Everyday Math for Everyday Math for FamiliesFamilies

Presented by:Presented by:Everyday Math Teacher and Coach Everyday Math Teacher and Coach

Cindy WeinrichCindy Weinrich

Objective:Objective:

To give you some ideas to To give you some ideas to help your student(s) master help your student(s) master their facts their facts

To show you how EDM To show you how EDM (everyday Math) will prepare (everyday Math) will prepare your students for PARCCyour students for PARCC

To show you how to access To show you how to access EDM onlineEDM online

Common Core has some MAJOR Common Core has some MAJOR Shifts Shifts in Mathematics:in Mathematics:

They concentrate or focus on these They concentrate or focus on these three three “big “big ideasideas.” .” 1. 1. Learn more about fewer, key Learn more about fewer, key topics topics2. 2. Build skills within and across Build skills within and across grades grades3. 3. Develop speed and accuracy Develop speed and accuracy with fact fluency and apply math in with fact fluency and apply math in real world situations real world situations

Common Core Curriculum State Common Core Curriculum State Standards for Math have Two Standards for Math have Two

Parts:Parts: Content Standards: What students Content Standards: What students

need to know at each grade level. need to know at each grade level. These are grade specific skills. (Each These are grade specific skills. (Each state may add 15% add’l curricula per state may add 15% add’l curricula per grade level.)grade level.)

Practice Standards: How students will Practice Standards: How students will think, do and talk about math. These think, do and talk about math. These are the same in all grades K-12.are the same in all grades K-12.

The major emphasis in the new The major emphasis in the new

standards, at every grade, is on factsstandards, at every grade, is on facts..

How Families Can Help with Fact How Families Can Help with Fact FluencyFluency

Use the games on Everyday Math online.Use the games on Everyday Math online.

Practice while riding in the car, and other Practice while riding in the car, and other in spare minutes.in spare minutes.

Apply facts to real life activities. Ex: I am Apply facts to real life activities. Ex: I am setting the table. I have 3 plates and there setting the table. I have 3 plates and there are 5 people in our family. How many more are 5 people in our family. How many more plates do I need? plates do I need?

The research is telling us that five minutes The research is telling us that five minutes of fact practice each day is more effective of fact practice each day is more effective for fluency than twenty-five. for fluency than twenty-five.

Work on Facts in Groups….Work on Facts in Groups….

What is PARCC? What is PARCC? The Partnership for Assessment of Readiness for College

and Careers (PARCC) is a consortium of states working together to develop a common set of K-12 assessments in English and Math.

These new K-12 assessments will build a pathway to college and career readiness by the end of high school.

The new assessments will mark students’ progress toward this goal from 3rd grade up.

They will provide teachers with timely information to inform instruction and provide student support.

The PARCC assessments will be ready for states to administer during the 2014-15 school year.

Everyday Math and PARCCEveryday Math and PARCC Everyday Math is constantly looking at its Everyday Math is constantly looking at its

program and making changes to reflect current program and making changes to reflect current standards and new information based on brain standards and new information based on brain research.research.

In 2012, they released a new edition that In 2012, they released a new edition that reflected the CCSS (Common Core State reflected the CCSS (Common Core State Standards.) Standards.)

The authors are constantly updating and adding The authors are constantly updating and adding lessons and technology components based on lessons and technology components based on teacher feedback and what we know about teacher feedback and what we know about PARCC testing.PARCC testing.

•Changes in Kindergarten EDM Changes in Kindergarten EDM

New attention to …New attention to …* * Achieving fluency with addition and Achieving fluency with addition and subtraction within 5 and complements of subtraction within 5 and complements of 10 10

** Number sense and fact mastery thru Number sense and fact mastery thru • activities focusing on ten frames activities focusing on ten frames * Games and game variations for * Games and game variations for addition and subtraction addition and subtraction

* Composing simple shapes to form * Composing simple shapes to form larger shapes through using manipulatives larger shapes through using manipulatives

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•Changes in Kindergarten cont. Changes in Kindergarten cont. Enhanced emphasis on:Enhanced emphasis on:

* Understanding and applying basic * Understanding and applying basic counting principles counting principles •*Describing and comparing *Describing and comparing measurable measurable attributes of objects attributes of objects•* Identifying and comparing 2- and 3-* Identifying and comparing 2- and 3- dimensional shapes dimensional shapes•* Composing and decomposing * Composing and decomposing numbers 11-19 i.e. “tricky teens” or numbers 11-19 i.e. “tricky teens” or place value place value

