numeracy Opportunities in Food Waste PBL (Grades K-12)

Regardless of grade level, students working with numeracy opportunities and demands will also be engaging in some/many of the guiding principles and standards for mathematical practices.

Childhood (K-5)

Early Adolescence (6-8):

Adolescence (9-Diploma)

Guiding Questions

Example Activities:1. Cafeteria Food Waste Audit – Students sort food waste (e.g., fruits, vegetables, dairy) and count each type daily. 2. Graphing Waste Data – Students create bar graphs to compare different days or weeks. 3. Estimation Games – Predicting how much food is wasted in the classroom/school and comparing estimates to real data. 4. Basic Ratios – Comparing the number of whole apples thrown away vs. apple cores to discuss waste reduction.

Note: These questions might be good for all of the age ranges, but might be answered differently by them. Measuring it

• How can we measure it?
• Volume? How might we do that?
• Weight? How might we do that?
• Can we say anything about the relationship between weight and volume?
• Are there ideas other than measuring weight or volume?
• What role might sampling play in helping us measure it?

Classifying waste

• What classification schemes are possible? (e.g., different kinds of food?; brought vs bought?)

What actually qualifies as food waste? (For example, if someone takes one bite of an apple and tosses the rest, there is some sense that it has been wasted. If someone more-or-less eats the apple and tosses the core, is that food waste?) How does waste at target school compare to state/national data? What are some possible remediations and what % of wasted food will these address? (e.g. composting could address some but probably not all) What are some already established ways to mitigate the problem of food waste? (see, for example, https://extension.sdstate.edu/food-waste-schools-and-strategies-reduce-it) Why is the food wasted? Is a survey appropriate? As we gather all of the data from the questions above, what are some ways to communicate what we have found?

Example Activities:1. Data Collection & Analysis – Students conduct a cafeteria waste audit, record weights, and analyze the data. 2. Proportions & Reductions – Students calculate how much food waste can be reduced if each person wastes 10% less. 3. Geometric Planning – Designing efficient composting bins with surface area and volume calculations. 4. Statistical Predictions – Using past data to predict future food waste and testing their models over a set period.

Example Activities:1. Linear & Exponential Waste Models – Students create functions to predict waste reduction based on intervention strategies. 2. Cost-Benefit Analysis – Students analyze the financial impact of food waste on schools, restaurants, and households. 3. Regression Analysis on Food Waste Data – Using real-world data sets to identify trends and make policy recommendations. 4. Optimization Problems – Designing the most cost-effective way to reduce waste using mathematical modeling.

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Be Math Positive

Documenting and celebrating math everywhere helps students recognize that mathematics lives in their everyday experiences, cultures, languages, and communities, not just in classrooms or textbooks, which broadens who is seen and who sees themselves as a mathematician and creates a more inclusive, affirming sense of belonging for all learners.

Celebrations

Fundamental Role Joy

Host A Math FairHosting a math fair creates an inviting, hands-on space where students explore math through games, puzzles, real-world problems, and creative projects, making numeracy visible, joyful, and accessible while encouraging collaboration, curiosity, and confidence for learners of all ages and backgrounds. Celebrate Pi Day with NCTM There are many fun and innovative ways to celebrate Pi Day in your classroom and beyond—you probably already use it as a jumping-off point for key mathematical lessons. If you're in need of something to invigorate your tried-and-true Pi Day traditions, NCTM has you covered! We've gathered our best pi-related activities from our publications and resources to suit your grade level. Try them with your students throughout March and share the fun with others on social media. Be sure to include the hashtag #PiDay and tag @NCTM! 100 Days of School: Free and Fun Activities Teachers, students, and families can get in on the fun of celebrating the 100th day of school activities. The 100th day of school is a fun opportunity to recognize student progress and honor all of the hard work as a community. It’s also the perfect opportunity to incorporate numbers and math concepts into the festivities centered on 100.

Joy plays a vital role in advancing numeracy. Joy cultivates intrinsic motivation, transforming learning from a chore into a personally meaningful pursuit. This emphasis on meaningful engagement aligns with the vision of the Maine State Numeracy Action Plan — which defines numeracy as essential for lifelong learning, personal growth, and full participation in society — and underscores the importance of supporting students not only in mastering foundational skills but also in developing a love of math that lasts beyond school years. What’s more, research shows that when learners experience joy, they are more likely to derive meaning from their work and engage in voluntary, sustained learning. By affirming students’ interests and providing choice-rich environments, educators and families help turn numeracy into an engaging, lifelong habit that aligns with Maine’s goal of building confident, capable problem solvers who thrive academically and personally.

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Interdisciplinary & Real World Numeracy

Numeracy extends beyond mathematics classrooms. This section supports educators in weaving numeracy thinking into all disciplines, fostering authentic, real-world problem-solving and meaningful student engagement.

The “N” Framework for Interdisciplinary Numeracy

Expanding Numeracy Beyond Math

The “N” Framework, as articulated by O’Sullivan et al. (2025), offers a powerful structure for designing interdisciplinary numeracy lesson opportunities. By intentionally linking subject-specific content knowledge with pedagogical content knowledge, the framework helps educators identify where authentic numeracy lives within their discipline and how to teach it explicitly.

Identifying Numeracy Opportunities

Numeracy in ScienceNumeracy in Social Studies/HistoryNumeracy in English/Language ArtsNumeracy in Wabanaki StudiesNumeracy in ArtNumeracy in MusicNumeracy in Physical EducationNumeracy in Life SkillsNumeracy At WorkThe MOOSE ProjectInterdisciplinary Project-Based Numeracy 6-8Environmental Numeracy Integration

Making Math Come Alive

3-5

PreK-2

Rigor

Relevance

Relationships

Rigor

Relevance

Relationships

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Questions to consider when thinking about Family Communication, Family Involvement, and Family Engagement related to numeracy:

1. When a family/community member enters my school, is the environment welcoming and rich with numeracy?

8. How often are teachers/leaders reaching out to individual parents and encouraging numeracy development at home? Is it only when there are concerns or when something worth celebrating happens?

2. Is there signage indicating a family’s right to interpretation/translation and instructions for accessing those services?

9. How is problem-solving (e.g., home) honored as a numeracy practice?

3. Are all staff trained in communicating with culturally and linguistically diverse families?

10. How are families informed about the continuum of numeracy development for their child’s specific age?

4. Do families know who they can ask for questions related to their child’s numeracy development?

5. Is there a platform that teachers use to communicate? Does it expand across all grades or does a parent need to learn a new technique each year?

11. Have I reached out to local community members and providers to include them in our numeracy plans?

6. Are current systems for home numeracy similar from year to year, or are parents and students needing to learn a new format/structure for supporting and communicating about home numeracy during the school year every year?

12. How are students’ and families’ out-of-school numeracies integrated into the curriculum and school life (e.g., funds of knowledge)?

13. How are educators supported in building strong relationships with the families of their students?

7. Do teachers feel they have the resources to send materials back and forth between the classroom and home during the school year?

NUMERACY IN SOCIAL STUDIES/HISTORY

DATA

CALCULATION

VALUE

Numeracy is central to social studies and history, shaping how students investigate the past, analyze multiple perspectives, and understand civic life. Through reading, writing, discussion, and visual analysis, learners engage with primary and secondary sources, evaluate evidence, and construct informed interpretations of events and ideas. When numeracy is intentionally embedded in social studies instruction, students develop critical thinking, historical reasoning, and the ability to communicate claims clearly—skills essential for informed citizenship and meaningful engagement with the world.

Decoding documents and primary source materials including demographic and environmental records

Calculating at appropriate levels of complexity to answer real-world questions

Understanding and predicting value particularly in historical and non-Western contexts

OBSERVATION & REASONING

INFORMED JUDGEMENTS

Learn More...

Listening to and responding to others’ theories, a critical component of social science discourse

“Connecting Math to Social Studies” - raft.net

Making informed judgements based on data, trends, and values that considers reliability

“Fairness Counts: Integrating Math and Social Studies in the Elementary Classroom” - njcss.org, 2025

“Math + Social Studies = Awesomeness!” - Teaching in Room 6 blog

Making Math Come Alive

3-5

PreK-2

Rigor

Relevance

Relationships

Rigor

Relevance

Relationships

Culturally Responsive Teaching (CRT)

Culturally Responsive Teaching (CRT) is an instructional approach that recognizes and values students’ cultural and lived experiences as assets for learning. It intentionally connects instruction to students’ identities and backgrounds to make learning more meaningful, accessible, and rigorous—while maintaining high expectations for ALL learners.

CRT Changes

CRT Does NOT Change

• How instruction connects to students’ lives
• How numeracy and meaning are scaffolded
• How students experience themselves as problem solvers and mathematicians

• The need for explicit, systematic foundational skills instruction
• High expectations for numeracy development
• The evidence-based sequence of mathematics skills

Numeracy Opportunities in Plastic Pollution PBL (Grades K-12)

Regardless of grade level, students working with numeracy opportunities and demands will also be engaging in some/many of the guiding principles and standards for mathematical practices.

Childhood (K-5)

Early Adolescence (6-8):

Adolescence (9-Diploma)

Guiding Questions

Note: These questions might be good for all of the age ranges, but might be answered differently by them. Measuring it

• How can we measure it?
• Volume? How might we do that?
• Weight? How might we do that?
• Can we say anything about the relationship between weight and volume?
• Are there ideas other than measuring weight or volume?
• What role might sampling play in helping us measure it?

Classifying waste

• What classification schemes are possible? (e.g., different kinds of plastic?; single-use vs reusable?; recyclable vs not recyclable?)

How does waste in the local area compare to state/national data? What are some possible remediations and what % of plastic will these address? (e.g. recycling could address some but probably not all) What are some already established ways to mitigate the problem of plastic waste? What are the current options for reusing/recycling plastic waste? What are some alternatives to using plastic? Do they also involve waste streams? How is plastic waste different from other types of waste?

Example Activities:1. Plastic Waste Audits – Students collect plastic waste data and analyze trends. 2. Volume & Surface Area Calculations – Estimate how much plastic fits into landfills vs. being recycled. 3. Proportional Analysis – Determine how plastic consumption per person affects pollution levels. 4. Statistical Predictions – Use past data to predict plastic pollution growth rates.

Example Activities:1. Plastic Collection & Sorting – Students collect, categorize, and count plastic waste found in their environment. 2. Graphing Plastic Waste – Create bar graphs to visualize the most common types of plastic waste. 3. Ratio of Recyclable vs. Non-Recyclable – Compare how much plastic can be recycled vs. what goes to landfills. 4. Estimation Games – Predict how much plastic is used in a day and compare it to real data.

