1. Welcome to Everyday Mathematics
ISHIK UNIVERSITY
Mathematics

2. Why do we need a new math program?
60% of all future jobs have not even been created yet
80% of all jobs will require post secondary education / training.
Employers are looking for candidates with higher order and critical thinking skills
Traditional math instruction does not develop number sense or critical thinking.

3. Research Based Curriculum
Mathematics is more meaningful when it is rooted in real life contexts and situations, and when children are given the opportunity to become actively involved in learning.
Children begin school with more mathematical knowledge and intuition than previously believed.
Teachers, and their ability to provide excellent instruction, are the key factors in the success of any program.
Starting with kindergarten, Everyday Mathematics was developed one grade level at a time. All seven grade levels were written by the same core of authors, in collaboration with a team of mathematicians, education specialists and classroom teachers.
Over 175,000 classrooms and 2.8 million students are currently using EM

4. Curriculum Features Real-life Problem Solving Balanced Instruction
Multiple Methods for Basic Skills Practice
Emphasis on Communication
Enhanced Home/School Partnerships
Appropriate Use of Technology

5. Lesson Components Math Messages Mental Math and Reflexes
Math Boxes / Math Journal
Home links
Explorations
Games
Alternative Algorithms

6. Learning Goals
Secure Skills
Developing Skills
Beginning Skills

7. Assessment Grades primarily reflect mastery of secure skills
End of unit assessments
Math boxes
Relevant journal pages
Slate assessments
Checklists of secure/developing skills
Observation

8. What Parents Can Do to Help
Come to the math nights
Log on to the Everyday Mathematics website or the South Western Math Coach’s web site
Read the Family letters – use the answer key to help your child with their homework
Ask your child to teach you the math games and play them.
Ask your child to teach you the new algorithms
Contact your child’s teacher with questions or concerns

9. Thank You for Coming

10. Partial Sums
An Addition Algorithm

11. + 483 600 140 + 11 Partial Sums 751 268 Add the hundreds (200 + 400)
Add the tens (60 +80)
140
Add the ones (8 + 3)
+ 11
Add the partial sums
( )
751

12. Let's try another one
785
+ 641
Add the hundreds ( )
1300
Add the tens (80 +40)
120
Add the ones (5 + 1)
Add the partial sums
( )
1426

13. + 989 1200 100 + 18 1318 Do this one on your own
329
+ 989
Let's see if you're right.
1200
100
+ 18
1318
Well Done!

14. An alternative subtraction algorithm
Trade-First Subtraction
An alternative subtraction algorithm

15. 5 7 6 9 3 2 - 3 5 6 12 12 2 Now subtract column by column in any order8 12
In order to subtract, the top number must be larger than the bottom number 2
To make the top number in the ones column larger than the bottom number, borrow 1 ten. The top number become 12 and the top number in the tens column becomes 2. 5 7 6
To make the top number in the tens column larger than the bottom number, borrow 1 hundred. The top number in the tens column becomes 12 and the top number in the hundreds column becomes 8.
Now subtract column by column in any order

16. 2 2 7 7 2 5 - 4 9 8 11 Let’s try another one together 15 16 15 1
To make the top number in the ones column larger than the bottom number, borrow 1 ten. The top number become 15 and the top number in the tens column becomes 1. 2 2 7
To make the top number in the tens column larger than the bottom number, borrow 1 hundred. The top number in the tens column becomes 11 and the top number in the hundreds column becomes 6.
Now subtract column by column in any order

17. 6 5 5 9 4 2 - 2 8 7 Let's see if you're right. Congratulations! 13 12
Now, do this one on your own. 6 5 5
Let's see if you're right.
Congratulations!

18. Let's trade from the hundreds column9
Last one! This one is tricky! 6 13 10 2 3 4
Oh, no! What do we do now?
Let's trade from the hundreds column
Let's see if you're right.
Congratulations!

19. Partial Products Algorithm for Multiplication

20. 6 7 X 5 3 3,000 350 180 21 + 3,551 Add the results Calculate 50 X 60
To find 67 x 53, think of 67 as and 53 as Then multiply each part of one sum by each part of the other, and add the results 6 7 X 5 3
3,000
Calculate 50 X 60
350
Calculate 50 X 7
180
Calculate 3 X 60 21 +
Calculate 3 X 7
3,551
Add the results

21. 1 4 X 2 3 200 80 30 12 + 322 Let’s try another one. Add the results
Calculate 10 X 20 80
Calculate 20 X 4 30
Calculate 3 X 10 12 +
Calculate 3 X 4
322
Add the results

22. 3 8 X 7 9 2, 100 560 270 72 + 3002 Do this one on your own.
Let’s see if you’re right. X 7 9
2, 100
Calculate 30 X 70
560
Calculate 70 X 8
270
Calculate 9 X 30 72 +
Calculate 9 X 8
3002
Add the results

23. Partial Quotients
A Division Algorithm

24. The Partial Quotients Algorithm uses a series of “at least, but less than” estimates of how many b’s in a. You might begin with multiples of 10 – they’re easiest.
13 R2
There are at least ten 12’s in 158 (10 x 12=120), but fewer than twenty. (20 x 12 = 240) 12
158
- 120
10 – 1st guess
Subtract 38
There are more than three (3 x 12 = 36), but fewer than four (4 x 12 = 48). Record 3 as the next guess
3 – 2nd guess
- 36
Subtract 2 13
Sum of guesses
Since 2 is less than 12, you can stop estimating. The final result is the sum of the guesses ( = 13) plus what is left over (remainder of 2 )

25. Let’s try another one 219 R7 7,891 - 3,600 4,291 - 3,600 691 - 360 331
100 – 1st guess
Subtract
4,291
- 3,600
100 – 2nd guess
Subtract
691
- 360
10 – 3rd guess
331
- 324
9 – 4th guess 7
219 R7
Sum of guesses

26. Now do this one on your own.43
8,572
- 4,300
100 – 1st guess
Subtract
4272
-3870
90 – 2nd guess
Subtract
402
- 301
7 – 3rd guess
101
2 – 4th guess
199 R 15
Sum of guesses 15

27. Congratulations on a job well done!