Everyday Mathematics: Third Edition and Math in Context Overview

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Everyday Mathematics Third Edition and Math in
Context Overview

• Office of Curriculum and Instruction
• Cecilia P. Cannon, Associate Superintendent

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Everyday Mathematics Philosophy
The Children of the 21st Century need a
mathematics curriculum that is both rigorous and
balanced. A curriculum that

• Emphasizes conceptual understanding
• Builds mastery of basic skills
• Explores the full mathematics spectrum
• Is based on how children learn , their interests,
  and their future

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New Program Components

• My Reference Book has been added at Grades 1 and
  2. Student Reference Books at grades 3-5 have
  been enhanced and now include several photo
  essays that highlight applications of mathematics
  observed in the world.
• Differentiation Handbook (grades 1-5) provides
  lesson support for helping all students achieve
  success.
• Home Connection for grades 1-3.
• Five-Minute Math a new version of Minute Math
  specially for grades 4-5.

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New Program Components

• The Teachers Lesson Guide offers additional
  lesson features to support instructions
• Clearly defined Grade-Level goals
• More ongoing assessment opportunities
• More support for Differentiation
• Professional Development Self-guided

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Differentiation

• The Third Edition of Everyday Mathematics
• provides more support to teachers who need to
• meet a wide range of student needs
• Teachers Lesson Guide lessons include optional
  activities for Readiness, Enrichment, Extra
  Practice and English Language Learner Support.
  Each lesson summary includes a list of Key
  Concepts and Skills addressed in the lesson.

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Differentiation

• Differentiation Handbook (grades 1-5) provides
• ideas and strategies for framing the lesson,
  modeling the
• lesson, engaging students in talking and writing
  about
• math, vocabulary development, how to use the math
  
• boxes, how to differentiate Everyday Mathematics
  
• projects, and differentiating the content of each
  unit.
• A new Multilingual Handbook (grades 1-5)
  provides lesson specific support to help teachers
  to meet the challenges of a multilingual
  classroom.

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Assessment

• The assessment in the Third Edition was
• designed to make it easier for teachers to
• observe how students are progressing
• toward Grade-Level and Program Goals. All
• assessment opportunities are linked to
• Grade-Level Goals.

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Assessment

• Each lesson includes
• Summative assessment opportunity called
  Recognizing Student Achievement which links to
  a Grade-Level Goal and specifies the level of
  performance students should display.
• Formative assessment opportunity called
  Informing Instruction designed to assess
  students need for the future instruction.

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Assessment

• The table shows
• the different
• contexts for
• assessment and
• the sources of
• evidence used for
• each context.

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Ongoing Assessment

• Recognizing Student Achievement Notes
• Remember they are marked in the Teachers Lesson
  Guide with a red star.
• They are specific tasks that teachers can use for
  assessment to monitor childrens progress toward
  Grade-Level Goals.
• These tasks include Journal pages, Mental Math
  and Reflexes (oral or slate), Exit Slips
  (explanations of strategies and understanding),
  Games (record sheets or follow-up sheets), Math
  Boxes (written practice problems).

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Ongoing Assessment

• Recognizing Student Achievement Notes
• They were chosen with the expectations that the
  majority of children will be successful with
  them. Children that are making adequate progress
  are on a trajectory to meet the corresponding
  Grade-Level Goal. You may choose to use Readiness
  activities or Enrichment activities to modify
  your instructional plan to meet an individual
  childs need.

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Ongoing Assessment

• Writing/Reasoning Prompts for Math Boxes
• Every unit contains suggestions for prompts to
  use with the Math Boxes problems.
• You can use the prompts in a number of ways
• Collect childrens responses to these prompts on
  Exit Slips.
• Request that children keep a math notebook.
• Add them to their portfolio collection.

