Everyday Mathematics

1
Everyday Mathematics

• Riverside Elementary Schools

2
Everyday Mathematics Philosophy

• The children of the 21st century need a math
  curriculum that is balanced
• a curriculum that emphasizes conceptual
  understanding not just teaching procedures
• a curriculum that explores the full mathematics
  spectrum, not just basic arithmetic
• a curriculum based on how children learn, what
  they are interested in, and what they need to be
  prepared for in the future

3
Research Based Curriculum

• Research shows that mathematics is more
  meaningful when it is rooted in real-life
  contexts and situations, and when children are
  given the opportunity to become actively involved
  in learning like presented in this book.
• The program allows children to revisit a skill
  numerous times throughout the curriculum because
  most children will not master a skill the first
  time it is presented.
• The program establishes high expectations for all
  students and gives teachers the tools they need
  to help students meet, and often exceed, these
  expectations.
• The program helps teachers move beyond the basics
  and teach higher-order and critical-thinking
  skills in students.

4
Key Features of Everyday Mathematics

• Problem solving in real-life situations
• Hands-on activities
• Sharing ideas through small group and class
  discussions
• Cooperative learning
• Practice through games
• Ongoing review of skills taught
• Home-and-School Connections

5
Lesson Components

• Mental Math
• Math Messages
• Math Boxes
• Games
• Alternative Algorithms
• Home Links
• Literature

6
Learning Goals
Secure

• Skills- The student can consistently
  complete the task independently and correctly.
• Skills-Students show some
  understanding. Reminders or hints are still
  needed.
• Skills-Students cannot complete
  the task independently. Students show little
  understanding of the concept.

Developing
Beginning
7
Assessment

• Grades include mastery of secure skills
• Unit Assessments (Checking Progress)
• Math Boxes
• Journal Pages
• Written responses
• Slate and oral assessments
• Game play

8
Parent Involvement

• Read the Family Letters -use the answer key to
  help your child with their homework
• Play Math games with your child
• Be involved in Math Nights
• Maintain high expectations for your child
• Log on to the Everyday Math website or Mr.
  Morgans website at Riverside School District
  http//www.riversidesd.com/ for extra help
• Keep home-school communication open

9
PSSA 2007 MATH SCORES
10

• Everyday Math Algorithms

11
Partial Sums

• (Addition Algorithm)

12
Partial Sums
800
Add the tens (80 20)
100
Add the ones (7 5)
912
13
Counting Up/Hill Method

• A Subtraction Algorithm

14
38-14
Counting Up/Hill Method
24
1. Place the smaller number at the bottom of the
hill and the larger at the top.
38
30
8
2. Start with 14, add to the next friendly
number. (14620)
10
20
3. Start with 20, add to the next friendly
number. (201030)
6
4. Start with 30, add to get 38. (30838)
14
Record the numbers added at each interval
(610824)
15

• Trade First
• (Subtraction algorithm)

16
Trade First
12
1. The first step is to determine whether any
trade is required. If a trade is required, the
trade is carried out first.
7
11
2
8 3 1 - 4 8 5
2. To make the 1 in the ones column larger than
the 5, borrow 1 ten from the 3 in the tens
column. The 1 becomes an 11 and the 3 in the tens
column becomes 2.
3
6
4
3. To make the 2 in the tens column larger than
the 8 in the tens column, borrow 1 hundred from
the 8. The 2 in the tens column becomes 12 and
the 8 in the hundreds column becomes 7.
4. Now subtract column by column in any order.
17
Partial Product (Multiplication Algorithm)
18
Partial Product
2
7
(207)
When multiplying by Partial Products, you must
first multiply parts of these numbers, then you
add all of the results to find the answer.
X
6
4
(604)
1,200
Multiply 20 X 60 (tens by tens)
420
Multiply 60 X 7 (tens by ones)
80
Multiply 4 X 20 (ones by tens)
28
Multiply 4 X 7 (ones by ones)
Add the results
1,728
19
Partial Quotients

• (Division Algorithm)

20
Partial Quotient
Start Partial Quotient division by estimating
your answer. Check by multiplying and
subtraction. The better your estimate, the fewer
the steps you will have.
97 R3
1. Estimate how many 9s are in 876. (90)
- 810
90 x 9 810 (1st estimate)
Subtract
2. Estimate how many 9s are in 66. (7)
66
- 63
7 x 9 63 (2nd estimate)
Subtract
3. Because 3 is less than 9, you have finished
dividing and you now need to add the estimates to
get your answer and the 3 left over is your
remainder.
3
97 (Add the estimates)
21
Lattice (Multiplication Algorithm)
22
Solve 197 x 23
1
9
7
1. Create a 3 by 2 grid. Copy the 3 digit number
across the top of the grid, one number per
square.
1
0
Copy the 2 digit number along the right side of
the grid, one number per square.
1
2
0
2. Draw diagonals across the cells.
3.Multiply each digit in the top factor by each
digit in the side factor. Record each answer in
its own cell, placing the tens digit in the upper
half of the cell and the ones digit in the bottom
half of the cell.
2
8
4
2
0
2
4
3
4. Add along each diagonal and record any
regroupings in the next diagonal
3
7
1
1
3
1
5
1
23
Answer
1
9
7
1
1
1
0
1
2
0
2
8
4
2
0
2
4
3
3
7
1
1
3
5
197 x 23
4
5
3
1

24

• Thank you
• for coming!