1. Welcome to Everyday Mathematics Presented by Donna McLeish

2. 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

3. 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

4. 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

5. 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

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

7. Glossary Mathematical and special terms used in Everyday Mathematics Includes references to related portions of the Mathematical Topics

8. 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

10. 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

11. 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

12. Time to Reflect… Are you feeling or  or  ? Share your thoughts on what has been discussed this far…

13. Algorithms Mathematical Topics Essay 3 p.94 grades K – 3 p. 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.

14. 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.

15. Focus Algorithms In 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.

16. 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

17. 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

18. 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…

19. 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.