Example Activities:1. Mathematical Models of Plastic Waste Growth – Students analyze real-world data to create functions that model plastic accumulation over time. 2. Cost-Benefit Analysis of Plastic Reduction – Compare costs of different policies like plastic bans, recycling, and biodegradable alternatives. 3. Regression Analysis on Plastic Pollution Data – Identify correlations between plastic waste and environmental impact. 4. Optimization Problems – Develop the most cost-effective and efficient ways to reduce plastic waste.

pp 68 sec 1, 69 sec 2, 70 sec 2, 71 sec 2, 72 sec 1, pp 73 sec 1, 74 sec 2, 75 sec 2, 76 sec 2, 77 sec 1

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Essential Questions

This worksheet is a tool for planning, reflection, and collaboration to ensure that numeracy instruction is intentionally focused on student development.

The links below give access to the Essential Questions document in 2 ways. The first link is for an editable Google Doc, and the second is for a downloadable PDF.

Editable Google Doc

Downloadable PDF

6. Leverage DOE Supports

Links and guidance throughout the playbook help you access Maine DOE resources, funding opportunities, and technical assistance. Use these supports as a partner in your numeracy work—not as an add-on, but as a system-aligned strategy.

The Fundamental Role of Joy

Joy plays a vital role in advancing numeracy. Joy cultivates intrinsic motivation, transforming learning from a chore into a personally meaningful pursuit. This emphasis on meaningful engagement aligns with the vision of the Maine State Numeracy Action Plan — which defines numeracy as essential for lifelong learning, personal growth, and full participation in society — and underscores the importance of supporting students not only in mastering foundational skills but also in developing a love of math that lasts beyond school years. What’s more, research shows that when learners experience joy, they are more likely to derive meaning from their work and engage in voluntary, sustained learning. By affirming students’ interests and providing choice-rich environments, educators and families help turn numeracy into an engaging, lifelong habit that aligns with Maine’s goal of building confident, capable problem solvers who thrive academically and personally.

Be Curious!

Celebrate Numeracy

Puzzling

Active

Creating a Culture of Numeracy

Numeracy is more than performing calculations; it is the ability to make sense of the world through mathematical thinking. It empowers learners to reason, solve problems, and make informed decisions. When schools cultivate environments where reasoning, critical thinking and problem solving are visible, celebrated, and accessible to all students and adults, numeracy shifts from isolated classroom tasks to powerful tools for understanding the world, building knowledge, and expressing ideas across disciplines and contexts. Such a culture does more than improve test scores; it nurtures curiosity, fosters collaboration among teachers and learners, embedding numeracy into every corner of school life—making it part of the identity of the school community and a foundation for success in school and beyond.

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NUMERACY AT WORK

INFORMATION

VOCABULARY

TOOLS

Modern numeracy repositions mathematical understanding as a suite of capabilities that support participation in economic, civic, and technological life. These competencies prepare learners not just for specific roles but for lifelong problem-solving, decision-making, and career mobility across sectors.

Critical use of digital tools — not just access, but thoughtful application and pivoting with new technologies.

Interpretation of multimodal information — understanding audio, visual, interactive, and textual knowledge.

Meaning-making in context — synthesizing insights across fields, disciplines, and cultural perspectives.

Learn More...

ETHICS

ACCESS

“Career Readiness, Life Literacies and Key Skills” - New Jersey Student Learning Standards

“Defining Deeper Learning and 21st Century Skills” - National Academies

Scaffold supports and structures to ensure all learners — including multilingual learners and striving readers — can engage meaningfully.

“Introduction to New Literacies” - Maine Department of Education

Ethical engagement with information — navigating misinformation, AI outputs, and socially complex issues.

“Modern Literacies: Helping our Students Navigate our Complex World” - Corwin Connect

Occupational Numeracy Competencies

Assessing occupational numeracy competencies is essential for workplace effectiveness.

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High Quality Instruction Materials (HQIM):

While not every attribute listed may appear in every professional learning experience, the most effective programs typically incorporate several complementary elements.

Standards Alignment

Student Engagement

Assessment Integration

Format Flexibility

Research-based Pedagogy

High Quality Content

Equity and Inclusion

Continuous Improvement

Teacher Usability

Access this information in a chart, here

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Evidence- Based Assessment

• Tracking student numeracy growth with formative and interim assessments.
• Utilizing learning targets/benchmarks for appropriate numeracy achievement at each grade level.
• For multilingual learners acquiring English, recognize that performance on numeracy assessments may be closely linked to the level of English language proficiency and may require additional data comparing growth using instruction in both languages.

Additionally, implementing an integrated multi-tiered system of support (I-MTSS) for all students across the upper elementary grades is strongly recommended.

This includes:

• Consistent use of evidence-based core (Tier 1) programming, instructional practices, assessment practices, and language of instruction within and across grade levels for all students.
• Opportunity for collaborative examination of student assessment to make instructional decisions.
• Timely layers of intervention support that supplement core instruction.
• Shared responsibility for all students’ growth through regular progress monitoring.
• Ongoing professional learning to support educators’ knowledge and skills related to beginning reading and numeracy pedagogy.

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Defining Computational Fluency

Computational fluency is essential to numeracy development because it allows students to solve complex problems with enough accuracy and automaticity to focus on conceptual understanding and critical thinking. When computational fluency is weak, cognitive effort is diverted from meaning-making, limiting students’ ability to engage deeply with academic content. The diagram to the right outlines the five components of computational fluency that focus on understanding, enabling students to access grade-level tasks and succeed across content areas.

Professional learning is a critical lever for strengthening numeracy systems and ensuring the effective implementation of evidence-based practices. Within a coherent system, professional learning is ongoing, job-embedded, and aligned with I-MTSS, building educators' knowledge and skills across core instruction, targeted intervention, and intensive support. By intentionally integrating multiple perspectives and culturally responsive practices alongside numeracy priorities, data, and curriculum, districts and schools develop shared understanding, instructional consistency, and collective capacity, ensuring that investments in training translate into improved numeracy outcomes for all learners.

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Interdisciplinary & Real World Numeracy

Numeracy extends beyond mathematics classrooms. This section supports educators in weaving numeracy thinking into all disciplines, fostering authentic, real-world problem-solving and meaningful student engagement.

The “N” Framework for Interdisciplinary Numeracy

Expanding Numeracy Beyond Math

The “N” Framework, as articulated by O’Sullivan et al. (2025), offers a powerful structure for designing interdisciplinary numeracy lesson opportunities. By intentionally linking subject-specific content knowledge with pedagogical content knowledge, the framework helps educators identify where authentic numeracy lives within their discipline and how to teach it explicitly.

Identifying Numeracy Opportunities

Numeracy in ScienceNumeracy in Social Studies/HistoryNumeracy in English/Language ArtsNumeracy in Wabanaki StudiesNumeracy in ArtNumeracy in MusicNumeracy in Physical EducationNumeracy in Life SkillsNumeracy At WorkThe MOOSE ProjectInterdisciplinary Project Based Numeracy K-2Interdisciplinary Project Based Numeracy 3-5Environmental Numeracy Integration

View This PDF Here: Maine State Numeracy Action Plan

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Index & Glossary

Numeracy Development

Numeracy Objectives

• Teachers articulate clear concept goals alongside numeracy goals, aligned to the WIDA Language Development for Mathematics.
• Numeracy objectives describe how students will use mathematical thinking to interpret, express, and negotiate meaning during numeracy tasks.

Figure 1: Balancing Challenge and Support

Adapted from Mariani (1997)

High Challenge

D. Frustration/ Anxiety Zone

A. Learning/ EngagementZone

C. BoredomZone

B. ComfortZone

Low Challenge

When Do Scaffolding Practices Happen?

• Macro-scaffolding practices—Instructional planning before a lesson
• Micro-scaffolding practices—Interactions with students during a lesson

High Support

Low Support

WCER | University of Wisconsin–Madison | wida.wisc.edu

Scaffolding for Meaning

• Scaffolds support students' reasoning and problem-solving while preserving task complexity and conceptual understanding.
• Instruction includes multiple entry points (simpler problems to start with, visuals, manipulatives, collaborative discussion, and problem-solving) to support reasoning and conceptual understanding.

Student Discourse

• Classrooms intentionally cultivate structured opportunities for academic talk, peer collaboration, and sense-making.
• Students are encouraged to use their full linguistic repertoire, including home languages, to support reasoning and conceptual understanding.

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MTSS

In Maine, a Multi-Tiered System of Supports (MTSS) is defined as a comprehensive framework designed to address the academic, behavioral, and social-emotional needs of each student in the most inclusive and equitable learning environment. More than a Response to Intervention (RTI), MTSS is a whole-school framework that organizes the people, programs, and policies into an integrated support system that begins in Tier 1. MTSS is a philosophy that organizes and leverages the systems that likely already exist in your school. It is a system that relies on more than just evidence-based curricula and identification processes. MTSS analyzes and organizes all available resources within the school context, such as people, facilities, time, data, curriculum & instruction, and any additional resources.

I-MTSS

I-MTSS (Integrated MTSS) is a newer, more comprehensive version that explicitly integrates academic and social-emotional/behavioral supports into a cohesive system to improve student outcomes, with tools such as the Integrated Multi-Tiered Systems of Support Fidelity Rubric (IMFR) to assess its implementation. Think of MTSS as the foundational concept, and I-MTSS as a more robust, unified approach that centers all students and honors diverse ways of knowing. The Maine Numeracy Playbook is grounded in an I-MTSS framework in which Tier I instruction is the primary driver of numeracy outcomes, even when it is not always labeled as a separate section. The Playbook’s core instructional practices—high-quality, evidence-based numeracy instruction, integration of problem-solving and critical thinking, knowledge-building through content, and inclusive access for all learners—are intended to strengthen universal instruction first. In that sense, Tier I is not a preliminary step outside the plan; it is the plan’s baseline expectation. Instead of "why isn't the curriculum working for these students?" we ask "why isn't the curriculum working for all students?" In Simple Terms MTSS: "Let's use data to give everyone a little help, some groups more help, and a few the most help, for both learning and behavior." In Simple Terms I-MTSS: "Let's make that even more unified—academic help and behavior help work hand-in-hand at every level, so no student falls through the cracks."

MTSS Documentation

Tier 1

Tier 2

Tier 3

PreK-Grade 2

Grades 3-5

Editable I-MTSS Worksheets

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Culturally Responsive Teaching (CRT)

Culturally Responsive Teaching (CRT) is an instructional approach that recognizes and values students’ cultural and lived experiences as assets for learning. It intentionally connects instruction to students’ identities and backgrounds to make learning more meaningful, accessible, and rigorous—while maintaining high expectations for ALL learners.

