Welcome toWelcome toEveryday Everyday

MathematicsMathematics

Welcome toWelcome toEveryday Everyday

MathematicsMathematicsPresented by Presented by

Donna McLeishDonna McLeish

Teacher’s Reference Manual

• Management Guide• Mathematical Topics essays• Glossary

• K-3– Tables of Measure– Games Correlation Chart

• 4-6– Reference– Properties of Rational Numbers– Tables of Measure– Games Correlation Chart

Management Guide

• Suggestions on how to implement the Everyday Mathematics program

• Descriptions of some of Everyday Math’s features

• Ideas for organizing• the curriculum• your students• program materials

Management Guide K-3• Managing the Curriculum

– Daily Routines– Explorations– Fact Triangles– Frames and Arrows– Function Machines– Games– Math Boxes– Math Messages– Mental Math and Reflexes– Museums– Name-Collection Boxes– Number Grids– Number Lines– Projects– Situation Diagrams– Unit Boxes– “What’s My Rule?”

• Providing for Home-and-School

Communication– Home Links and Family

Letters

• Organizing Students– Cooperative Groupings– Group Responses– Ideas for “Built-in” Mathematics– Children with Special Needs– Language Diversity– Substitute Teachers

• Organizing Routines and Displays– Attendance Chart– Class Calendar– Class Data Pad– Class Number Line– Classroom Jobs– Daily Schedule– Number-writing Practice– Semi-permanent Chalk– Temperature and Weather

Records• Tools

– Calculators– Other Tools– Tool Kits

• Assessment• Importance of Problem Solving

Management Guide 4-6• Managing the Curriculum

– Daily Routines– Games– Math Boxes– Math Messages– Mental Math and

Reflexes– Museums– Name-Collection Boxes– Number Grids– Number Lines– Projects– Reading Mathematics– Reading Strategies– Situation Diagrams– Study Links– Unit Boxes– “What’s My Rule?”

• Providing for Home-and-School

Communication– Study Links and Family

Letters– Home Connection

Handbook

• Organizing Students– Cooperative Groupings– Group Responses– Ideas for “Built-in”

Mathematics– Students with Special

Needs– Language Diversity– Substitute Teachers

• Organizing Routines and Displays– Daily Routines– Class Data Pad– Semi-permanent Chalk

• Tools– Electronic Tools– Tools for Exploring Data

and Chance– Tools for Geometry– Tools for Measuring– Tools for Numeration and

Operations• Assessment• Importance of Problem

Solving

Mathematical Topics Essays

Good source of reliable information on the mathematics in the K-3 or 4-6 Everyday Mathematics curriculum

Glossary

• Mathematical and special terms used in Everyday Mathematics

• Includes references to related portions of the Mathematical Topics

Fact Power• Knowing the basic number facts is

ESSENTIAL for success in math• In EM, good fact habits are called

Fact Power • By end of grade two, most children using

EM will have mastered the basic addition and subtraction facts

• By end of grade four, most children using EM will have mastered the basic facts of multiplication and division

Enough of drill and kill…

• Games – much of the basic-fact practice in EM is formatted as games– should not be viewed as competitive– should not be thought of as time-

fillers or rewards• Choral Drills – good time is just

after a break• Double-nine Dominoes – concrete

models of the +/- facts through 9+9 and 18-9

• Fact Triangles – EM’s version of flash cards – emphasize fact families

• By fifth grade, EM number families are extended further as students learn to automatize equivalent values for decimals, fractions and percents

• Fact triangles are strongly recommended as Home Links

• No naked numbers: select labels for the day to use with fact practice

Time to Reflect…

Are you feeling

or or ?

Share your thoughts on what has been discussed this far…

Algorithms• Mathematical Topics Essay 3

p.94 grades K – 3p. 100 grades 4 -6

An algorithm is a well-defined, step-by

-step procedure guaranteed to achieve a certain objective, often with several steps that “loop” as many times as necessary.

A good algorithm is efficient, unambiguous, and reliable.

Research shows that teaching the standard algorithms in the standard ways does fail with a large number of children.

In one study, only 60 percent of US ten-year-olds achieved mastery of subtraction using the standard regrouping (borrowing) algorithm.

Focus AlgorithmsIn EM, children are encouraged to invent their own

procedures during the early phases of learning an operation.

Later, when children fully understand the concept of the operation, standard algorithms are introduced.

Children are urged to experiment with various algorithms in order to become proficient at using at least one alternative.

Everyday Mathematics introduces a focus algorithm for each operation. All children are expected to master the focus algorithms, though they are not required to use them if they have alternatives they prefer.

Focus algorithms provide a common ground for further work and offer reliable alternatives for children who have not developed effective procedures of their own.

Math Boxes

• One of the main components of review and skill maintenance

• Not intended to reinforce the content of the lesson in which they appear

• Provide continuous, distributed practice of all skills and concepts in the program

Math Boxes• Come in pairs or sets of three • Problems in each set are same

except for the numbers• Designed as independent activities

(expect that your guidance will be needed especially at the beginning of the school year)

• If students struggle, it is NOT necessary or desirable to create a

lesson to develop these skills

Math Boxes• You can modify or skip problems

that you know are not review for your students

• Do NOT skip the entire Math Boxes page

Share ideas about Math Boxes that you have already heard…

Substitute Teachers• Reserve Math Boxes from several

lessons or create extra Math Boxes of your own.

• Have a set of routines like Frames and Arrows and/or “What’s My Rule?”

• Set aside several engaging games for children to play.

• Prepare suggestions for practice with Fact Triangles.

• Make an “emergency box” with activities to be done on days when your absence is unexpected.