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CHANGES IN GRADE 1 EDM CHANGES IN GRADE 1 EDM

Increased attention to addition Increased attention to addition and subtraction facts:and subtraction facts:

Fact Strategy Wall with new strategies for: Fact Strategy Wall with new strategies for: a. Making 10a. Making 10b. Decomposing numbers leading to 10b. Decomposing numbers leading to 10c. Creating equivalent but easier or c. Creating equivalent but easier or known sums known sumsd. Revised Mental Math and Reflexesd. Revised Mental Math and Reflexes

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CHANGES IN GRADE 1 CHANGES IN GRADE 1 CONT.CONT.

Enhanced emphasis on:Enhanced emphasis on:

Adding three addends and the associative Adding three addends and the associative propertypropertyOrdering objects by lengthOrdering objects by lengthDistinguishing between defining attributes and Distinguishing between defining attributes and non defining attributesnon defining attributes

New projects:New projects:

Practice strategies for adding and subtracting Practice strategies for adding and subtracting two-digit numberstwo-digit numbersConstruct composite figures from plane shapes Construct composite figures from plane shapes and solids and solids 13

CHANGES IN GRADE 2 EDM CHANGES IN GRADE 2 EDM New attention to:New attention to:

-Achieving automaticity with all addition Achieving automaticity with all addition facts through 10 + 10 and fluency with facts through 10 + 10 and fluency with the related subtraction factsthe related subtraction facts-Completing and interpreting picture Completing and interpreting picture graphsgraphs-Using partitioning to find areaUsing partitioning to find area-Showing linear measurements on line Showing linear measurements on line plotsplots-Solving two-step number storiesSolving two-step number stories

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CHANGES IN GRADE 2 CHANGES IN GRADE 2 CONT.CONT.

Enhanced emphasis on:Enhanced emphasis on:Understanding properties of odd and even Understanding properties of odd and even numbersnumbersUsing number lines and open number linesUsing number lines and open number linesAdding and subtracting multidigit numbersAdding and subtracting multidigit numbers

New projects:New projects:-Standard U.S. traditional algorithmsStandard U.S. traditional algorithms

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CHANGES IN GRADE 3 EDMCHANGES IN GRADE 3 EDM

New attention to:New attention to:• Achieving automaticity with all Achieving automaticity with all

multiplication facts through 10 × 10multiplication facts through 10 × 10• Representing one- and two-step Representing one- and two-step

number stories with number models number stories with number models using symbols or letter variables using symbols or letter variables for the unknown quantitiesfor the unknown quantities

• Making and interpreting scaled Making and interpreting scaled pictographs and scaled bar graphspictographs and scaled bar graphs

• Finding areas of rectilinear figuresFinding areas of rectilinear figures16

CHANGES IN GRADE 3 CHANGES IN GRADE 3 CONT.CONT.

Enhanced emphasis on:Enhanced emphasis on:• Rounding numbers to the nearest 10 Rounding numbers to the nearest 10

and 100and 100• Expressing whole numbers as fractionsExpressing whole numbers as fractions• Showing linear measures on line plotsShowing linear measures on line plots• Exploring weights and capacities using Exploring weights and capacities using

kg, g, L, and mLkg, g, L, and mL

New projects:New projects:- Standard U.S. traditional algorithmsStandard U.S. traditional algorithms- Order of Operations Order of Operations 17

CHANGES IN GRADE 4 EDMCHANGES IN GRADE 4 EDM

New attention to:New attention to:• Maintaining rather than Maintaining rather than

developing automaticity with developing automaticity with multiplication factsmultiplication facts

• Multiplying fractions by whole Multiplying fractions by whole numbers using visual fraction numbers using visual fraction models and equationsmodels and equations

• Making line plots with Making line plots with fractional datafractional data

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CHANGES IN GRADE 4 CHANGES IN GRADE 4 CONT.CONT.

Enhanced emphasis on:Enhanced emphasis on:• Understanding and solving multistep number Understanding and solving multistep number

stories using number models and variables for stories using number models and variables for the unknown quantitiesthe unknown quantities

• Adding and subtracting mixed numbersAdding and subtracting mixed numbers• Exploring capacity using L and mLExploring capacity using L and mL• Identifying prime and composite numbersIdentifying prime and composite numbers• Adding and subtracting angle measures to find Adding and subtracting angle measures to find

unknown angles unknown angles

New projects:New projects:- Standard U.S. traditional algorithmsStandard U.S. traditional algorithms 19

CHANGES IN GRADE 5 EDMCHANGES IN GRADE 5 EDM

New attention to:New attention to:

•Using benchmark Using benchmark fractions fractions

•Creating line plots Creating line plots with fractional datawith fractional data

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CHANGES IN GRADE 5 CHANGES IN GRADE 5 CONT.CONT.