CRT Changes

CRT Does NOT Change

• How instruction connects to students’ lives
• How numeracy and meaning are scaffolded
• How students experience themselves as problem solvers and mathematicians

• The need for explicit, systematic foundational skills instruction
• High expectations for numeracy development
• The evidence-based sequence of mathematics skills

Defining Computational Fluency

Computational fluency is essential to numeracy development because it allows students to solve complex problems with enough accuracy and automaticity to focus on conceptual understanding and critical thinking. When computational fluency is weak, cognitive effort is diverted from meaning-making, limiting students’ ability to engage deeply with academic content. The diagram to the right outlines the five components of computational fluency that focus on understanding, enabling students to access grade-level tasks and succeed across content areas.

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NUMERACY IN SCIENCE

DATA

CALCULATION

VALUE

Numeracy is foundational to science learning, shaping how students ask questions, interpret evidence, and communicate understanding. Gathering and using data, calculating and predicting values, making informed judgements, and practicing how to justify and explain their observations and reasoning using numeracy skills enables learners to make sense of complex texts, data, and models, while supporting the precise use of scientific language and reasoning. When numeracy is integrated into science instruction, students build deeper conceptual understanding, strengthen inquiry skills, and engage more fully in the practices of scientists.

Understanding how to gather and use data, including appropriate ways to process and interpret data

Calculating at appropriate levels of complexity to answer real-world questions

Understanding and predicting values including averages and weight

OBSERVATION & REASONING

INFORMED JUDGEMENTS

Learn More...

Engaging in discussions, presentations, and debates; sharing and responding to ideas in the science environment

Making informed judgements based on data, trends, and values that considers reliability

“How Math is Used in Science” - clrn.org

“The "N" Framework: A Teacher Knowledge Framework for Numeracy across the Curriculum” - Numeracy, 2025

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Strategies for Eliciting Mathematical Thinking

Examining Your Current Practices:

Conceptual Understanding

Vocabulary

Effective Teaching Practices

Interactive Vocabulary Mapping

Questioning

Walkthrough Form & Guide

Current Practices 6-8

Concept Sorts

Think-Alouds

Math Representations Scavenger Hunt

Context Clue Investigation

Predict and Confirm

Practices

Benefits of Using Math Representations

Frayer Model Analysis

Evidence Hunt

Think-Pair-Share

Morphology Exploration

Word Learning Through Contextual Reasoning

Summarize and Synthesize

Graphic Organizer Thinking

Inquiry Journals

View This PDF Here: Maine State Numeracy Action Plan

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I’m MARTIN, your Maine ARTificial INtelligence Guide on the Side.

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Systems are essential for numeracy success because they provide consistent, structured, and evidence-informed approaches to teaching and learning.

Numeracy Leadership Team (NLT)

Knowledge & Voice

Scheduling

Wabanaki Studies

Resource Alignment

Communi-cation

Professional Learning

Data Use

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Continuous Numeracy Improvement Cycle

High-quality numeracy instruction is most effective when it is guided by intentional, data-driven decision-making. Data provides educators with timely, actionable insights into what students know, what they can do, and what they need next. When numeracy data is systematically collected, analyzed, and applied, it ensures instruction is responsive, equitable, and aligned to the needs of all learners

Assess

Analyze

Plan

Monitor Progress

Reflect & Adjust

Implement

The "N" Framework for Interdisciplinary Numeracy

The “N” Framework, as articulated by O’Sullivan et al. (2025), offers a powerful structure for designing interdisciplinary numeracy lesson opportunities. By intentionally linking subject-specific content knowledge with pedagogical content knowledge, the framework helps educators identify where authentic numeracy lives within their discipline and how to teach it explicitly. In interdisciplinary planning, the “N” Model serves as a bridge—supporting teachers in connecting mathematical thinking (such as data analysis, proportional reasoning, modeling, or quantitative argumentation) to science investigations, social studies inquiry, literacy tasks, or arts-based exploration. Rather than treating numeracy as an isolated skill set, the framework positions it as a shared professional responsibility and a cognitive throughline across content areas. As a result, educators can collaboratively design lessons that deepen conceptual understanding, strengthen reasoning, and build students’ confidence in applying quantitative thinking in meaningful, real-world contexts..

Numeracy Action Plan

Vision

Every learner in Maine develops the ability to confidently apply mathematical thinking in real-world contexts - supported by high-quality instruction, engaging learning experiences, and a statewide culture of mathematical curiosity.

Guiding Principles

• Numeracy is not just math class; it is foundational for all learners.
• Every educator is a numeracy educator.
• Numeracy should be integrated across disciplines and all stages of learning.
• High-quality instructional materials, professional learning, and interdisciplinary collaboration are essential to strong numeracy education.
• Families, communities, and industries play a vital role in fostering numeracy learning.

Read the entire plan here

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Progression of Learning

This visual lays out the core tenets of numeracy instruction, offering a research-aligned framework for classroom practice from K through High School. Each tenet represents a fundamental area of numeracy development and instruction that supports children’s success as confident, capable problem-solvers.

Take a closer look at the standards

Use this graphic to:

• Understand the Big Picture
• Plan Instruction Thoughtfully
• Reflect on Practice Collaborate with Colleagues
• Engage Families and Caregivers

Progression of Learning

This visual lays out the core tenets of numeracy instruction, offering a research-aligned framework for classroom practice from K through High School. Each tenet represents a fundamental area of numeracy development and instruction that supports children’s success as confident, capable problem-solvers.

Take a closer look at the standards

Use this graphic to:

• Understand the Big Picture
• Plan Instruction Thoughtfully
• Reflect on Practice Collaborate with Colleagues
• Engage Families and Caregivers

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Numeracy Development

Numeracy Objectives

• Teachers articulate clear concept goals alongside numeracy goals, aligned to the WIDA Language Development for Mathematics.
• Numeracy objectives describe how students will use mathematical thinking to interpret, express, and negotiate meaning during numeracy tasks.

Figure 1: Balancing Challenge and Support

Adapted from Mariani (1997)

High Challenge

D. Frustration/ Anxiety Zone

A. Learning/ EngagementZone

C. BoredomZone

B. ComfortZone

Low Challenge

When Do Scaffolding Practices Happen?

• Macro-scaffolding practices—Instructional planning before a lesson
• Micro-scaffolding practices—Interactions with students during a lesson

High Support

Low Support

WCER | University of Wisconsin–Madison | wida.wisc.edu

Scaffolding for Meaning

• Scaffolds support students' reasoning and problem-solving while preserving task complexity and conceptual understanding.
• Instruction includes multiple entry points (simpler problems to start with, visuals, manipulatives, collaborative discussion, and problem-solving) to support reasoning and conceptual understanding.

Student Discourse

• Classrooms intentionally cultivate structured opportunities for academic talk, peer collaboration, and sense-making.
• Students are encouraged to use their full linguistic repertoire, including home languages, to support reasoning and conceptual understanding.

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And remember—I'll be with you every step of the way. I'm only a click away!

Culturally Responsive Teaching (CRT)

Culturally Responsive Teaching (CRT) is an instructional approach that recognizes and values students’ cultural and lived experiences as assets for learning. It intentionally connects instruction to students’ identities and backgrounds to make learning more meaningful, accessible, and rigorous—while maintaining high expectations for ALL learners.

CRT Changes

CRT Does NOT Change

• How instruction connects to students’ lives
• How numeracy and meaning are scaffolded
• How students experience themselves as problem solvers and mathematicians

• The need for explicit, systematic foundational skills instruction
• High expectations for numeracy development
• The evidence-based sequence of mathematics skills

I’m PIP, your Playbook Integration Partner.

Remember, you can navigate using the buttons at the bottom right and left to move through the guidance.

Don't forget to explore along the way! If you're looking for something specific, check out the table of contents and click on your topic of interest to jump directly to it.

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Numeracy Action Plan

Vision

Every learner in Maine develops the ability to confidently apply mathematical thinking in real-world contexts - supported by high-quality instruction, engaging learning experiences, and a statewide culture of mathematical curiosity.

Guiding Principles

• Numeracy is not just math class; it is foundational for all learners.
• Every educator is a numeracy educator.
• Numeracy should be integrated across disciplines and all stages of learning.
• High-quality instructional materials, professional learning, and interdisciplinary collaboration are essential to strong numeracy education.
• Families, communities, and industries play a vital role in fostering numeracy learning.

Read the entire plan here

Intentional, locally determined scheduling is a vital component of coherent numeracy systems. Districts and schools are encouraged to thoughtfully align instructional time, intervention supports, collaborative planning, and professional learning with evidence-based numeracy practices. By focusing on alignment and coherence rather than rigid mandates, the plan supports flexibility across different contexts and reinforces that effective numeracy implementation depends on how time and resources are organized to support high-quality instruction and continuous improvement.

Current Practice You Use

This document is designed to help you reflect on your current practices and examine goals you may set for yourself.

CULTURALLY RESPONSIVE

Culturally Responsive Teaching (CRT) is an instructional approach that recognizes and values students’ cultural and lived experiences as assets for learning. It intentionally connects instruction to students’ identities and backgrounds to make learning more meaningful, accessible, and rigorous—while maintaining high expectations for ALL learners.

Culturally Responsive Teaching and Why it Matters for Foundational Numeracy Skills Instruction for ALL Learners

Numeracy is not culturally neutral—it is learned, communicated, and applied through language, context, and social interaction. By grounding numeracy instruction in students’ lived experiences, community knowledge, and cultural practices, educators make abstract concepts more concrete and relevant, supporting deeper conceptual understanding and transfer. Culturally responsive numeracy instruction also strengthens mathematical discourse. When students are encouraged to explain their thinking using familiar representations and problem contexts, they build confidence, precision, and reasoning skills. This approach ensures that all learners—particularly multilingual learners and those historically underserved—develop strong, flexible, and enduring numeracy skills.

Culturally responsive teaching strengthens foundational numeracy instruction by ensuring that students develop strong number sense, reasoning, conceptual understanding and fluency through instruction that is meaningful, accessible, and affirming for multilingual learners—without lowering expectations.

CRT Changes

CRT Does NOT Change

• The need for explicit, systematic foundational skills instruction
• High expectations for numeracy development
• The evidence-based sequence of mathematics skills

• How instruction connects to students’ lives
• How numeracy and meaning are scaffolded
• How students experience themselves as problem solvers and mathematicians

Maine is fortunate to be home to people and traditions from around the world as well as thriving, vibrant indigenous communities. Click HERE to learn more about the Wabanaki Nations, their languages, cultural traditions, and what’s happening in communities today.

