Transcript Everyday Mathematics PP

Everyday Mathematics
Riverside Elementary Schools
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
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.
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
Lesson Components
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Mental Math
Math Messages
Math Boxes
Games
Alternative Algorithms
Home Links
Literature
Learning Goals
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Skills- The student can
consistently complete the task
independently and correctly.
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Skills-Students show some
understanding. Reminders or hints are
still needed.
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Skills-Students cannot
complete the task independently.
Students show little understanding of the
concept.
Assessment
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Grades include mastery of secure skills
Unit Assessments (Checking Progress)
Math Boxes
Journal Pages
Written responses
Slate and oral assessments
Game play
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.
Morgan’s website at Riverside School District
http://www.riversidesd.com/ for extra help
• Keep home-school communication open
PSSA 2007 MATH
SCORES
MATH PSSA 2007
100
90
80
70
60
50
40
30
20
10
0
81.8
85.1
83.9
77.1
56
45
Grade 3
Grade 4
Grade 5
Grade 6
AYP
2007
MATH
AYP
2008
Everyday Math
Algorithms
Partial Sums
(Addition Algorithm)
Add the hundreds (200 + 600)
Add the tens (80 +20)
Add the ones (7 + 5)
Add the partial sums
(800 + 100 + 12)
287
+ 625
800
100
+ 12
912
Counting Up/
Hill Method
A Subtraction Algorithm
38-14=
1. Place the smaller
number at the bottom of
the hill and the larger at
the top.
2. Start with 14, add to
the next friendly
number. (14+6=20)
3. Start with 20, add
to the next friendly
number. (20+10=30)
4. Start with 30, add
to get 38. (30+8=38)
Record the numbers added at each
interval:
(6+10+8=24)
Trade First
(Subtraction algorithm)
1. The first step is to determine
whether any trade is required.
If a trade is required, the trade
is carried out first.
12
2
11
-4
8
5
3
4
6
7
8
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. 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.
3
1
Partial Product
(Multiplication Algorithm)
When multiplying by “Partial
Products,” you must first
multiply parts of these numbers,
then you add all of the results to
find the answer.
Multiply 20 X 60 (tens by tens)
Multiply 60 X 7 (tens by ones)
Multiply 4 X 20 (ones by tens)
Multiply 4 X 7 (ones by ones)
Add the results
27
X 64
1,200
420
80
+ 28
1,728
(20+7)
(60+4)
Partial Quotients
(Division Algorithm)
Start “Partial Quotient” division by estimating your answer. Check by
multiplying and subtraction. The better your estimate, the fewer the steps
you will have.
1. Estimate how many 9’s are
in 876. (90)
2. Estimate how many 9’s are
in 66. (7)
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.
9
876
Subtract - 810
66
Subtract - 63
3
90 x 9 =810 (1st estimate)
7 x 9 =63
97
(2nd estimate)
(Add the estimates)
“Lattice”
(Multiplication Algorithm)
1. Create a 3 by 2 grid. Copy
the 3 digit number across the
top of the grid, one number per
square.
Copy the 2 digit number along
the right side of the grid, one
number per square.
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.
4. Add along each diagonal
and record any regroupings
in the next diagonal
0
1
1
2
0
8
2
2
3
4
7
1
0
1
1
2
0
8
2
2
3
4
7
1
Thank you
for coming!