Everyday Math: Across Grade Levels

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Everyday Math Across Grade Levels

• (K - 3rd)

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Project Description

• To do an in-depth study of the K-3rd Everyday
  Math
• curriculum. We will be adopting the 3rd edition
  and are looking to identify and close the gaps
  between grade levels. We will be comparing the
  Everyday Math standards to the Ohio Standards.
  We will also focus on determining the value of
  individual activities of Everyday Math, as they
  relate to the Ohio standards.

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General concerns with Everyday Math

• difficult to catch-up students that come into
  the
• district
• limited time to focus on the basics - if so,
  tend to
• get behind in the curriculum
• seem to have to supplement a great deal to get
  enough practice with skills
• series tends to decrease confidence in lower
  achieving students
• is more of an abstract way of teaching math -
  has not
• proven to be extremely effective with lower
  achieving students

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• are we teaching the Everyday Math method of
  learning - are we allowing our students who
  demonstrate the need, to learn in a more concrete
  manner
• research expresses concerns that Everyday Math
  teaches a lot of things a little bit
• gaps exist between various grade levels
• Everyday Math has expectations that exceed the
  Ohio minimum standards
• the computer resource is available for parents
  - how many of our families have a computer and
  the internet

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Discrepancies between Everyday Mathand the Ohio
Standards

• K and 1st grade teachers findings
• K standard left out of Everyday Math - 11 under
  number
• sense and operation
• - demonstrate joining multiple groups of
  objects, each
• containing the same number of objects
• (will incorporate this)
• In order for K students to be ready for first
  grade
• K needs to recognize and write numbers to 30
• (Ohio standard 20)
• K needs to work telling time to the hour and
  1/2 hour
• (Ohio standard hour)

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• 1st and 2nd grade teachers findings
• In order for students to be ready for 2nd grade
• 1st grade needs to work on reading and
  writing
• numbers to 500
• (Ohio standard 100)
• 1st grade needs to teach place value to
  100s
• (Ohio standard 10s)
• 1st grade needs to teach time to the 5
  minutes
• (Ohio standard hour 1/2 hour)

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• 2nd and 3rd grade teachers findings
• In order for students to be ready for 3rd grade
• No specific findings noted

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Evaluation of individual activities of Everyday
Math as they relate to the Ohio Standards

• K-3rd grade teachers evaluated the effectiveness
  and the necessity of various activities that
  Everyday Math uses to teach basic skills.
• The activities were questioned as a result of the
  some of the
• approaches that Everyday Math uses to teach a
  skill, as well as what it assesses. In many
  cases the process of these activities are
  assessed on evaluations, instead of whether or
  not the child has mastered the skill.
• Our group talked with our grade level teachers as
  well as with
• those above and below our individual grades. We
  then identified
• the processes that are not developmentally
  appropriate, difficult
• for the children to understand, or not necessary
  in order for the students to master that skill.
  We were also careful to assess
• whether or not these omissions would impact the
  spiral upward.

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• K and 1st grade teachers conversation
• K uses a small bag of pennies for estimation.
  1st grade
• can use this technique also by simply adding more
  pennies,
• to transfer the skill. Estimation is abstract
  for K 1st graders.
• K copies large dominoes as opposed to using
  regular dominoes.
• 1st grade can do the same. The dots on regular
  dominoes are difficult
• for the children to count in many cases.
• K uses the term chance to talk about
  probability. 1st
• grade can use the same terminology. Probability
  is abstract for K
• 1st graders.

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• K does not need to use the teens frames as an
  activity
• to teach teens.
• K 1st grade can use the calculators for
  exploration, fun
• and familiarity. Calculators do not need to be
  used to
• teach a skill.
• K does not need to use the raft game for equal
  exchange.
• There are many other activities to address this.
• K 1st need to work more with horizontal
  graphs, as well
• as continuing with vertical graphs.
• K needs to work more on before and after
  concepts.

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• K needs to work more on starting to count at a
  given
• number and count on or backwards.
• K needs to expand number sense to 30.
• K does not need to introduce the concept of
  missing addend
• Ex. 5 _ 8. This concept is questioned
  developmentally.
• K does not need to introduce the 10.00 bill.
  1st grade
• standard only address the 1.00 bill.

