What is "EveryDay Math" ?

    All primary teams at SCS and the rest of the CSSU district use the EDM (Everyday Math) program. Concepts are introduced and developed throughout the year. They are revisited many times during the year. Many of the concepts are at the beginning or developing level, but some should be secure by the end of the year. First and second graders are in grade level groups. Many lessons are differentiated to meet the variety of needs and levels within each grade. "Homelink" sheets are used whenever appropriate to the daily lesson. The purpose of these and any other math homework is to practice what has been done in class that day or to prepare for an activity the next day. These assignments are also to keep parents informed as to what has been discussed in class. It is expected that parents will work with their student, check their work, and initial the paper in the upper right hand corner.
  Students are expected to turn in their homework in the morning and they are held accountable for this. When it is not complete  they will be need to complete it during their choice time.

MATHEMATICS:  The mathematics curriculum, based on National Council of Teachers of Mathematics Standards, is divided at each grade level into three parts:  1) topics introduced briefly in a concrete mode, usually within the context of another concept or skill; 2) topics worked on for a significant period of time in both concrete and symbolic modes; 3) topics formalized through abstract definition and generalization.

The core topics to be worked on in Mixed Age Group are:
            • Number Development  (concept of quantity to 1000; counting sequences – concept of skip counting, counting by 5's and 10's greater than 100; place value; money – change)
            • Operations (concept underlying x; inverse relationship between + and - ; commutative property; multi-digit +   and - with and without regrouping)
            • Spatial Relationships/Geometry (cube, cone, sphere, circle, square, triangle)
            • Measurement (length – standard units (in, ft, yd); ruler to 1/2"; perimeter; weight/mass; temperature;  time –    calendar, analog and digital to quarter-hour and to any position)
            • Graphing and Statistics (bar graphs – vertical and horizontal – prepare and interpret)
            • Logic (experience with general reasoning puzzles/logic puzzles and intuitive functions)
            • Algebraic Development (linear inequalities; linear equations – concept and symbolism)

The core topics to be formalized in Mixed Age Group are:
            • Number Development (concept of quantity to 100; counting sequences – counting forward, counting on by  1's, counting by 2's, 5's, and 10's, counting backwards; place value; money – coins/values, evaluate and assemble collections of coins; relationships between numbers – ordinal, odds/evens)
            • Operations (concepts underlying + and - ; one-digit + and - facts)
            • Spatial Relationships/Geometry (spatial awareness; perceptual relationships; circle, square, triangle; line symmetry)
            • Measurement (concept of measurement; choice of measure; non-standard units of measure for length, weight,   and volume; temperature; time – concept, analog and digital to hour and half-hour; ruler to 1")
            • Graphing and Statistics (pictographs)
            • Logic (significant experience with general classification activities and sequences – pictorial, figural,  numerical)

Topics within the introductory stage fall within the categories mentioned above.

Resources for Mixed Age Group mathematics include those developed by the University of Chicago, materials from Marilyn Burns, and teacher-produced games and materials.  Manipulatives include geoboards, powers of ten blocks, cuisenaire rods, and pattern blocks.

Strands
-Number and Operations
-Algebra
-Geometry
-Measurement
-Data Analysis & Probability
 

How does Everyday Mathematics address computation?
How does Everyday Mathematics address basic facts?
When should students be expected to know their facts?
How and why does Everyday Mathematics encourage the use of calculators?
How does Everyday Mathematics meet the needs of students at various levels of ability?
What are alternative algorithms, and why are these part of the Everyday Mathematics curriculum?ow can I help my child?

More about EveryDay Math