Instruction and Programming

Instruction and Programming

Systematic and explicit core instruction is the foundation of an effective, equitable numeracy system. Grounded in evidence-based practices, this approach ensures that all students receive clear, intentional instruction in essential numeracy skills through well-sequenced lessons, purposeful modeling, guided practice, and ongoing feedback. When implemented consistently across classrooms and content areas, systematic and explicit instruction reduces variability in instructional quality, strengthens coherence across grades, and provides students—particularly those who struggle—with predictable, supportive pathways to numeracy success.

Essential Questions for Instruction

Numeracy in the Library

Numeracy Out of Doors

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Knowledge & Voice

Intentional, locally determined scheduling is a vital component of coherent numeracy systems. Districts and schools are encouraged to thoughtfully align instructional time, intervention supports, collaborative planning, and professional learning with evidence-based numeracy practices. By focusing on alignment and coherence rather than rigid mandates, the plan supports flexibility across different contexts and reinforces that effective numeracy implementation depends on how time and resources are organized to support high-quality instruction and continuous improvement. A strong numeracy system is more than curriculum, assessment, and intervention — it is about whose knowledge counts, whose voices are heard, and how students see themselves reflected in learning. When students encounter problem-solving, experiences, and discussions that honor their identities and communities, numeracy becomes meaningful and empowering. Inclusive systems validate diverse ways of knowing and engage families and communities as partners in learning. In doing so, numeracy systems cultivate confident, culturally literate learners who can navigate complex ideas and perspectives.

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4. Embed Evidence-Based Practices

Throughout the playbook, you’ll find guidance grounded in evidence-based numeracy instruction. Use these sections to align curriculum, interventions, and classroom routines with research and with Maine’s expectations for universal, targeted, and intensive support.

Wabanaki Studies and numeracy learning together support a fuller understanding of the world students are learning to reason about. As a statutory requirement in Maine, Wabanaki Studies recognizes Indigenous perspectives as foundational to Maine’s history, culture, and identity. Grounding learning in the knowledge, experiences, and landscapes of this place helps students make sense of the patterns, relationships, and systems that numeracy helps us understand. Numeracy extends beyond computation to include patterns, measurement, spatial reasoning, data interpretation, and problem-solving. Wabanaki knowledge systems offer meaningful contexts for exploring these ideas through observations of land and water systems, seasonal cycles, ecological relationships, navigation, and community practices. When these perspectives are incorporated thoughtfully, students deepen their reasoning and strengthen their ability to apply quantitative thinking in real-world contexts. The Maine Department of Education’s Wabanaki Studies framework supports the use of authentic, tribally endorsed resources and culturally responsive instructional practices. When numeracy learning reflects these perspectives, it strengthens both the rigor and relevance of instruction while helping students better understand Maine’s landscapes, communities, and histories.

Learn-Act-(for teachers/students)

Identify Needs: Understand the learners. Plan the learning: Design lessons and integrate universal design concepts. Facilitate Learning: Teach the lesson. Assess Learning: Check for conceptual understanding. Adjust the Learning: Based upon the response and conceptual understanding, adjust the material, format, and style to either reteach or advance to a new idea.

Types of Numeracy Data

Effective numeracy instruction relies on multiple sources of data. Each type of numeracy data serves a distinct purpose and, when used together, provides a complete picture of student learning and instructional effectiveness.

Student Feedback & Self-Assessment Data

Student Work Samples

Formative Assessment Data

Universal Screeners

Progress Monitoring Data

Observational & Anecdotal Data

Diagnostic Assessment Data

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Try these at Home With Family and Friends

Children learn best when they read, talk, listen, and solve math problems with the people they love. Everyday moments, at home or in the community, help build strong math skills. You do not need special tools or long lessons to support learning. What matters most is spending time together, using mathematical language, talking about numbers, and learning side by side. Everyday math, such as counting, comparing, and problem-solving, supports children's development.

Solve Problems Together

Numeracy Fesitival

Count and Recognize Numbers

Practice Numeracy

Mapping

Use Everyday Places

Embedded Numeracy

Use the Library

Talk and Think

Earning Choices

Journaling

Make it Routine

Numeracy on View

Maker Spaces

Play with Numbers

Spot it, Count it

Data Collection

Systematic and Student-Centered Instructional Practices

Systematic (deliberately sequenced to construct conceptual understanding) and student-centered instruction in number sense, operations, fluency, pattern recognition, representations, and problem-solving —aligned with a high-quality, evidence-based scope and sequence.

Daily opportunities for mathematical reasoning, including structured discourse, intentional questioning, productive struggle, play-based numeracy experiences, and academic talk that reinforces vocabulary and conceptual understanding.

Abundant access to high-quality, culturally responsive, and developmentally appropriate tasks and materials that invite joyful and meaningful engagement.

Systematic and explicit core instruction is the foundation of an effective, equitable numeracy system. Grounded in evidence-based practices, this approach ensures that all students receive clear, intentional instruction in essential numeracy skills through well-sequenced lessons, purposeful modeling, guided practice, and ongoing feedback. When implemented consistently across classrooms and content areas, systematic and explicit instruction reduces variability in instructional quality, strengthens coherence across grades, and provides students—particularly those who struggle—with predictable, supportive pathways to numeracy success.

Instructional routines where students encounter a challenging problem before formal instruction. Multiple solution paths are encouraged. Teacher facilitates, questions, and surfaces strategies. Formal methods are consolidated after exploration.

Use of rich tasks and real-world experiences that build knowledge, vocabulary, conceptual understanding, and a love of numeracy while introducing children to complex problem-solving and content beyond their independent level.

Balanced use of whole-class instruction, small-group instruction, and individualized support, informed by ongoing observation and assessment of children’s strengths, needs, and emerging numeracy profiles.

Integrated content learning, connecting numeracy with science, social studies, arts, and play to deepen understanding, build knowledge networks, and strengthen conceptual understanding.

Intentional efforts to nurture motivation, engagement, and positive numeracy identity, including student choice, authentic numeracy activities, opportunities for creativity, and routines that center belonging and joy.

Strong communication and partnerships with families and caregivers, offering strategies for supporting numeracy, mathematical sense making, and problem-solving at home.

The Fundamental Role of Joy

Joy plays a vital role in advancing numeracy. Joy cultivates intrinsic motivation, transforming learning from a chore into a personally meaningful pursuit. This emphasis on meaningful engagement aligns with the vision of the Maine State Numeracy Action Plan — which defines numeracy as essential for lifelong learning, personal growth, and full participation in society — and underscores the importance of supporting students not only in mastering foundational skills but also in developing a love of math that lasts beyond school years. What’s more, research shows that when learners experience joy, they are more likely to derive meaning from their work and engage in voluntary, sustained learning. By affirming students’ interests and providing choice-rich environments, educators and families help turn numeracy into an engaging, lifelong habit that aligns with Maine’s goal of building confident, capable problem solvers who thrive academically and personally.

Be Curious!

Celebrate Numeracy

Puzzling

Active

Evidence- Based Assessment

• Tracking student numeracy growth with formative and interim assessments.
• Utilizing learning targets/benchmarks for appropriate numeracy achievement at each grade level.
• For multilingual learners acquiring English, recognize that performance on numeracy assessments may be closely linked to the level of English language proficiency and may require additional data comparing growth using instruction in both languages.

Additionally, implementing an integrated multi-tiered system of support (I-MTSS) for all students across the upper elementary grades is strongly recommended.

This includes:

• Consistent use of evidence-based core (Tier 1) programming, instructional practices, assessment practices, and language of instruction within and across grade levels for all students.
• Opportunity for collaborative examination of student assessment to make instructional decisions.
• Timely layers of intervention support that supplement core instruction.
• Shared responsibility for all students’ growth through regular progress monitoring.
• Ongoing professional learning to support educators’ knowledge and skills related to beginning reading and numeracy pedagogy.

Numeracy Opportunities in Climate Change PBL (Grades K-12)

Regardless of grade level, students working with numeracy opportunities and demands will also be engaging in some/many of the guiding principles and standards for mathematical practices.

Childhood (K-5)

Early Adolescence (6-8):

Adolescence (9-Diploma)

Guiding Questions

Example Activities:

1. Carbon Footprint Calculations – Students measure their household’s carbon footprint and compare it to national/global averages.
2. Sea Level Rise Predictions – Using past data to predict future increases in sea levels using linear functions.
3. Proportional Analysis of Renewable Energy – Students analyze the percentage of energy derived from different sources.
4. Statistical Analysis of Extreme Weather – Graphing changes in hurricanes, wildfires, or droughts over time.

Example Activities:

1. Weather Data Collection – Students track local weather for a month and create pictographs to represent patterns.
2. Graphing Temperature Trends – Students compare the average temperature for their town in different seasons.
3. Counting Carbon Footprints – Students count and categorize different activities (e.g., biking vs. driving) that contribute to CO₂ emissions.
4. Fraction of Renewable Energy – Students calculate what fraction of energy in their community comes from renewable sources.

Example Activities:

1. Mathematical Models of Global Warming – Students use linear regression to model historical temperature trends.
2. Cost-Benefit Analysis of Renewable Energy – Analyzing the economic feasibility of switching to solar/wind energy.
3. Regression Analysis of Greenhouse Gas Emissions – Using real-world datasets to predict future climate change effects.
4. Optimization Problems in Climate Solutions – Designing the most cost-effective way to reduce carbon emissions using mathematical modeling.

Note: These questions might be good for all of the age ranges, but might be answered differently by them. Noting data in a changing world:

• What are the trends in regional high temperatures?
• What can we say about the frequency of extreme weather events?
• What are the elevations of various global population centers?
• What can we observe about changes in the habitat range of various species?
• Where can we observe an actual rise in sea levels?
• What is known about melting glaciers? Disappearing permafrost?

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Making Numeracy Friendly & Visible

Documenting and celebrating math everywhere helps students recognize that mathematics lives in their everyday experiences, cultures, languages, and communities, not just in classrooms or textbooks, which broadens who is seen and who sees themselves as a mathematician and creates a more inclusive, affirming sense of belonging for all learners.

Hallways and Bulletin Boards

Playgrounds

Home

Classroom Routines

Cafeteria

Digital

Libraries

Community

Games

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Non-Evaluative Walkthroughs

A walkthrough form is a short, focused tool that helps leaders, coaches, and numeracy teams observe instructional practices in real time. Unlike formal evaluations, walkthroughs are meant to be low-stakes and supportive—they offer a quick snapshot of what students are doing, what the teacher is doing, and how well classroom practices align with evidence-based numeracy instruction and schoolwide goals.