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Periodic Assessment

• All Everyday Mathematics periodic written
  assessments include two parts
• Part A is designed for summative progress. The
  questions provide teachers with information on
  how children are progressing toward Grade-Level.
• Part B is designed for formative purposes. They
  provide information about childrens current
  knowledge and abilities so you can plan future
  instruction more effectively.

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Periodic Assessment

• Each Progress Check lesson includes
• Student Self Assessment engages children in
  evaluating their competency with the concepts and
  skills addressed in the unit.
• Open Response Task linked to one or more
  Grade-Level Goals emphasized in the unit. Each
  task has suggested implementation strategies, a
  sample task specific rubric, and annotated
  childrens samples demonstrating the expectations
  described in the rubric.

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Assessment Management System

• The Assessment Management System is an electronic
  tool that assists educators in monitoring and
  documenting childrens progress toward meeting
  Grade-Level Goals.
• You can use the tool to enter student performance
  information for the following assessments
  Ongoing Assessment (Recognizing Student
  Achievement), Progress Check (Oral and Slate,
  Written Assessment, Open Response), Mid-Year
  Assessment, and End-of-Year Assessment.
• This feature will be available through SchoolNet.

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Expectations for Basic Facts
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Patterns, Sequences, Functions and Algebra

• Number Patterns
• 3 7 5
• Is the result odd or even?
• Sequences
• Prime numbers 2, 3, 5,
  7, 11, 13.
• Frame and Arrows

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Patterns, Sequences, Functions and Algebra

• Function Machines and What is My Rule?

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Patterns, Sequences, Functions and Algebra

• Use of Variables
• Unknowns 24 - ? 18
• Formulas Area of a rectangle A lw
• Functions y x 2
• Properties of Numbers and Operations
• Commutative Property of Addition
• a b b a

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Games

• Games are an integral part of the program. They
  are NOT the optional extra activities that
  supplement the program.
• Games should
• Be part of the daily routine for all students
• Be played at least 10 minutes every day

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Addition Top-It

• A player shuffles the cards and places the deck
  number-side down on the playing surface.  Each
  player turns over two cards and calls out their
  sum.  The player with the highest sum wins the
  round and takes all the cards.
• In case of a tie, each player turns over two more
  cards and calls out their sum.  The player with
  the highest sum then takes all the cards from
  both plays.

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Algorithms

• An algorithm is a set of rules for solving a math
  problem which, if done properly, will give a
  correct answer each time.
• Example
• The lattice method appeared in what is said to be
  the first printed arithmetic book, printed in
  Treviso, Italy, in 1478. It was in use long
  before that, with some historians tracing it to
  Hindu origins in India before 1100.

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Middle School Math
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How MiC is Different

• MiC builds on and connects to students existing
  knowledge and skills.
• MiC uses context in two ways
• To develop mathematical concepts and ideas
• To present areas of application of mathematical
  ideas
• MiC uses models that support learning such as
  the number line, rectangular bar and ratio
  tables.
• The learning lines in MiC progress from informal
  to pre-formal to formal.

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Summer Camp

• Ms. Lampert organizes a summer camp for children.
  This year, 169 children have signed up for camp.
  Ms. Lampert needs to figure out how many tents
  are needed. Each tent is large enough for 12
  children. How many tents does Ms. Lampert need?

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Ratio Table

• The purpose of using the ratio table as a model
  is to help students review multiplication and
  division.

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Beliefs

• All students are able to do significant
  mathematics with understanding. When a
  challenging problem is posed, students have the
  opportunity to construct, design, or find
  different strategies to solve it.

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For More Information, please contact the Math
Team

• M. Hope Yursa, Director hyursa_at_phila.k12.pa.us
• Jackie Bush-Campbell jbushcampbell_at_phila.k12.pa.us
  
• Mary Coe Collins mcoecollins_at_phila.k12.pa.us
• Jeanette Fernandez jcfernandez_at_phila.k12.pa.us
• Marie Klump
• mklump_at_phila.k12.pa.us
• Donna Runner dmrunner_at_phila.k12.pa.us