Enhanced emphasis on:Enhanced emphasis on:• Using benchmark fractions to make estimatesUsing benchmark fractions to make estimates• Adding and subtracting fractions using Adding and subtracting fractions using

benchmarks benchmarks • Using visual models when multiplying and Using visual models when multiplying and

dividing fractionsdividing fractions• Playing fraction games to practice estimating Playing fraction games to practice estimating

with benchmark fractionswith benchmark fractions

New projects:New projects:- Standard U.S. traditional algorithmsStandard U.S. traditional algorithms- Adding volume of solid figuresAdding volume of solid figures 21

THERE HAS BEEN AN THERE HAS BEEN AN INCREASED EMPHASIS ON INCREASED EMPHASIS ON MULTISTEP MULTISTEP PROBLEM PROBLEM SOLVING. SOLVING.

At all grade levels……At all grade levels……

Example at Grade 2Example at Grade 2

Sam was on the winning team at his basketball game. He shot and made 5 baskets in the first half of the game. Then, made 3 more baskets in the second half of the basketball game. His teammate James made 10 baskets total. How many baskets did Sam and James make for their team in all?

Example from Grade 5 Example from Grade 5

After a party, there was of one -fourth of a pepperoni pizza left and two- thirds of a plain pizza left. Is the total amount of pizza more or less than one whole pizza? Answer the question and justify using a visual representation.

PARCC Protype QuestionsPARCC Protype Questions

1. http://www.ccsstoolbox.com/parcc/PARCCPrototype_main.html

2. http://www.parcconline.org/samples/math

Common Core Standards ResourcesCommon Core Standards Resources

1. http://www.corestandards.org/the- standards Select content area (math or literacy) and

grade level. 2. Common Core State Standards APP: *Search your app store on your device for

Mastery Connects and download. *Select content area (math or literacy) and

grade level.

How Can Families Help?How Can Families Help? Access and Access and use the information at use the information at

www.everydaymathonline.com using your child’s using your child’s login:login:

a. Access the Family Letters from each unita. Access the Family Letters from each unit

b. Use My Reference Book (Grades 1-2) or b. Use My Reference Book (Grades 1-2) or Student Reference Book (Grades 3-5) Student Reference Book (Grades 3-5)

c. Games to reinforce lesson activitiesc. Games to reinforce lesson activities

d. See assigned Home Links or Study Links i.e. d. See assigned Home Links or Study Links i.e. HW HW

e. Find explanations of algorithmse. Find explanations of algorithms

Collect Math ToolsCollect Math Tools CalculatorsCalculators RulersRulers Tape MeasuresTape Measures Measuring CupsMeasuring Cups ProtractorProtractor DiceDice CoinsCoins DominoesDominoes

Hint: Keep these tools in a shoebox where Hint: Keep these tools in a shoebox where everyone knows where they are. Dollar Stores everyone knows where they are. Dollar Stores have many of these items inexpensively.have many of these items inexpensively.

Family Time and PuzzlesFamily Time and Puzzles

Use jigsaw puzzles to develop Use jigsaw puzzles to develop spatial skills and geometry skills.spatial skills and geometry skills.

Start with puzzles with about 25 Start with puzzles with about 25 pieces and move up as the ability to pieces and move up as the ability to assemble improves.assemble improves.

Talk about what outside pieces Talk about what outside pieces versus inside pieces look like.versus inside pieces look like.

Ask a child to explain once in awhile Ask a child to explain once in awhile why a piece fits where it does. why a piece fits where it does.

Money Makes the World Money Makes the World go Roundgo Round…..…..

Start small……Identify the Start small……Identify the

different coins and state their values.different coins and state their values. Make exchanges, i.e. put out five Make exchanges, i.e. put out five

pennies and ask what one coin has pennies and ask what one coin has the same value or what coin can I the same value or what coin can I trade it for? trade it for?

Put out an amount of money and ask Put out an amount of money and ask your child to show you that same amt your child to show you that same amt using different coins or fewer coins. using different coins or fewer coins.

