3. A mission to improve school mathematics Funded by NSF, Amoco, GTE, and others A partnership among researchers, mathematics educators, and teachers 25 years of research and development Core team collaborates on all grade levels to provide a cohesive Pre-K-6 curriculum The University of Chicago School Mathematics Project

4. EM Principles

5. Children begin school with a great deal of knowledge and intuition on which to build.

6. Monster Squeeze

8. The curriculum should begin with children’s everyday experience and should work to connect that experience with the discipline of mathematics. EM Principles

9. Real Life Experiences

10. World Tour Data

11. EM Principles Excellent instruction is important. Reforms must take account of the working lives of teachers.

12. EM Principles The curriculum should include practical routines to help build the arithmetic skills and quick responses that are so essential in a problem-rich environment.

13. A Wide Variety of Practice to Promote Computational Fluency +, - 7 9 16 x, ÷ 6 4 24

14. Computational Fluency “Automatically knowing basic facts is as important to learning mathematics as knowing words by sight is to reading.” – EM authors Developing computational fluency is strongly emphasized in EM.

15. Development of EM

16. Research basis Iterative refinement: write, test, revise Teacher collaboration Rich problems, engaging activities, cross-curricular connections

17. Development of EM, continued High expectations Brisk pace Distributed practice Balance Concepts, skills, facts More than just arithmetic Balanced assessment

19. What you need to know

20. I. EM 3.0 Goal Structure 6 Content Strands 15 Program Goals ~ 25 Grade-Level Goals per Grade

21. EM Content Strands Number and Numeration Operations and Computation Data and Chance Measurement and Reference Frames Geometry Patterns, Functions, & Algebra

22. Program Goals: Number and Numeration Understand the meanings, uses, and representations of numbers Understand equivalent names for numbers Understand common numerical relations

24. Program Goals: Operations and Computation Compute accurately Make reasonable estimates Understand meanings of operations

25. Program Goals: Data and Chance Select and create appropriate graphical representations of collected or given data Analyze and interpret data Understand and apply basic concepts of probability

26. Program Goals: Measurement & Reference Frames Understand the systems and processes of measurement; use appropriate techniques, tools, units, and formulas in making measurements Use and understand reference frames

27. Program Goals: Geometry Investigate characteristics and properties of two- and three- dimensional geometric shapes Apply transformations and symmetry in geometric situations

28. Program Goals: Patterns, Functions, & Algebra Understand patterns and functions Use algebraic notation to represent and analyze situations and structures

30. Grade Level Goals Across the Grades Examine the grade-levels goals across the grades in the Assessment Handbook pages 37 – 50 Discuss how this information might be useful. Be prepared to share out.

31. II. What Assessment looks like in Everyday Mathematics “For assessment to be useful to teachers, parents, children, and others, the Everyday Mathematics authors believe…”

32. Teachers need to have a variety of techniques and tools to choose from. Children should be included in the assessment process. Assessment and instruction should be closely aligned.

33. Assessment should focus on all important outcomes. A good assessment program makes instruction easier. The best assessment plans are developed by teachers working collaboratively.

34. Assessment Purposes Summative Formative Program Evaluation It is important to include both summative and formative assessments in a balanced assessment plan.

35. Assessment Contexts for a Balanced Assessment Plan

36. Exploring Ongoing Assessment Recognizing Student Achievement (RSAs) Contained in every lesson Summative assessment opportunity Identifies expectations for a student making “adequate progress” toward meeting a Grade-Level Goal

37. Recognizing Student Achievement (RSA)

39. Exploring Ongoing assessment Informing Instruction Contained in Part 1 of half of the lessons Formative assessment opportunity Highlights common misconceptions Provides suggestions for teachers to use to address misconceptions

40. Informing Instruction

42. Ongoing Assessment Math Boxes Writing/Reasoning Prompts Portfolio Opportunities

43. Math Boxes, Writing/Reasoning, Portfolios Opportunities

45. Exploring Periodic Assessment Progress Check Lessons Self Assessment Oral and Slate Assessment  Summative  Formative Written Assessment  Part A – Summative  Part B – Formative  Open Response

46. Assessment in Kindergarten EM Includes periodic and ongoing assessment opportunities like the other grades, but less frequent and mostly independent of paper-and- pencil tasks. KEY STEPS IN KDG ASSESSMENT Baseline periodic assessment Ongoing assessment through RSAs, Informing Instruction, and Kid-Watching during activities and routines in Sections 1-4 Mid-year periodic assessment Ongoing assessment through RSAs, Informing Instruction, Kid-Watching during activities and routines in Sections 5-8 End-of-year periodic assessment

54. III. What Differentiation looks like in Everyday Mathematics

55. Differentiation Considerations WHO to differentiate for ? How do you find out where students are and what they need? WHAT to do for differentiation? What are appropriate differentiated activities? Where to find them? WHEN/WHERE/HOW to differentiate/use differentiated activities? What classroom structures support differentiation in mathematics?

56. General Differentiation Strategies

57. Differentiation Opportunities Embedded in Everyday Mathematics Open-ended tasks and questions Activities that lend themselves to different adaptations according to interest and/or skill (e.g., games, routines, explorations, projects) Use of a variety of materials, tools, representations, and approaches to develop concepts Concepts and skills developed with depth over time Adjusting the Activity notes Part 3/Part B Options, including: Readiness Enrichment Extra Practice ELL Support

58. IV. The role of games in Everyday Mathematics

59. Games Provide Motivating Practice

60. Name That Number

61. Game Adaptations

62. V. Daily and Program Routines in Everyday Mathematics

63. Daily Routines in Everyday Mathematics

65. Program Routines in Everyday Mathematics

66. Projects

67. VI. An Everyday Mathematics Lesson

69. Math Message Take 4 of each size straw. Take 4 twist-ties. Make a design or geometric shape. Do not bend the straws.

78. What administrators should look for in Everyday Mathematics classrooms

79. Math Message Think of the lines printed on a sheet of notebook paper. Imagine that the lines could go on forever. Do you think that the lines would ever meet?

80. Case Study and EM Video

81. The role of administrators in supporting the implementation of Everyday Mathematics

82. Synthesis and Application (What do I do with this information?) Think about and discuss: What things do I, as an administrator, control or set up that may impact teachers’ implementation of Everyday Mathematics? How might I control or set up these things to support a high-quality implementation of the program?

83. Some factors to consider… Materials (acquisition, maintenance) Time (for planning, preparation, implementation) Physical environment Communication and collaboration (between and among teachers, parents, administrators) Teacher accountability and evaluation Homework, assessment, and grading policies Others??

84. everydaymath.uchicago.edu em-center@listhost.uchicago.edu Debbie Leslie daleslie@uchicago.edu Denise Porter porterd@uchicago.edu The University of Chicago School Mathematics Project