Teaching the standards with everyday Math

TEACHING THE

STANDARDS WITH

EVERYDAY

MATH

P R E S E N T E D BY D

I AN E R

I NE H A R D A

N D J EN N I E

F I NK E Kindergarten and First Grade Edition

KINDERGARTEN

In kindergarten, instructional time should focus on two critical areas:

(1)representing and comparing whole numbers, initially with sets of objects;

(2) describing shapes and space.

More learning time in kindergarten should be devoted to number than to other topics.

REPRESENTING AND COMPARING WHOLE NUMBERS

Missing Parts

Memory

Ten Frames

Five Frames

REPRESENTING AND COMPARING WHOLE NUMBERS

Let’s Count to 10, 20…

How Many Letters Are in Your Name?

Empty the Bowl / Shake and Spill

Graphing Ideas

DESCRIBING SHAPES AND SPACE

The Last Block

Ways to Make the Triangle

Building a Hexagon

Pattern Block Puzzles

DESCRIBING SHAPES AND SPACE

Investigating Shapes (Triangles)

Investigating Shapes (Triangles)on the Geoboard

FIRST GRADEWHAT DOES MY CLASSROOM LOOK LIKE?

• I teach all lessons in Everyday Math- even the ones that don’t “fit” at first glance. • If a lesson meets the Standards, I stick closely to Everyday Math’s layout and suggestions.• If a lesson doesn’t seem to fit with the Common Core Standards, I try to view it from a different perspective. Let me show you what I mean:

MONEY• Money is not mentioned at all in the CCS for First Grade. • Everyday Math spends several lessons on this topic

throughout the year.• I introduce the Everyday Math lesson and objective so that

the students have exposure to the curriculum (They’ll need it next year!).

• I use the money lessons to teach addition word problems:Marcy has 3 dimes. Nicole has 4 dimes.How many dimes do they have altogether?

The students are seeing the coins, calling them by their correct names, and also meeting the standards.

There are many other ways- graphing money found in a paper bag, practicing skip-counting, etc.

IT’S ALL IN HOW YOU LOOK AT IT…• No textbook will ever meet every standard, nor will it always

meets the needs of every student.• Thinking about ways to align with the CCS sometimes

requires looking at Everyday Math from different perspectives.

• You view your students in the same way- What else can I try? Why is he behaving in that way? How else can I help her?

• It’s about perspective.

NOW FOR TH

E FUN

PART!!!

GAMES

QUICK SHOTS• I supplement Everyday Math with games that allow students

to practice the Standards.• Many of the Everyday Math Games can be adapted- they’re

really good!• These are some of the games I use to spice up the routine

and target exactly what I need them to practice- sometimes “Top-It” doesn’t work for the angle of the standard I need to address.

OPERATIONS AND ALGEBRAIC THINKING

Fifteen

OPERATIONS AND ALGEBRAIC THINKING

How Many Reds?

NUMBER AND OPERATIONS IN BASE TEN

Tens and Ones Go Fish!

NUMBER AND OPERATIONS IN BASE TEN

Dice Plus Ten Games

MEASUREMENT AND DATA

Time Match

GEOMETRY

Project Based Learning

MEASUREMENT PROJECT:

FIRST G

RADE

1 . MD

. 1

1 . MD

. 2

GROUP 1 TASK

Measure the length of our classroom carpet with paper clips. Our classroom carpet is ____ paper clips long.Measure the length of our classroom carpet with new, unsharpened pencils.Our classroom carpet is ____ pencils long.

Did you use the same amount of paper clips and pencils? Yes or NoIf you used a different amount, which one used the larger amount?

___________________________________________________Why do you think this is true?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Learning Targets:•I can report the length of an object as the total number of shorter objects it takes to span the longer object without gaps and overlaps.•I can represent the length of an object with a whole number.

GROUP 1 TASK: CONTINUEDDesign a poster that shows measurement in the real world.