As child’s knowledge of As child’s knowledge of money expands……money expands……

Have them find something they Have them find something they would like to purchase and start would like to purchase and start a jar and collect the coins, bills a jar and collect the coins, bills etc. needed to buy this item. etc. needed to buy this item.

Periodically, dump the jar and Periodically, dump the jar and count how much you have count how much you have collected so far and figure out collected so far and figure out how much more how much more

money you still need. money you still need.

When purchasing things at a When purchasing things at a store, store,

Have your child handle the money and pay for Have your child handle the money and pay for item(s). item(s).

Have them count the change received to make sure Have them count the change received to make sure it is correct. it is correct.

Or, give them an amount and ask them if it is enough Or, give them an amount and ask them if it is enough to cover the cost of items? to cover the cost of items?

Make use of store shelf signs…. One for $? And 2 for Make use of store shelf signs…. One for $? And 2 for $. Which is the better buy? Why?$. Which is the better buy? Why?

With older children, if an item is on sale (20% off) With older children, if an item is on sale (20% off) have them calculate how much they will save or get have them calculate how much they will save or get off the original price. off the original price.

When shopping, look at sales and discuss When shopping, look at sales and discuss percentages. Is the item a “good deal” or not?percentages. Is the item a “good deal” or not?

Make use of items in the Make use of items in the kitchen…….kitchen…….

Read labels and boxes so children can see Read labels and boxes so children can see that there are numbers in many places and that there are numbers in many places and discuss what those numbers mean.discuss what those numbers mean.

What is the weight of the item?What is the weight of the item? How many total servings in this box?How many total servings in this box? How many calories in one serving?How many calories in one serving? How much fat, sugar, protein? Now, we are How much fat, sugar, protein? Now, we are

also doing a healthy eating mini lesson. also doing a healthy eating mini lesson. What is a portion size? Two portion sizes?What is a portion size? Two portion sizes? How heavy is the item? How heavy is the item? What is the capacity of this item?What is the capacity of this item?

Cook with your child or Cook with your child or childrenchildren Again, look at labels and ask them to Again, look at labels and ask them to

find the largest or smallest number on find the largest or smallest number on the label? the label?

With older children, look for With older children, look for opportunities to talk about decimals opportunities to talk about decimals and percents.and percents.

Use recipes. Have your child read Use recipes. Have your child read them and do the measuring.them and do the measuring.

With older children ask them to double With older children ask them to double or triple recipe amts and measure out or triple recipe amts and measure out

the needed ingredients. the needed ingredients.

Estimate all the time…..Estimate all the time…..

Estimate time, quantities, Estimate time, quantities, distance, and money amounts distance, and money amounts throughout daily life.throughout daily life.

As you are estimating think your As you are estimating think your “estimation strategies out loud.”“estimation strategies out loud.”

Eventually, after lots of thinking Eventually, after lots of thinking out loud, have your child estimateout loud, have your child estimate

and think out loud. and think out loud.

Talk about time and Talk about time and clocks…..clocks….. Use the clocks in your house to ask children to tell you the time.Use the clocks in your house to ask children to tell you the time. Ask questions, like what time will it be in fifteen minute, one Ask questions, like what time will it be in fifteen minute, one

hour, etc.hour, etc. If cooking , what amt of time does the recipe say, ask if we start If cooking , what amt of time does the recipe say, ask if we start

cooking at ??? What time will it be finished? cooking at ??? What time will it be finished? Point out all the different types of clocks in your home.Point out all the different types of clocks in your home. Use the tv as an opportunity to practice telling time and Use the tv as an opportunity to practice telling time and

elapsed time. The show starts at ?? and is ??? minutes long. elapsed time. The show starts at ?? and is ??? minutes long. What time will it end? Also, use the guide on the tv to talk What time will it end? Also, use the guide on the tv to talk about elapsed time . about elapsed time .

Look at the clock when you start something, and then when you Look at the clock when you start something, and then when you have completed the activity. How many minutes have passed? have completed the activity. How many minutes have passed? This is also an opportunity to estimate time. How long do think This is also an opportunity to estimate time. How long do think it will take to complete an activity?it will take to complete an activity?

If you get a newspaper, find or locate the movie or tv section If you get a newspaper, find or locate the movie or tv section and use those an opportunity to discuss and calculate the and use those an opportunity to discuss and calculate the answer sto tie questions. answer sto tie questions.