To use a walkthrough form effectively, begin by identifying the specific practices you want to learn more about. Setting clear goals in advance helps ensure consistency and provides your team with meaningful data for reflection. During the walkthrough, keep observations brief and objective, capturing only what you see and hear. Afterward, use the form to guide team reflection, celebrate strengths, and identify areas that may benefit from additional support, modeling, or professional learning.

When used consistently, walkthrough forms create a shared picture of instruction across classrooms, help monitor progress over time, and support a culture of collaborative growth aligned with your numeracy priorities.

GET THESE WORKSHEETS HERE

2. Understand the Framework

The playbook is organized around the core components of the Maine State Numeracy Action Plan: strong instruction, supportive systems, aligned professional learning, equitable access, and continuous improvement. Each section provides short explanations and actionable tools you can use immediately.

Continuous Numeracy Improvement Cycle

High-quality numeracy instruction is most effective when it is guided by intentional, data-driven decision-making. Data provides educators with timely, actionable insights into what students know, what they can do, and what they need next. When numeracy data is systematically collected, analyzed, and applied, it ensures instruction is responsive, equitable, and aligned to the needs of all learners

Assess

Analyze

Plan

Monitor Progress

Reflect & Adjust

Implement

NUMERACY IN ENGLISH/LANGUAGE ARTS

DATA

CALCULATION

VALUE

Numeracy is integral to English/Language Arts instruction, supporting how students make sense of reading, writing, and communicating narratives as well as mathematical thinking. Reading, writing, speaking, and visual representation help learners interpret mathematical language, symbols, and data, while articulating strategies and justifying solutions. When numeracy is intentionally embedded in ELA instruction, students deepen conceptual understanding, strengthen problem-solving skills, and develop the confidence to explain and apply mathematics across contexts.

Reading scenarios, understanding context, and applying modeling strategies

Calculating at appropriate levels of complexity to answer real-world questions

Understanding and predicting value particularly in non-numerical contexts

OBSERVATION & REASONING

INFORMED JUDGEMENTS

Learn More...

Listening to and responding to others’ reasoning, a critical component in discourse

“6 Ways to Merge Literacy with Mathematics” - Edutopia, 2023

Knowing key ideas and grounding new questions in established facts

“How to Link Writing to Math” - Literacy Ideas for Teachers and Students

“Crossing the Final Frontier: Exploring the Numeracy Demands of Texts Read in English Language Arts” - Agnello & Agnello, 2019

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How to UseSimplified I-MTSS Worksheets

This simplified I-MTSS sheet provides a more granular snapshot of your current numeracy landscape, offering a focused view of student needs at a specific moment in time. By highlighting two key metrics—the percentage of students in each tier and the foundational numeracy skills that require attention—the tool helps teams move from a broad system review to targeted instructional insight. Use it as an entry point for focused conversations about instruction, intervention, and resource allocation.

Begin by examining the tier distribution to understand the health of your system at this point in time. Elevated percentages in Tier 2 or Tier 3 may indicate a need to strengthen Tier 1 instruction, refine intervention groupings, or reconsider schedules and supports. Next, review the foundational skills data to identify specific areas of strength and need within your numeracy landscape.

This tool is most effective when used with a clearly defined purpose. Establish the question you want this snapshot to help answer—such as “Which skills should we prioritize in our next improvement cycle?” or “Do our current interventions align with student needs?” Use the sheet to guide discussion, plan targeted supports, and monitor shifts over time. Revisit it regularly to capture updated snapshots, track progress, and ensure your I-MTSS system remains responsive, equitable, and aligned with your numeracy goals.

For Specific Strategies, please see Section 3, EVIDENCE-BASED Numeracy Practices

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Current Practice You Use

These documents are designed to help you reflect on your current practices and examine goals you may set for yourself.

Knowledge & Voice

Intentional, locally determined scheduling is a vital component of coherent numeracy systems. Districts and schools are encouraged to thoughtfully align instructional time, intervention supports, collaborative planning, and professional learning with evidence-based numeracy practices. By focusing on alignment and coherence rather than rigid mandates, the plan supports flexibility across different contexts and reinforces that effective numeracy implementation depends on how time and resources are organized to support high-quality instruction and continuous improvement. A strong numeracy system is more than curriculum, assessment, and intervention — it is about whose knowledge counts, whose voices are heard, and how students see themselves reflected in learning. When students encounter problem-solving, experiences, and discussions that honor their identities and communities, numeracy becomes meaningful and empowering. Inclusive systems validate diverse ways of knowing and engage families and communities as partners in learning. In doing so, numeracy systems cultivate confident, culturally literate learners who can navigate complex ideas and perspectives.

Formative Numeracy Assessment Across the Content Areas

The need to assess a student’s mastery of numeracy skills and to adjust instruction to continue to develop those skills is ongoing. The acquisition and development of numeracy, including proficiency in the mechanics of numerical concepts and applied mathematics, is never complete. So, the process of instruction, assessment, iteration and revised or advanced instruction is never complete. However, there are some universal components of assessment that can be employed across content areas and at all levels to ensure that students are mastering essential numeracy skills.

Formative Assessment Strategies

Strategies Across the Content Areas

Career and Education Development

English Language Arts

Weekly Quizzes

Self-Reflections

Homework Assignments

Health Education & PE

Error Analysis

Mathematics

Science & Engineering

Classroom Activities

Surveys

Social Studies

Visible Thinking Rountines

Visual & Performing Arts

Polls & Exit Tickets

World Languages

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Strategies for Eliciting Mathematical Thinking

Examining Your Current Practices:

Conceptual Understanding

Vocabulary

Effective Teaching Practices

Interactive Vocabulary Mapping

Questioning

Walkthrough Form & Guide

Current Practices 9-12

Concept Sorts

Think-Alouds

Math Representations Scavenger Hunt

Context Clue Investigation

Predict and Confirm

Practices

Benefits of Using Math Representations

Frayer Model Analysis

Evidence Hunt

Think-Pair-Share

Morphology Exploration

Word Learning Through Contextual Reasoning

Summarize and Synthesize

Graphic Organizer Thinking

Inquiry Journals

A strong numeracy system is more than curriculum, assessment, and intervention; it is about whose knowledge counts, whose voices are heard, and how students see themselves reflected in learning. When students encounter problem-solving, experiences, and discussions that honor their identities and communities, numeracy becomes meaningful and empowering. Inclusive systems validate diverse ways of knowing and engage families and communities as partners in learning. In doing so, numeracy systems cultivate confident, culturally numerate learners who can navigate complex ideas and perspectives.

Numeracy Action Plan

Vision

Every learner in Maine develops the ability to confidently apply mathematical thinking in real-world contexts - supported by high-quality instruction, engaging learning experiences, and a statewide culture of mathematical curiosity.

Guiding Principles

• Numeracy is not just math class; it is foundational for all learners.
• Every educator is a numeracy educator.
• Numeracy should be integrated across disciplines and all stages of learning.
• High-quality instructional materials, professional learning, and interdisciplinary collaboration are essential to strong numeracy education.
• Families, communities, and industries play a vital role in fostering numeracy learning.

Read the entire plan here

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Progression of Learning

This visual lays out the core tenets of numeracy instruction, offering a research-aligned framework for classroom practice from K through High School. Each tenet represents a fundamental area of numeracy development and instruction that supports children’s success as confident, capable problem-solvers.

Take a closer look at the standards

Use this graphic to:

• Understand the Big Picture
• Plan Instruction Thoughtfully
• Reflect on Practice Collaborate with Colleagues
• Engage Families and Caregivers

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Professional Learning

Professional learning is a critical lever for strengthening numeracy systems and ensuring the effective implementation of evidence-based practices. Within a coherent system, professional learning is ongoing, job-embedded, and aligned with I-MTSS, building educators' knowledge and skills across core instruction, targeted intervention, and intensive support. By intentionally integrating multiple perspectives and culturally responsive practices alongside numeracy priorities, data, and curriculum, districts and schools develop shared understanding, instructional consistency, and collective capacity, ensuring that investments in training translate into improved numeracy outcomes for all learners.

Use this button to access the Professional Learning Plan and Request and Review forms.

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NUMERACY IN WABANAKI STUDIES

Numeracy in Wabanaki Studies extends beyond calculation and computation to include measurement, pattern recognition, spatial reasoning, data interpretation, and land-based knowledge as vital forms of quantitative thinking. For generations, Wabanaki Nations have applied numeracy through ecological observation, seasonal practices, resource management, and governance. Integrating Wabanaki perspectives into numeracy instruction honors these longstanding knowledge systems while strengthening students’ reasoning, problem-solving, data literacy, and critical thinking. By engaging with tribally endorsed practices, community data, and place-based learning experiences, students develop not only foundational numeracy skills, but also a deeper understanding of Wabanaki histories, living cultures, and enduring relationships to land, community, and resources.

place

PEOPLE

ANIMALS

Knowledge is carried through practices, observations, and relationships including measurement, resource management, and quantitative reasoning embedded in cultural traditions.

Place grounds numeracy learning in the lands and waters of the homelands, connecting mathematical thinking to real-world observation, measurement, and resource stewardship

Community members model balance, measurement, and relationships within the natural world, supporting culturally grounded numeracy.

MAPPING

LANGUAGE

Connects numeracy to specific landscapes and seasonal cycles, helping people understand patterns, movement, and relationships across homelands.

Numerical literacy carries cultural knowledge, worldviews, and identity through observation, patterns, and practices that sustain living traditions.

Learn More...

Wabanaki Storytelling

Wabanaki Studies, Maine DOE

ABBE Museum

NUMERACY IN ENGLISH/LANGUAGE ARTS

DATA

CALCULATION

VALUE

Numeracy is integral to English/Language Arts instruction, supporting how students make sense of reading, writing, and communicating narratives as well as mathematical thinking. Reading, writing, speaking, and visual representation help learners interpret mathematical language, symbols, and data, while articulating strategies and justifying solutions. When numeracy is intentionally embedded in ELA instruction, students deepen conceptual understanding, strengthen problem-solving skills, and develop the confidence to explain and apply mathematics across contexts.

Reading scenarios, understanding context, and applying modeling strategies

Calculating at appropriate levels of complexity to answer real-world questions

Understanding and predicting value particularly in non-numerical contexts

OBSERVATION & REASONING

INFORMED JUDGEMENTS

Learn More...

