Everyday Math for Families

1. Everyday Math for Families Presented by: Everyday Math Teacher and Coach Cindy Weinrich

2. Objective: • To give you some ideas to help your student(s) master their facts • To show you how EDM (everyday Math) will prepare your students for PARCC • To show you how to access EDM online

3. Common Core has some MAJOR Shifts in Mathematics: They concentrate or focus on these three “big ideas.” 1. Learn more about fewer, key topics2. Build skills within and across grades3. Develop speed and accuracy with fact fluencyand apply math in real world situations

4. Common Core Curriculum State Standards for Math have Two Parts: Content Standards: What students need to know at each grade level. These are grade specific skills. (Each state may add 15% add’l curricula per grade level.) Practice Standards: How students will think, do and talk about math. These are the same in all grades K-12.

5. The major emphasis in the new standards, at every grade, is on facts.

6. How Families Can Help with Fact Fluency Use the games on Everyday Math online. Practice while riding in the car, and other in spare minutes. Apply facts to real life activities. Ex: I am setting the table. I have 3 plates and there are 5 people in our family. How many more plates do I need? The research is telling us that five minutes of fact practice each day is more effective for fluency than twenty-five.

7. Work on Facts in Groups….

8. 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.

9. Everyday Math and PARCC Everyday Math is constantly looking at its program and making changes to reflect current standards and new information based on brain research. In 2012, they released a new edition that reflected the CCSS (Common Core State Standards.) The authors are constantly updating and adding lessons and technology components based on teacher feedback and what we know about PARCC testing.

10. Changes in Kindergarten EDM New attention to … • * Achieving fluency with addition and subtraction within 5 and complements of 10 *Number sense and fact mastery thru • activities focusing on ten frames * Games and game variations for addition and subtraction * Composing simple shapes to form larger shapes through using manipulatives 10

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

12. Increased attention to addition and subtraction facts: Fact Strategy Wall with new strategies for: a. Making 10 b. Decomposing numbers leading to 10 c. Creating equivalent but easier or known sums d. Revised Mental Math and Reflexes Changes in Grade 1 EDM 12

13. Enhanced emphasis on: Adding three addends and the associative property Ordering objects by length Distinguishing between defining attributes and non defining attributes New projects: Practice strategies for adding and subtracting two-digit numbers Construct composite figures from plane shapes and solids Changes in Grade 1 cont. 13

14. New attention to: Achieving automaticity with all addition facts through 10 + 10 and fluency with the related subtraction facts Completing and interpreting picture graphs Using partitioning to find area Showing linear measurements on line plots Solving two-step number stories Changes in Grade 2 EDM 14

15. Enhanced emphasis on: Understanding properties of odd and even numbers Using number lines and open number lines Adding and subtracting multidigit numbers New projects: Standard U.S. traditional algorithms Changes in Grade 2 cont. 15

16. New attention to: Achieving automaticity with all multiplication facts through 10 × 10 Representing one- and two-step number stories with number models using symbols or letter variables for the unknown quantities Making and interpreting scaled pictographs and scaled bar graphs Finding areas of rectilinear figures Changes in Grade 3 EDM 16

17. Enhanced emphasis on: Rounding numbers to the nearest 10 and 100 Expressing whole numbers as fractions Showing linear measures on line plots Exploring weights and capacities using kg, g, L, and mL New projects: Standard U.S. traditional algorithms Order of Operations Changes in Grade 3 cont. 17

18. New attention to: Maintaining rather than developing automaticity with multiplication facts Multiplying fractions by whole numbers using visual fraction models and equations Making line plots with fractional data Changes in Grade 4 EDM 18

19. Enhanced emphasis on: Understanding and solving multistep number stories using number models and variables for the unknown quantities Adding and subtracting mixed numbers Exploring capacity using L and mL Identifying prime and composite numbers Adding and subtracting angle measures to find unknown angles New projects: Standard U.S. traditional algorithms Changes in Grade 4 cont. 19

20. New attention to: Using benchmark fractions Creating line plots with fractional data Changes in Grade 5 EDM 20

21. Enhanced emphasis on: Using benchmark fractions to make estimates Adding and subtracting fractions using benchmarks Using visual models when multiplying and dividing fractions Playing fraction games to practice estimating with benchmark fractions New projects: Standard U.S. traditional algorithms Adding volume of solid figures Changes in Grade 5 cont. 21

22. At all grade levels…… There has been an increased emphasis on multistep problem solving.

23. Example 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?

24. 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.

25. PARCC Protype Questions http://www.ccsstoolbox.com/parcc/PARCCPrototype_main.html http://www.parcconline.org/samples/math

26. Common Core Standards Resources 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.

27. How Can Families Help? • Access and use the information at www.everydaymathonline.comusing your child’s login: a. Access the Family Letters from each unit b. Use My Reference Book (Grades 1-2) or Student Reference Book (Grades 3-5) c. Games to reinforce lesson activities d. See assigned Home Links or Study Links i.e. HW e. Find explanations of algorithms

28. Collect Math Tools • Calculators • Rulers • Tape Measures • Measuring Cups • Protractor • Dice • Coins • Dominoes Hint: Keep these tools in a shoebox where everyone knows where they are. Dollar Stores have many of these items inexpensively.

