Everyday Math: Across Grade Levels

1. Everyday Math: Across Grade Levels (K - 3rd)

2. 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.

3. 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

4. * 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

5. 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)

6. 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 100’s (Ohio standard = 10’s) * 1st grade needs to teach time to the 5 minutes (Ohio standard = hour & 1/2 hour)

7. 2nd and 3rd grade teachers findings: In order for students to be ready for 3rd grade: * No specific findings noted

8. 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.

9. 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.

10. * 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.

11. * 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.

12. 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.

13. * 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.

14. * 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.

15. * 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.

16. 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.

17. * 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.

18. 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.

19. * 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.

20. 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

21. 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)

22. 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)