Free Math Intervention Programs (K-5)

Numeracy Consultants takes a back-to-basics approach to teaching mathematics. Our focus is on providing teachers a research based  math intervention curriculum with an easy to use primary math assessment that measures basic numeracy. 

Our math intervention programs and assessment systems focus on basic and intermediate numeracy skills.  Assessment is crucial to student success.   We show teachers how  to use our primary math assessment to develop basic skills and lay a foundation for more advanced concepts.  Task analysis must be done to break down each concept into a smaller teachable skill. 

We believe in a teaching philosophy that lays out a clear order of individual skills that must be mastered before students are ready for abstract concepts like multiple digit addition and subtraction, multiplication and division, and fractions.

We  provide resources that teachers need for a successful  intervention program with a MTSS  framework (Multi-Tier Systems of Support). We not only provide  teachers with free math intervention programs, we also provide on-demand webinar/ trainings so teachers can have a  quality  professional development experience while learning how to implement our math intervention programs. 

In many schools the idea of a math intervention curriculum is just assigning students more practice problems. Students struggle with current skills because something is missing from their foundation.  

We  provide a complete  intervention curriculum for teachers which includes assessments, frameworks, learning materials, lessons plans,  workbooks, and countless other materials .

In classrooms today, mathematics is often taught through memorization of a process. Students are shown how to do a process. They practice it many times but often there is no real understanding behind what they are doing.  Students may be able to solve problems in isolation, but when asked to apply that knowledge in a higher level of thinking, they are unable to solve the task.

Many teachers are unaware that the strategies they use may focus more on process than on understanding.  When teachers spend more instructional time on procedural processes then on conceptual understanding, large holes develop within the curriculum.  This is especially true when a student already struggles with mathematics.  If the gaps within the curriculum are not filled the gaps grow as the student progresses through the grade levels.