29. Family Time and Puzzles • Use jigsaw puzzles to develop spatial skills and geometry skills. • Start with puzzles with about 25 pieces and move up as the ability to assemble improves. • Talk about what outside pieces versus inside pieces look like. • Ask a child to explain once in awhile why a piece fits where it does.

30. Money Makes the World go Round….. Start small……Identify the different coins and state their values. Make exchanges, i.e. put out five pennies and ask what one coin has the same value or what coin can I trade it for? Put out an amount of money and ask your child to show you that same amt using different coins or fewer coins.

31. As child’s knowledge of money expands…… Have them find something they would like to purchase and start a jar and collect the coins, bills etc. needed to buy this item. Periodically, dump the jar and count how much you have collected so far and figure out how much more money you still need.

32. When purchasing things at a store, Have your child handle the money and pay for item(s). Have them count the change received to make sure it is correct. Or, give them an amount and ask them if it is enough to cover the cost of items? Make use of store shelf signs…. One for $? And 2 for $. Which is the better buy? Why? With older children, if an item is on sale (20% off) have them calculate how much they will save or get off the original price. When shopping, look at sales and discuss percentages. Is the item a “good deal” or not?

33. Make use of items in the kitchen……. Read labels and boxes so children can see that there are numbers in many places and discuss what those numbers mean. What is the weight of the item? How many total servings in this box? How many calories in one serving? How much fat, sugar, protein? Now, we are also doing a healthy eating mini lesson. What is a portion size? Two portion sizes? How heavy is the item? What is the capacity of this item?

34. Cook with your child or children Again, look at labels and ask them to find the largest or smallest number on the label? With older children, look for opportunities to talk about decimals and percents. Use recipes. Have your child read them and do the measuring. With older children ask them to double or triple recipe amts and measure out the needed ingredients.

35. Estimate all the time….. Estimate time, quantities, distance, and money amounts throughout daily life. As you are estimating think your “estimation strategies out loud.” Eventually, after lots of thinking out loud, have your child estimate and think out loud.

36. Talk about time and clocks….. 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 hour, etc. If cooking , what amt of time does the recipe say, ask if we start cooking at ??? What time will it be finished? Point out all the different types of clocks in your home. Use the tv as an opportunity to practice telling time and elapsed time. The show starts at ?? and is ??? minutes long. What time will it end? Also, use the guide on the tv to talk about elapsed time . Look at the clock when you start something, and then when you have completed the activity. How many minutes have passed? This is also an opportunity to estimate time. How long do think it will take to complete an activity? If you get a newspaper, find or locate the movie or tv section and use those an opportunity to discuss and calculate the answer sto tie questions.

37. Planning a trip…… Map out a route, estimate the distance, use the map scale to find the distance, and estimate the time it will take to cover that distance. Use a mapping program, i.e. MapQuest, Google Maps, etc. on the computer to calculate time and distance. Find the shortest route and then plan another way to go. Determine which way is longer and how much longer in time and miles. Ask questions. What time will we need to leave in order to arrive on time?

38. Sports and Math Use the newspaper, tv, magazine or computer to pull up sporting data. Discuss the kinds of data that you see in different types of sports. Discuss the ratings between teams in one sport. Who has the highest rating? How do you know? Ask what some of the numbers refer to….. runs, hits ???? How does it differ between sports?

39. Tables and Graphs Use any media source you have, i.e. the computer, newspaper, magazines, smartphone, etc. Have children find and interpret tables and graphs. Ask questions about what is displayed on the table or graph. Can we find the largest (maximum) and smallest (minimum) quantity or number? Have your child create questions for you to answer based on the table or graph. Make statements about the data displayed and ask your child if they are true or false.

40. Use the tv news, a newspaper, a smart phone or a computer to have your child answer weather questions. What type of clothing do I need to wear based on the forecasted temperature? Is it hotter of colder than it was yesterday? With a younger child you might also keep track of the types of weather for a week or a month. How many sunny days did we have? Did we have more sunny or rainy days this week etc.? With older children, have them use a weather map to calculate the differences in temperature between areas of the country or states? What will the weather be?

41. Suggestions include: Yahtzee, Monopoly, Battleship, Chinese Checkers, Chess, Checkers, Chutes and Ladders, and Memory, Candy Land, Risk etc. Play dominoes. This reinforces number sense, addition, patterns etc. Goggle and find the game called Mexican Train. This is a great game that involves many math skills and all ages can play. Play card games. These are great to help children develop strategies and also helps improve their memories. Have a Family Game Night

42. 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

43. What can we do with a deck of playing cards? We can : Reinforce facts Reinforce place value Sequence numbers Reinforce using <,>, or = Represent numbers in different ways (compose and decompose numbers) And, have fun at the same time……

44. Questions and Concerns????