Listening to and responding to others’ reasoning, a critical component in discourse

“6 Ways to Merge Literacy with Mathematics” - Edutopia, 2023

Knowing key ideas and grounding new questions in established facts

“How to Link Writing to Math” - Literacy Ideas for Teachers and Students

“Crossing the Final Frontier: Exploring the Numeracy Demands of Texts Read in English Language Arts” - Agnello & Agnello, 2019

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I-MTSS

MTSS

I-MTSS (Integrated MTSS) is a newer, more comprehensive version that explicitly blends academic and social-emotional/behavioral supports into one cohesive system for better student outcomes, with tools like the Integrated Multi-Tiered Systems of Support Fidelity Rubric (IMFR) assessing its implementation. Think of MTSS as the foundational concept, and I-MTSS as a more robust, unified approach to it. Instead of "why isn't the curriculum working for these students?" we ask "why isn't the curriculum working for all students?" In Simple Terms I-MTSS: "Let's make that even more unified—academic help and behavior help work hand-in-hand at every level, so no student falls through the cracks."

MTSS In Maine, a Multi-Tiered System of Supports (MTSS) is defined as a comprehensive framework designed to address the academic, behavioral, and social-emotional needs of each student in the most inclusive and equitable learning environment. More than a Response to Intervention (RTI), MTSS is a whole-school framework that organizes the people, programs and policies, into an integrated support system that begins in tier 1. MTSS is a philosophy that organizes and leverages the systems that likely already exist in your school. It is a system that relies on more than just evidence-based curricula and identification processes. MTSS analyzes and organizes all available resources within the school context, such as people, facilities, time, data, curriculum & instruction, and any additional resources. In Simple Terms MTSS: "Let's use data to give everyone a little help, some groups more help, and a few the most help, for both learning and behavior."

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Numeracy at Work

Students need strong numeracy skills to effectively navigate the workplace, enabling them to interpret data, solve problems, make informed decisions, and communicate quantitative information with confidence in real-world contexts.

Critical Thinking and Problem Solving

Communication & Collaboration

The ability to analyze information, identify patterns and relationships, question assumptions, and solve complex problems.

Employers seek individuals who can make sense of complex situations, foresee consequences, and choose strategic solutions.

Interpreting quantitative information, evaluating, and connecting mathematical ideas across domains.

Clear, adaptable communication using multiple modes and working effectively with diverse people.

Competency in collaboration and communicating mathematical thinking is central to almost all roles.

Mathematical discourse, representing ideas through models and visuals, and communicating quantitative information.

Ethical, Social, & Cultural Literacy

Digital and Media Literacy

Skillful use of platforms and media; ability to find, evaluate, create, and communicate information in digital spaces.

Foundational in most fields — from accessing information to presenting ideas and navigating online environments.

Reading and producing digital content, understanding algorithms, managing online safety and privacy.

Understanding and applying ethical reasoning, social awareness, and cultural responsiveness.

Increasingly diverse environments require empathy, respect for equity, and culturally informed actions.

Engaging with data and problems from multiple perspectives, questioning assumptions, bias, and representation.

Adaptabilty& Lifelong Learning

Occupational Numeracy Competenices

Assessing occupational numeracy competencies is essential for workplace effectiveness.

The ability to learn, unlearn, and relearn with agility.

Rapid change — including AI, automation, and new tools — demands continuous growth.

Learning across modalities, integrating new numeracy skills into evolving contexts.

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Formative Numeracy Assessment Across the Content Areas

The need to assess a student’s mastery of numeracy skills and to adjust instruction to continue to develop those skills is ongoing. The acquisition and development of numeracy, including proficiency in the mechanics of numerical concepts and applied mathematics, is never complete. So, the process of instruction, assessment, iteration and revised or advanced instruction is never complete. However, there are some universal components of assessment that can be employed across content areas and at all levels to ensure that students are mastering essential numeracy skills.

Formative Assessment Strategies

Strategies Across the Content Areas

Career and Education Development

English Language Arts

Weekly Quizzes

Self-Reflections

Homework Assignments

Health Education & PE

Error Analysis

Mathematics

Science & Engineering

Classroom Activities

Surveys

Social Studies

Visible Thinking Rountines

Visual & Performing Arts

Polls & Exit Tickets

World Languages

Questions to consider when thinking about Family Communication, Family Involvement, and Family Engagement related to numeracy:

1. When a family/community member enters my school, is the environment welcoming and rich with numeracy?

8. How often are teachers/leaders reaching out to individual parents and encouraging numeracy development at home? Is it only when there are concerns or when something worth celebrating happens?

2. Is there signage indicating a family’s right to interpretation/translation and instructions for accessing those services?

9. How is problem-solving (e.g., home) honored as a numeracy practice?

3. Are all staff trained in communicating with culturally and linguistically diverse families?

10. How are families informed about the continuum of numeracy development for their child’s specific age?

4. Do families know who they can ask for questions related to their child’s numeracy development?

5. Is there a platform that teachers use to communicate? Does it expand across all grades or does a parent need to learn a new technique each year?

11. Have I reached out to local community members and providers to include them in our numeracy plans?

6. Are current systems for home numeracy similar from year to year, or are parents and students needing to learn a new format/structure for supporting and communicating about home numeracy during the school year every year?

12. How are students’ and families’ out-of-school numeracies integrated into the curriculum and school life (e.g., funds of knowledge)?

13. How are educators supported in building strong relationships with the families of their students?

7. Do teachers feel they have the resources to send materials back and forth between the classroom and home during the school year?

NUMERACY IN PHYSICAL EDUCATION

DATA

CALCULATION

VALUE

Numeracy plays an important role in physical education, supporting how students understand movement, health concepts, and personal wellness. Assessing and analyzing their own performance as well as understanding arithmetic basis for rule sets and organizations help learners interpret rules, strategies, fitness data, and health information, while reflecting on goals and performance. When numeracy is intentionally integrated into physical education, students deepen their understanding of healthy habits, communicate effectively about movement and teamwork, and develop skills for lifelong physical well-being.

Games, sports and the overall health industry have diverse values and meanings in individual health and social contexts

Navigating rule books, nutritional information, medical reports, player assessments

Physical education plans, personal goals and routines, assessments

OBSERVATION & REASONING

INFORMED JUDGEMENTS

Learn More...

Articulate rules, procedures, and health indicators, while actively listening to peers describe their experiences, goals, and states of well-being

Understanding physical connection to body mechanics and health is vital to overall well-being

“How Incorporating Math into Physical Education Boosts Learning” - Math and Movement

“Integrating Math in Elementary PE” - Edutopia, 2024

“5 Simple Way to Teach Maths Through Sport” - PEOffice blog, 2018

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Continuous Numeracy Improvement Cycle

High-quality numeracy instruction is most effective when it is guided by intentional, data-driven decision-making. Data provides educators with timely, actionable insights into what students know, what they can do, and what they need next. When numeracy data is systematically collected, analyzed, and applied, it ensures instruction is responsive, equitable, and aligned to the needs of all learners

Assess

Analyze

Plan

Monitor Progress

Reflect & Adjust

Implement

Effective numeracy instruction relies on multiple sources of data. Each type of numeracy data serves a distinct purpose and, when used together, provides a complete picture of student learning and instructional effectiveness.

Student Feedback & Self-Assessment Data

Student Work Samples

Formative Assessment Data

Universal Screeners

Progress Monitoring Data

Observational & Anecdotal Data

Diagnostic Assessment Data

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Policy Review

How to Use

Policy Review Form

This internal review form is designed to support districts and schools in examining whether existing or proposed policies align with Numeracy goals, evidence-based practice, and coherent systems (including I‑MTSS). It is intended for reflective use during policy development, review, or revision

Use this checklist to guide structured discussion, note areas of alignment and concern, and identify actionable revisions. Complete collaboratively with leadership, instructional coaches, or Numeracy teams. Evidence and notes should reference the Maine State Numeracy Action Plan or local Numeracy playbook where relevant.

Feel free to adapt these forms to more closely meet the needs of your Numeracy Team. You may copy, adjust or edit at will.

Get a copy of the Policy Review Form Here.

NUMERACY AT WORK

INFORMATION

VOCABULARY

TOOLS

Modern numeracy repositions mathematical understanding as a suite of capabilities that support participation in economic, civic, and technological life. These competencies prepare learners not just for specific roles but for lifelong problem-solving, decision-making, and career mobility across sectors.

Critical use of digital tools — not just access, but thoughtful application and pivoting with new technologies.

Interpretation of multimodal information — understanding audio, visual, interactive, and textual knowledge.

Meaning-making in context — synthesizing insights across fields, disciplines, and cultural perspectives.

Learn More...

ETHICS

ACCESS

“Career Readiness, Life Literacies and Key Skills” - New Jersey Student Learning Standards

“Defining Deeper Learning and 21st Century Skills” - National Academies

Scaffold supports and structures to ensure all learners — including multilingual learners and striving readers — can engage meaningfully.

“Introduction to New Literacies” - Maine Department of Education

Ethical engagement with information — navigating misinformation, AI outputs, and socially complex issues.

“Modern Literacies: Helping our Students Navigate our Complex World” - Corwin Connect

Occupational Numeracy Competencies

Assessing occupational numeracy competencies is essential for workplace effectiveness.

The Numeracy Leadership Jigsaw

Numeracy Leaders know all the pieces of this puzzle

• Consistent and Significant Scheduling - A sustainable culture of numeracy is built on allocating time and priority to numeracy development throughout the school day and the academic term.

• Maine DOE Connections and Partnerships - The Maine DOE works with schools and community partners to establish and grow numeracy programs beyond the classroom. The Maine State Numeracy Hub has resources and professional learning available to support numeracy development.

• Recognizing Success: In Maine, we celebrate the successes of students, schools, and districts in advancing numeracy. From recognizing individual teachers to Blue Ribbon Schools to numeracy-leading programs, we understand that success isn’t accidental and that we all benefit from learning from models of success.

• Budget Priorities - Creating a sustainable culture of numeracy requires an investment of resources. Numeracy leaders commit to supporting their learners by adequately resourcing successful, evidence-based numeracy programs.

Numeracy Jigsaw Essential Questions

Purposeful data use is essential to effective numeracy systems and continuous improvement. Within the Maine Numeracy Playbook, data are used to inform instruction, guide I-MTSS decision-making, and monitor the effectiveness of core instruction, interventions, and supports, while also ensuring that multiple perspectives are considered in interpretation and action. By establishing clear data routines and shared expectations for analysis and action, districts and schools use multiple measures to identify student needs, allocate resources, adjust instruction, and evaluate impact—ensuring that data serve as a tool for improvement rather than compliance.

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Resource alignment is essential to effective numeracy implementation and requires the intentional coordination of people, time, materials, and funding to meet student needs within an I-MTSS framework. Through data-informed decision-making, districts and schools align core instruction, targeted interventions, and intensive supports with staffing, schedules, professional learning, and evidence-based materials. Budgetary planning plays a critical role in sustaining this work by prioritizing investments that strengthen Tier 1 instruction, ensure timely access to interventions and progress monitoring, and support ongoing capacity building, resulting in a coherent, efficient system that maximizes resources to improve numeracy outcomes for all learners.