How is it used? Why is it useful? Why is it important to use the same type of measurement as

everyone else? Use the following rubric to design your poster:

Learning Target:I can identify ways that measurement is used in our world.

•I drew three correct ways that measurement is used in the real world.•My illustration fills the entire poster.•My work is neat.•I can explain my work.

•I drew two correct ways that measurement is used in the real world.•My illustration fills most of the poster.•My work is a little hard to understand.•I can explain some of my work.

•I drew incorrect ways that measurement is used in the real world.•My illustration is very small.•My work is a not able to be understood.•I cannot explain my work.

GROUP 2 TASK

Measure the length of our hallway with yardsticks. Our hallway is ____ yardsticks long.Measure the length of our hallway with rulers.Our hallway is ____ rulers long.

Did you use the same amount of yardsticks and rulers? Yes or NoIf you used a different amount, which one used the larger amount?

___________________________________________________Why do you think this is true?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Learning Targets:•I can report the length of an object as the total number of shorter objects it takes to span the longer object without gaps and overlaps.•I can represent the length of an object with a whole number.

GROUP 2 TASK: CONTINUEDDesign a poster that shows measurement in the real world.

How is it used? Why is it useful? Why is it important to use the same type of measurement as

everyone else? Use the following rubric to design your poster:

Learning Target:I can identify ways that measurement is used in our world.

•I drew three correct ways that measurement is used in the real world.•My illustration fills the entire poster.•My work is neat.•I can explain my work.

•I drew two correct ways that measurement is used in the real world.•My illustration fills most of the poster.•My work is a little hard to understand.•I can explain some of my work.

•I drew incorrect ways that measurement is used in the real world.•My illustration is very small.•My work is a not able to be understood.•I cannot explain my work.

GROUP 3 TASK

Measure the length of 3 bookcases in inches. Our bookcases are ____ inches long.Measure the length of 3 bookcases in centimeters.Our bookcases are ____ centimeters long.

Are inches and centimeters the same size? Yes or NoWhich one is larger?

___________________________________________________When would centimeters be a better choice?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Learning Targets:•I can report the length of an object as the total number of shorter objects it takes to span the longer object without gaps and overlaps.•I can represent the length of an object with a whole number.

GROUP 3 TASK: CONTINUEDDesign a poster that shows measurement in the real world.

How is it used? Why is it useful? Why is it important to use the same type of measurement as

everyone else? Use the following rubric to design your poster:

Learning Target:I can identify ways that measurement is used in our world.

•I drew three correct ways that measurement is used in the real world.•My illustration fills the entire poster.•My work is neat.•I can explain my work.

•I drew two correct ways that measurement is used in the real world.•My illustration fills most of the poster.•My work is a little hard to understand.•I can explain some of my work.

•I drew incorrect ways that measurement is used in the real world.•My illustration is very small.•My work is a not able to be understood.•I cannot explain my work.

GROUP 4 TASK

Choose 5 objects.Put the objects in order from smallest to largest.

Are all of your objects the same size? Yes or NoWhich one is largest?

___________________________________________________How did you know how to put the objects in order?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Learning Targets:•I can recognize when an object is longer or shorter than another object.•I can compare the lengths of two objects by using a third object.

GROUP 4 TASK: CONTINUEDDesign a poster that shows measurement in the real world.

How is it used? Why is it useful? Why is it important to use the same type of measurement as

everyone else? Use the following rubric to design your poster:

Learning Target:•I can identify ways that measurement is used in our world.

•I drew three correct ways that measurement is used in the real world.•My illustration fills the entire poster.•My work is neat.•I can explain my work.

•I drew two correct ways that measurement is used in the real world.•My illustration fills most of the poster.•My work is a little hard to understand.•I can explain some of my work.

•I drew incorrect ways that measurement is used in the real world.•My illustration is very small.•My work is a not able to be understood.•I cannot explain my work.