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• 1st and 2nd grade teachers conversation
• 1st grade does not need to use 2 fisted penny
  addition
• to teach addition and/or concepts of 10. Both of
  these
• concepts are addressed numerous other ways.
• 1st grade does not need to use change to
  more/ start,
• change, end concept to teach addition/subtraction
  . These skills are addressed many other ways.
• 1st grade needs to use real coins for circles
  with P,N,D,Q
• which stand for the various coins. The
  circles are all
• the same size and makes it confusing for some
  children.

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• 1st grade can use enlarged dominoes to add - do
  not need
• to use regular dominoes.
• 1st grade does not need to measure with hands
  and arms.
• Measurement is addressed adequately otherwise.
• 1st grade does not need to do timelines. They
  are addressed
• adequately through Social Studies.
• 1st grade does not need to use the long dice
  game to teach
• the concept of equal to . It is adequately
  addressed
• otherwise.

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• 1st grade does not need to use calculators to
  teach place
• value. It is addressed numerous other ways.
• 1st grade does not need to use number scrolls -
  use 100 charts
• instead.
• 1st grade does not need to use parts and
  totals for
• instruction of addition. It is confusing for
  some children and
• adequately addressed in other ways.
• 1st grade does not need to teach _ 2 5. It
  is confusing
• for many children.

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• 1st grade does not need to master the function
  machine.
• Addition and subtraction are adequately addressed
  otherwise.
• 1st grade does not need to use the /- fact
  table.
• 1st grade does not need to use the fact
  triangles. They are
• difficult for some children and facts are
  addressed
• through flashcards.
• 1st grade does not need to focus a lot on
  frames and arrows
• to teach patterning. Patterning is also
  addressed numerous
• other ways.

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• 2nd and 3rd grade teachers conversation
• 2nd grade does not need to teach addition and
  subtraction
• through arrow math. It is confusing for some
  students,
• and these skills are adequately addressed
  otherwise.
• 2nd grade only needs to teach fractions to the
  Ohio
• standards, not Everyday Math standards.
• 2nd grade can skip the second row on frames and
  arrows.
• It is confusing to some students and not
  necessary to
• teach addition and subtraction.

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• 2nd grade can continue to do work with the
  calculator although
• it is not in the Ohio standards.
• 2nd grade does not need to teach front end
  addition except
• through partial sums.
• 2nd grade can skip quantity, quantity,
  difference to teach
• subtraction as it is adequately addressed
  otherwise.
• 2nd grade only needs to teach making change to
  1.00, which
• is the Ohio standard.

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• 3rd grade teachers findings
• 3rd grade needs to supplement activities for
  counting
• money and making change to 10.00. Everyday
  Math
• does not offer much in the way of practice.
• 3rd grade needs to focus more on the basic
  knowledge
• of volume and weight. Everyday Math introduces
  it
• but there are not enough activities for
  practice.
• 3rd grade does not need to focus on timelines
  in math,
• as this concept is adequately addressed in
  Social Studies.

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• 3rd grade teachers do not need to focus on
  simple
• experiments/simulations in math, as this is
  adequately
• addressed in Science.
• 3rd grade needs to supplement when teaching
  elapsed
• time. Everyday Math teaches it, but there are
  not
• enough opportunities for practice.
• 3rd grade needs to supplement when teaching
  how to
• make graphs. Everyday Math touches on it,
  but there
• are not enough activities. Additionally,3rd
  grade teachers
• need to work on helping the students collect
  practical data
• to use for creating graphs.

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K-3rd materials needed to address gaps

• Kindergarten
• order student clocks (Learning Resources -
  Judy clocks)
• 1st grade
• order 3 dimensional shapes
• order student clocks (Learning Resources - Judy
  clocks)
• order /- flashcards to 12 for all students
• order more time activities (analog digital)
• order more money activities

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2nd grade order more time activities order
student clocks (Learning Resources - Judy
clocks) order /- flashcards to 18 for all
students order more money activities order
more resources for story problems (Read It
Draw It, Solve It)
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• 3rd grade
• order /- flashcards to 18 for all students
• order x flashcards for all students
• order more resources for story problems (Read
  It,
• Draw It, Solve It)

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