Current Practice You Use

This document is designed to help you reflect on your current practices and examine goals you may set for yourself.

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NUMERACY IN SOCIAL STUDIES/HISTORY

DATA

CALCULATION

VALUE

Numeracy is central to social studies and history, shaping how students investigate the past, analyze multiple perspectives, and understand civic life. Through reading, writing, discussion, and visual analysis, learners engage with primary and secondary sources, evaluate evidence, and construct informed interpretations of events and ideas. When numeracy is intentionally embedded in social studies instruction, students develop critical thinking, historical reasoning, and the ability to communicate claims clearly—skills essential for informed citizenship and meaningful engagement with the world.

Decoding documents and primary source materials including demographic and environmental records

Calculating at appropriate levels of complexity to answer real-world questions

Understanding and predicting value particularly in historical and non-Western contexts

OBSERVATION & REASONING

INFORMED JUDGEMENTS

Learn More...

Listening to and responding to others’ theories, a critical component of social science discourse

“Connecting Math to Social Studies” - raft.net

Making informed judgements based on data, trends, and values that considers reliability

“Fairness Counts: Integrating Math and Social Studies in the Elementary Classroom” - njcss.org, 2025

“Math + Social Studies = Awesomeness!” - Teaching in Room 6 blog

Budget

How to Use

Budget Review Form

Use the form to review how budget allocations align with Numeracy goals and evidence-based practices outlined in the Maine State Numeracy Action Plan, ensuring that resources support core instruction, interventions, professional learning, and system coherence.

Contemplate and contextualize each dollar as a reflection of district or school priorities—an intentional investment in Numeracy outcomes—highlighting where funding reinforces or limits support for students and educators.

Use insights from the review to guide future budget adjustments, identify gaps or redundancies, and make strategic decisions that strengthen Numeracy systems and promote equitable access for all learners.

Get a copy of the Budget Review Form Here

Clear and consistent communication supports coherent numeracy systems by ensuring shared understanding, alignment, and collective responsibility for implementation. Within the Maine Numeracy Playbook, communication structures are intentionally designed to integrate multiple perspectives, connect goals, expectations, data, and instructional practices across classrooms, schools, districts, and community partners. By establishing regular, transparent communication routines and feedback loops, leaders and educators strengthen collaboration, support I-MTSS implementation, and ensure that numeracy priorities remain visible, understood, and actionable for all working to develop students’ reasoning, problem-solving, and quantitative thinking.

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Interdisciplinary & Real World Numeracy

Numeracy extends beyond mathematics classrooms. This section supports educators in weaving numeracy thinking into all disciplines, fostering authentic, real-world problem-solving and meaningful student engagement.

The “N” Framework for Interdisciplinary Numeracy

Expanding Numeracy Beyond Math

The “N” Framework, as articulated by O’Sullivan et al. (2025), offers a powerful structure for designing interdisciplinary numeracy lesson opportunities. By intentionally linking subject-specific content knowledge with pedagogical content knowledge, the framework helps educators identify where authentic numeracy lives within their discipline and how to teach it explicitly.

Identifying Numeracy Opportunities

Numeracy in ScienceNumeracy in Social Studies/HistoryNumeracy in English/Language ArtsNumeracy in Wabanaki StudiesNumeracy in ArtNumeracy in MusicNumeracy in Physical EducationNumeracy in Life SkillsNumeracy At WorkThe MOOSE ProjectInterdisciplinary Project-Based Numeracy 6-8Environmental Numeracy Integration

EFFECTIVE TEACHING PRACTICES

ESTABLISH MATHEMATICS GOALS TO FOCUS LEARNING

IMPLEMENT TASKS THAT PROMOTE REASONING AND PROBLEM SOLVING

Effective teaching of mathematics establishes clear goals for the mathematics that students are learning, situates goals within learning progressions, and uses the goals to guide instructional decisions.

Effective teaching of mathematics engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies.

USE AND CONNECT MATHEMATICAL REPRESENTATIONS

FACILITATE MEANINGFUL MATHEMATICAL DISCOURSE

Watch a short YouTube video of Maine DOE’s Jennifer Robitaille and Michele Mailhot explain the 8 Effective Teaching Practices for Mathematics from the National Council of Teachers of Mathematics. (2014). Principles to actions. National Council of Teachers of Mathematics.

Effective teaching of mathematics engages students in making connections among mathematical representations to deepen understanding of mathematics concepts and procedures and as tools for problem solving.

Effective teaching of mathematics facilitates discourse among students to build shared understanding of mathematical ideas by analyzing and comparing student approaches and arguments.

BUILD PROCEDURAL FLUENCY FROM CONCEPTUAL UNDERSTANDING

POSE PURPOSEFUL QUESTIONS

Effective teaching of mathematics uses purposeful questions to assess and advance students’ reasoning and sense making about important mathematical ideas and relationships. (It’s all about the questioning DOE Newsroom article)

Effective teaching of mathematics builds fluency with procedures on a foundation of conceptual understanding so that students, over time, become skillful in using procedures flexibly as they solve contextual and mathematical problems.

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SUPPORT PRODUCTIVE STRUGGLE IN LEARNING MATHEMATICS

ELICIT AND USE EVIDENCE OF STUDENT THINKING

Effective teaching of mathematics uses evidence of student thinking to assess progress toward mathematical understanding and to adjust instruction continually in ways that support and extend learning.

Effective teaching of mathematics consistently provides students, individually and collectively, with opportunities and supports to engage in productive struggle as they grapple with mathematical ideas and relationships.

Systematic and Student-Centered Instructional Practices

Systematic (deliberately sequenced to construct conceptual understanding) and student-centered instruction in number sense, operations, fluency, pattern recognition, representations, and problem-solving —aligned with a high-quality, evidence-based scope and sequence.

Daily opportunities for mathematical reasoning, including structured discourse, intentional questioning, productive struggle, play-based numeracy experiences, and academic talk that reinforces vocabulary and conceptual understanding.

Abundant access to high-quality, culturally responsive, and developmentally appropriate tasks and materials that invite joyful and meaningful engagement.

Systematic and explicit core instruction is the foundation of an effective, equitable numeracy system. Grounded in evidence-based practices, this approach ensures that all students receive clear, intentional instruction in essential numeracy skills through well-sequenced lessons, purposeful modeling, guided practice, and ongoing feedback. When implemented consistently across classrooms and content areas, systematic and explicit instruction reduces variability in instructional quality, strengthens coherence across grades, and provides students—particularly those who struggle—with predictable, supportive pathways to numeracy success.

Instructional routines where students encounter a challenging problem before formal instruction. Multiple solution paths are encouraged. Teacher facilitates, questions, and surfaces strategies. Formal methods are consolidated after exploration.

Use of rich tasks and real-world experiences that build knowledge, vocabulary, conceptual understanding, and a love of numeracy while introducing children to complex problem-solving and content beyond their independent level.

Balanced use of whole-class instruction, small-group instruction, and individualized support, informed by ongoing observation and assessment of children’s strengths, needs, and emerging numeracy profiles.

Integrated content learning, connecting numeracy with science, social studies, arts, and play to deepen understanding, build knowledge networks, and strengthen conceptual understanding.

Intentional efforts to nurture motivation, engagement, and positive numeracy identity, including student choice, authentic numeracy activities, opportunities for creativity, and routines that center belonging and joy.

Strong communication and partnerships with families and caregivers, offering strategies for supporting numeracy, mathematical sense making, and problem-solving at home.

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NUMERACY IN MUSIC

VALUE

DATA

CALCULATION

Numeracy is essential to music learning, supporting how students read, interpret, create, and respond to sound. Through analysis, practice, composition, and listening, learners make sense of musical notation, lyrics, structure, and cultural context while developing the ability to describe and reflect on musical experiences. When numeracy is intentionally integrated into music instruction, students strengthen listening and analytical skills, deepen musical understanding, and communicate artistic ideas with clarity and purpose.

VALUE

Exploring sound intensity and quality through measuring decibels

Composing and arranging music and notating in scores

Collecting and analyzing data to improve musical performance skills

INFORMED JUDGEMENTS

OBSERVATION & REASONING

Learn More...

“Music and Math” - PBS Learning Media

Expressing opinions, formulating questions, and giving and receiving peer feedback

Writing songs and music using the Circle of Fifths

“The Hidden Math In Music” - EDU.Com 2025

“Building Numeracy Through Music” - Arc Education apps

“Maths in Music: Discover How Awesome Numbers and Patterns Shape Tunes” - Learning Mole

The MOOSE Project

The Maine Online Open-Source Education (MOOSE) project is an award-winning platform that provides free, interdisciplinary learning materials, created by Maine teachers, for Maine students. The MOOSE Project reflects the Maine DOE’s commitment to ensure students have access to high-quality instructional materials and rigorous, standards-aligned, equitable instruction from pre-K through grade 12.

Modules provide real-world relevance and support for students’ numeracy skills within engaging topics including:

This module “...aligned with both our hands-on gardening work and academic learning goals, allowing students to apply math, research, collaboration, and design skills in a meaningful, real-world context. It was a well-rounded project that supported the goals of our Alternative Education curriculum perfectly...”

• Applied Ethics
• Cyber Security
• Climate Education
• History of Genocide and the Holocaust
• STEAM
• Wabanaki Studies
• Data Science
• African Diaspora of Maine
• Computer Science
• ... AND MORE!

WHAT PILOT TEACHERS ARE SAYING ABOUT MOOSE

Learn More...

Learn With MOOSE Platform

There is a dedicated set of preK-12 modules made with Numeracy at their core!

MOOSE Project Homepage on Maine DOE website

Universal Design for Learning (UDL) Guidelines - CAST

“Gold Standard PBL (Project-Based Learning)” - PBL Works

I’m PIP, your Playbook Integration Partner.

Remember, you can navigate using the buttons at the bottom right and left to move through the guidance.

Don't forget to explore along the way! If you're looking for something specific, check out the table of contents and click on your topic of interest to jump directly to it.

And remember—I'll be with you every step of the way. I'm only a click away!

Professional Learning

Professional learning is a critical lever for strengthening numeracy systems and ensuring the effective implementation of evidence-based practices. Within a coherent system, professional learning is ongoing, job-embedded, and aligned with I-MTSS, building educators' knowledge and skills across core instruction, targeted intervention, and intensive support. By intentionally integrating multiple perspectives and culturally responsive practices alongside numeracy priorities, data, and curriculum, districts and schools develop shared understanding, instructional consistency, and collective capacity, ensuring that investments in training translate into improved numeracy outcomes for all learners.

