1. Piedmont K-5 Math Adoption
May 29, 2008

2. Overview What Elementary Math Looks Like Historical Perspective
District Philosophy
Process and Criteria
Why We Chose Everyday Math?
Next Steps
Questions & Discussion

3. Goals for K-5 Mathematicians
Love of math and appreciation for numbers
True understanding of number
to be “mathematically powerful”
Efficient and accurate strategies for problem solving
Fluent use of mathematical language
Concrete experiences with skill applications

4. Mathematical Competencies
Conceptual Competence:
Knowing WHAT to do and WHY
Procedural Competence:
Knowing HOW to do it
Mathematical Reasoning Competence:
Knowing WHEN and WHERE to do it
Knowing how to explain reasons

5. Philosophy of Piedmont’s K-5 Mathematics Program
Students will learn mathematical content and become mathematical thinkers
Students will apply mathematical concepts across curricular areas and to real world situations
Teachers will encourage creative thinking and offer multiple methods and strategies for problem solving
Teachers will provide challenges for all levels of competency through differentiation

6. Criteria Development Curriculum Council Presentation
Collaboration Day meetings
K-5 Articulation Meetings
Professional Development Days
With Math Solutions Staff
Fall 2007

7. Review Criteria
Presents a rigorous program that is well aligned with state and national standards in scope and sequence
Balances conceptual understanding and skills development
Follows a logical progression and establishes routines for learning
Incorporates concrete models and constructs as pathways to abstract understanding
Emphasizes the development of number sense and its application to real-world problem solving
Supports differentiated instruction
Engages students in collaborative learning activities in order for them to communicate, refine and extend their mathematical reasoning
Provides quality assessment materials
Incorporates the use of technology as learning tools
Supports all members of the learning/teaching community

8. Review Process (continued)
Curriculum Council Teacher Team reviewed state approved materials using criteria developed at prior meetings
Narrowed choices to 5 possibilities
Teacher review
Pilots, discussions, publisher presentations
Narrowed down to 2 choices
Everyday Mathematics & Envision
Further articulation meetings and discussion
Consensus reached – Everyday Mathematics
Planned – Ongoing review and evaluation and supplementation as needed

9. Overview of Key Materials
For Students
Student Reference Book/My Reference Book
Student Math Journal – 2 volumes
Study Link (homework)
Manipulative sets
For Teachers
Teacher Reference Book
Math Masters – additional activities
Differentiation Handbook
Skills Link – additional computation practice
Home Connection Handbook
Assessment Handbook
English Learners Handbook

10. Balanced Program Conceptual Understanding
Knowing what to do and being able to explain
Vocabulary
Hands on Activities & Games
Opportunities to explain and Discuss
Computation and Procedural Skills
Knowing how to do it
Math Facts
Algorithms
Problem Solving
Knowing When and Where to do it
Mixed problem sets
Complex problems
Identifying the appropriate operations

11. Math Facts Goal: All students learn their math facts to automaticity
Current practices:
students develop understanding of the concept of addition, subtraction, multiplication, or division using concrete models
students connect abstract symbols (+ - x ) to concept
students develop understanding of the commutative properties of addition and multiplication
students develop understanding of the inverse relationships between addition and subtraction/ multiplication/division
 students learn math facts to automaticity
flash cards – regular and triangular
practice sheets
games
9 Lines ® method

12. Algorithms
US standard algorithms are good for doing fast, accurate computation
They are not very good for helping students understand concepts
Some alternate algorithms can help students understand what they are doing
When students understand underlying concepts they can use algorithms more effectively and appropriately

13. Algorithms
In Everyday Mathematics children discover and use alternate algorithms for addition, subtraction, multiplication & division
They are also taught the US standard algorithms
If we don’t see students mastering skills, we will supplement – and we have lots of materials already to teach these skills

14. Differentiation Embedded in the program – daily lessons Math Boxes
Readiness - for everyone
Enrichment - added depth and breadth in the same concept for advanced students
Extra Practice - not just more problems but another format to reinforce foundation concept
Math Boxes
Preview material not yet learned – have reference to page in Student Reference book
Projects
Naturally varied extensions which students can connect with on their own level – added adjustments provided in Differentiation handbook
Separate resources for English Language Learners

15. Progressive Sequence With Spiraling
Curriculum follows a progressive sequence but concepts keep coming back for review and further development. This also allows students to discover and develop connections and deepen understanding. ‘Like climbing a spiral staircase – with each twist of the stairs, the previous steps can be seen but you are farther and higher.’

16. Assessment Traditional summative assessments at the end of each unit
Basic skills assessment & tracking tools
Self assessment
Informal observation & slate assessments

17. Home School Connection
Family letters by unit to keep families informed and provide information on how to assist students
Do Anytime activities provided to families
FAQ on topics of interest
Parent education to be provided as needed by math specialists and classroom teachers

18. Pacing of Program Pacing Chart to keep on target
Extra days to reteach or expand or supplement
60-70 lessons each semester
90 instructional days each semester