Everyday Mathematics Allendale Board of Education Presentation
April 6, 2015 Cathy Danahy Amy DAmbola
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Mathematics Curriculum Revision Cyclical Review process ensures
the integrity of subjects, grades, and standards is preserved Math
Review Process - Spring 2014 - March 2015 assembled Math leadership
team conduced a thorough review of current research and effective
instructional practices articulated goals adopted a vision
statement devised a comprehensive process to review existing and
new math resources
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Our Vision
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Curriculum Committee Process Research Labsite lessons gave
information about what our students are doing well and where we
would like them to grow Visitations throughout the Quad (including
Allendale classrooms) Identification of 3 Math programs that fit
our vision Site visits to view new Math programs Opportunities to
speak with administrators, teachers and students on site visits
Plenty of time to debrief Review of program material and vendor
presentations Evaluation of resources according to a rubric
developed from our vision statement
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Everyday Math 4 Comprehensive K-5 program that integrates
content and mathematical practices through a student centered
approach.
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Stages for learning math 1.Concrete 2. Pictorial 3.
Abstract
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Why Everyday Math? Balance of conceptual and skill based work
Focus on Problem solving Embraces creativity by exploring multiple
methods Digital Enhancements engage students Skills are revisited
throughout the scope and sequence of a year
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What does EM offer that Envision does not? Emphasis on problem
solving Digital enhancements Standards alignment Real world
connection Greater depth of understanding
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Manipulatives
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Digital Components
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Differentiation
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Everyday Math Skill Practice - Games
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Spiral Approach Exposure vs. mastery Math boxes revisit
concepts Standards guide when concepts are mastered Skill practice
for mastery is embedded in instruction
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Assessments Digital and print Procedural and fact based Problem
solving and skill based Inform instruction
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Everyday Math and Special Education Structure of Everyday Math
lessons lend themselves to modification Supports the goal of moving
students into General Education Classes (LRE) Allows for abstract
concepts to be explored in concrete ways
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Fifth Grade Transition year Connected Math and Everyday Math
(select units from each) Supplemental skill based work
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Professional Development Unit development Unit modification In
and out of the classroom support Differentiation Assessment Design
Ongoing instructional coaching Parent Nights
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Frequently Asked Questions Are skills taught for mastery? Does
my child have to memorize math facts? How will teachers adjust to
the new way of teaching math? Why does my child need to learn
multiple methods? Will my child learn traditional methods? How can
parents support children at home?