Use this button to access the Professional Learning Plan and Request and Review forms.

Interdisciplinary & Real-World Numeracy

Numeracy extends beyond mathematics classrooms. This section supports educators in weaving numeracy thinking into all disciplines, fostering authentic, real-world problem-solving and meaningful student engagement.

The “N” Framework for Interdisciplinary Numeracy

Expanding Numeracy Beyond Math

The “N” Framework, as articulated by O’Sullivan et al. (2025), offers a powerful structure for designing interdisciplinary numeracy lesson opportunities. By intentionally linking subject-specific content knowledge with pedagogical content knowledge, the framework helps educators identify where authentic numeracy lives within their discipline and how to teach it explicitly.

Identifying Numeracy Opportunities

Numeracy in ScienceNumeracy in Social Studies/HistoryNumeracy in English/Language ArtsNumeracy in Wabanaki StudiesNumeracy in ArtNumeracy in MusicNumeracy in Physical EducationNumeracy in Life SkillsNumeracy At WorkThe MOOSE ProjectInterdisciplinary Project-Based Numeracy PK-12Pre-K-12 Environmental Numeracy Integration

Home

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Adminstrator

Educator

Specialists

Community Partners

Resource Hub

Home

Overview

Adminstrator

Educator

Specialists

Community Partners

Resource Hub

I’m PIP, your Playbook Integration Partner.

Remember, you can navigate using the buttons at the bottom right and left to move through the guidance.

Don't forget to explore along the way! If you're looking for something specific, check out the table of contents and click on your topic of interest to jump directly to it.

And remember—I'll be with you every step of the way. I'm only a click away!

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1. Start With Your Team

Begin by gathering your Numeracy Leadership Team or the group responsible for planning and supporting numeracy work. Review the playbook together to build a shared understanding of key concepts, roles, and expectations. Use the team-focused pages—such as roles, responsibilities, and meeting templates—to establish or refine your local structures.

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MTSS

In Maine, a Multi-Tiered System of Supports (MTSS) is defined as a comprehensive framework designed to address the academic, behavioral, and social-emotional needs of each student in the most inclusive and equitable learning environment. More than a Response to Intervention (RTI), MTSS is a whole-school framework that organizes the people, programs, and policies into an integrated support system that begins in Tier 1. MTSS is a philosophy that organizes and leverages the systems that likely already exist in your school. It is a system that relies on more than just evidence-based curricula and identification processes. MTSS analyzes and organizes all available resources within the school context, such as people, facilities, time, data, curriculum & instruction, and any additional resources.

I-MTSS

I-MTSS (Integrated MTSS) is a newer, more comprehensive version that explicitly integrates academic and social-emotional/behavioral supports into a cohesive system to improve student outcomes, with tools such as the Integrated Multi-Tiered Systems of Support Fidelity Rubric (IMFR) to assess its implementation. Think of MTSS as the foundational concept, and I-MTSS as a more robust, unified approach that centers all students and honors diverse ways of knowing. The Maine Numeracy Playbook is grounded in an I-MTSS framework in which Tier I instruction is the primary driver of numeracy outcomes, even when it is not always labeled as a separate section. The Playbook’s core instructional practices—high-quality, evidence-based numeracy instruction, integration of problem-solving and critical thinking, knowledge-building through content, and inclusive access for all learners—are intended to strengthen universal instruction first. In that sense, Tier I is not a preliminary step outside the plan; it is the plan’s baseline expectation. Instead of "why isn't the curriculum working for these students?" we ask "why isn't the curriculum working for all students?" In Simple Terms MTSS: "Let's use data to give everyone a little help, some groups more help, and a few the most help, for both learning and behavior." In Simple Terms I-MTSS: "Let's make that even more unified—academic help and behavior help work hand-in-hand at every level, so no student falls through the cracks."

MTSS Documentation

Tier 1

Tier 2

Tier 3

PreK-Grade 2

Grades 3-5

Editable I-MTSS Worksheets

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Remember, you can navigate using the buttons at the bottom right and left to move through the guidance.

Don't forget to explore along the way! If you're looking for something specific, check out the table of contents and click on your topic of interest to jump directly to it.

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Numeracy Learning Progressions

How to Use This Graphic This visual lays out the core tenets of numeracy instruction, offering a research-aligned framework for classroom practice from K through High School. Each tenet represents a fundamental area of numeracy development and instruction that supports children’s success as confident, capable problem-solvers. Use this graphic to:

• Understand the Big Picture — Review all tenets to see how early numeracy grows from foundational skills (like counting and cardinality) to number sense and mathematical reasoning.
• Plan Instruction Thoughtfully — Let the tenets guide your lesson design, ensuring your instruction includes essential elements such as systematic number sense, problem-solving, mathematical and critical thinking.
• Reflect on Practice — Compare your current classroom routines with these tenets to identify areas of strength and opportunities for growth.
• Collaborate with Colleagues — Use the tenets as a shared language in team meetings, coaching conversations, and professional learning communities.
• Engage Families and Caregivers — Share the tenets to help caregivers understand how to support numeracy at home, such as through shared pattern-finding, problem-solving, mathematically rich conversations, and playful numeracy activities.

Please return to this graphic regularly as a reference point to keep alignment with numeracy research and to make sure that instruction remains comprehensive, intentional, and child-centered.

Read more about progressions in Elementary Numeracy: Grades PK-5 Middle Level Numeracy: Grade 6-8 Secondary Numeracy: Grade 9-12

Formative Numeracy Assessment Across the Content Areas

The need to assess a student’s mastery of numeracy skills and to adjust instruction to continue to develop those skills is ongoing. The acquisition and development of numeracy, including proficiency in the mechanics of numerical concepts and applied mathematics, is never complete. So, the process of instruction, assessment, iteration and revised or advanced instruction is never complete. However, there are some universal components of assessment that can be employed across content areas and at all levels to ensure that students are mastering essential numeracy skills.

Formative Assessment Strategies

Strategies Across the Content Areas

Career and Education Development

English Language Arts

Weekly Quizzes

Self-Reflections

Homework Assignments

Health Education & PE

Error Analysis

Mathematics

Science & Engineering

Classroom Activities

Surveys

Social Studies

Visible Thinking Rountines

Visual & Performing Arts

Polls & Exit Tickets

World Languages

The Fundamental Role of Joy

Joy plays a vital role in advancing numeracy. Joy cultivates intrinsic motivation, transforming learning from a chore into a personally meaningful pursuit. This emphasis on meaningful engagement aligns with the vision of the Maine State Numeracy Action Plan — which defines numeracy as essential for lifelong learning, personal growth, and full participation in society — and underscores the importance of supporting students not only in mastering foundational skills but also in developing a love of math that lasts beyond school years. What’s more, research shows that when learners experience joy, they are more likely to derive meaning from their work and engage in voluntary, sustained learning. By affirming students’ interests and providing choice-rich environments, educators and families help turn numeracy into an engaging, lifelong habit that aligns with Maine’s goal of building confident, capable problem solvers who thrive academically and personally.

Be Curious!

Celebrate Numeracy

Puzzling

Active

Numeracy Action Plan

Vision

Every learner in Maine develops the ability to confidently apply mathematical thinking in real-world contexts - supported by high-quality instruction, engaging learning experiences, and a statewide culture of mathematical curiosity.

Guiding Principles

• Numeracy is not just math class; it is foundational for all learners.
• Every educator is a numeracy educator.
• Numeracy should be integrated across disciplines and all stages of learning.
• High-quality instructional materials, professional learning, and interdisciplinary collaboration are essential to strong numeracy education.
• Families, communities, and industries play a vital role in fostering numeracy learning.

Read the entire plan here

High Quality Instruction Materials (HQIM):

While not every attribute listed may appear in every professional learning experience, the most effective programs typically incorporate several complementary elements.

Standards Alignment

Student Engagement

Assessment Integration

Format Flexibility

Research-based Pedagogy

High Quality Content

Equity and Inclusion

Continuous Improvement

Teacher Usability

Access this information in a chart, here

Use this graphic to: Understand the Big Picture: Review all tenets to see how early numeracy grows from foundational skills (like counting and cardinality) to number sense and mathematical reasoning. Plan Instruction Thoughtfully: Let the tenets guide your lesson design, ensuring your instruction includes essential elements such as systematic number sense, problem-solving, mathematical, and critical thinking. Reflect on Practice: Compare your current classroom routines with these tenets to identify areas of strength and opportunities for growth. Collaborate with Colleagues: Use the tenets as a shared language in team meetings, coaching conversations, and professional learning communities. Engage Families and Caregivers: Share the tenets to help caregivers understand how to support numeracy at home, such as through shared pattern-finding, problem-solving, mathematically rich conversations, and playful numeracy activities. Please return to this graphic regularly as a reference point to maintain alignment with numeracy research and ensure that instruction remains comprehensive, intentional, and child-centered.

Leveraging Community Connections

Numeracy at Work

Numeracy in the Community

Numeracy in the Library

Numeracy in the Library

Questions to consider when thinking about Family Communication, Family Involvement, and Family Engagement related to numeracy:

1. When a family/community member enters my school, is the environment welcoming and rich with numeracy?

8. How often are teachers/leaders reaching out to individual parents and encouraging numeracy development at home? Is it only when there are concerns or when something worth celebrating happens?

2. Is there signage indicating a family’s right to interpretation/translation and instructions for accessing those services?

9. How is problem-solving (e.g., home) honored as a numeracy practice?

3. Are all staff trained in communicating with culturally and linguistically diverse families?

10. How are families informed about the continuum of numeracy development for their child’s specific age?

4. Do families know who they can ask for questions related to their child’s numeracy development?

5. Is there a platform that teachers use to communicate? Does it expand across all grades or does a parent need to learn a new technique each year?

11. Have I reached out to local community members and providers to include them in our numeracy plans?

6. Are current systems for home numeracy similar from year to year, or are parents and students needing to learn a new format/structure for supporting and communicating about home numeracy during the school year every year?

12. How are students’ and families’ out-of-school numeracies integrated into the curriculum and school life (e.g., funds of knowledge)?

13. How are educators supported in building strong relationships with the families of their students?

7. Do teachers feel they have the resources to send materials back and forth between the classroom and home during the school year?

Types of Numeracy Data

Effective numeracy instruction relies on multiple sources of data. Each type of numeracy data serves a distinct purpose and, when used together, provides a complete picture of student learning and instructional effectiveness.

Student Feedback & Self-Assessment Data

Student Work Samples

Formative Assessment Data

Universal Screeners

Progress Monitoring Data

Observational & Anecdotal Data

Diagnostic Assessment Data