Planning a trip……Planning a trip…… Map out a route, estimate the distance, use the Map out a route, estimate the distance, use the

map scale to find the distance, and estimate map scale to find the distance, and estimate the time it will take to cover that distance.the time it will take to cover that distance.

Use a mapping program, i.e. MapQuest, Google Use a mapping program, i.e. MapQuest, Google Maps, etc. on the computer to calculate time Maps, etc. on the computer to calculate time and distance.and distance.

Find the shortest route and then plan another Find the shortest route and then plan another way to go. Determine which way is longer and way to go. Determine which way is longer and how much longer in time and miles.how much longer in time and miles.

Ask questions. What time will we need to leave Ask questions. What time will we need to leave in order to arrive on time?in order to arrive on time?

Sports and MathSports and Math

Use the newspaper, tv, magazine or Use the newspaper, tv, magazine or computer to pull up sporting data.computer to pull up sporting data.

Discuss the kinds of data that you see in Discuss the kinds of data that you see in different types of sports.different types of sports.

Discuss the ratings between teams in one Discuss the ratings between teams in one sport. Who has the highest rating? How do sport. Who has the highest rating? How do you know?you know?

Ask what some of the numbers refer to….. Ask what some of the numbers refer to….. runs, hits ???? How does it differ between runs, hits ???? How does it differ between sports? sports?

Tables and GraphsTables and Graphs Use any media source you have, i.e. the Use any media source you have, i.e. the

computer, newspaper, magazines, smartphone, computer, newspaper, magazines, smartphone, etc.etc.

Have children find and interpret tables and Have children find and interpret tables and graphs.graphs.

Ask questions about what is displayed on the Ask questions about what is displayed on the table or graph.table or graph.

Can we find the largest (maximum) and Can we find the largest (maximum) and smallest (minimum) quantity or number?smallest (minimum) quantity or number?

Have your child create questions for you to Have your child create questions for you to answer based on the table or graph. answer based on the table or graph.

Make statements about the data displayed and Make statements about the data displayed and ask your child if they are true or false. ask your child if they are true or false.

Use the tv news, a newspaper, a smart phone Use the tv news, a newspaper, a smart phone or a computer to have your child answer or a computer to have your child answer weather questions.weather questions.

What type of clothing do I need to wear based What type of clothing do I need to wear based on the forecasted temperature? Is it hotter of on the forecasted temperature? Is it hotter of colder than it was yesterday?colder than it was yesterday?

With a younger child you might also keep track With a younger child you might also keep track of the types of weather for a week or a month. of the types of weather for a week or a month. How many sunny days did we have? Did we How many sunny days did we have? Did we have more sunny or rainy days this week etc.?have more sunny or rainy days this week etc.?

With older children, have them use a weather With older children, have them use a weather map to calculate the differences in map to calculate the differences in temperature between areas of the country or temperature between areas of the country or states? states?

What will the weather What will the weather be?be?

Suggestions include: Yahtzee, Suggestions include: Yahtzee, Monopoly, Battleship, Chinese Monopoly, Battleship, Chinese Checkers, Chess, Checkers, Chutes and Checkers, Chess, Checkers, Chutes and Ladders, and Memory, Candy Land, Risk Ladders, and Memory, Candy Land, Risk etc.etc.

Play dominoes. This reinforces number Play dominoes. This reinforces number sense, addition, patterns etc. Goggle sense, addition, patterns etc. Goggle and find the game called Mexican Train. and find the game called Mexican Train. This is a great game that involves many This is a great game that involves many math skills and all ages can play.math skills and all ages can play.

Play card games. These are great to Play card games. These are great to help children develop strategies and help children develop strategies and also helps improve their memories. also helps improve their memories.

Have a Family Game Have a Family Game NightNight

What is Mathematical Literacy?

Becoming fluent in basic facts and computation Learning math concepts beyond

arithmetic Learning to reason mathematically Connecting math ideas into other

subject area s and in daily life Communicating through symbols,

models, graphs and language Becoming a confident problem solver

What can we do with a deck What can we do with a deck of playing cards? of playing cards?

We can :We can :Reinforce factsReinforce factsReinforce place valueReinforce place valueSequence numbersSequence numbersReinforce using <,>, or =Reinforce using <,>, or =Represent numbers in different ways Represent numbers in different ways (compose and decompose numbers)(compose and decompose numbers)

And, have fun at the same time…… And, have fun at the same time……

Questions and Concerns????Questions and Concerns????