1. Every Day Counts Calendar Math Grade 3
Adapted from Marsha Krabbenhoft
Great Source Education Group
Additional online support at

2. Every Day Counts Calendar Math is . . .
. . . a supplemental math program, using an interactive bulletin board to provide students with a continuous learning experience through repeated and shared exposure.
What is EDC?
Designed to close the gaps

3. Every Day Counts Calendar Math focuses on . . .
powerful math instruction in minutes per day.
gaining mathematical understanding through repeated exposure.
building key math concepts a little at a time, over time.
What does it do?
Standard Teacher’s Comments:
How can I teach concepts when they don’t know their facts?
Students should have learned these fluency facts before coming to my class.
There is NO TIME to teach basic facts with all the core concepts I have to teach.
* minutes has been carved out for you EVERY DAY
* Repeated exposure….first gaining understanding
* Over time ….. moving understanding from short term memory to long term memory (automaticity)

4. Every Day Counts Calendar Math works to. . .
encourage students to communicate in the language of mathematics.
offers the opportunity to learn math visually by seeing numbers represented in a variety of ways, all day, every day.
present and practice major concepts through a variety of bulletin board elements each month.
How does it work?
Refer to WSD Math Poster

5. Every Day Counts Calendar Math means . . .
. . . just a little . . .
EVERY DAY!
When is this to happen?
*This is sacred cow (time). This is one of those things like brushing teeth…You only brush the ones
you want to keep. You only practice the concepts they really need to know with automaticity.
Which is all of them!

6. Every Day Counts Calendar Math
is organized by month.
promotes continuity through the grades with the Calendar, Counting Tape, Daily Depositor, Measurement, & Graph.
uses grade specific elements which vary to match grade level curriculum.
More Elements of the Program.
Use the demonstration board(s) to show the various components at your grade level.

7. Every Day Counts Calendar Math
Major Math Strands Addressed:
Numbers & Operations
Algebra
Geometry
Measurement
Data & Probability
Problem Solving
Reasoning & Proof
Communication, Connections, & Representation
Strands:
State Core
ILO
My Progress

8. Every Day Counts Elements
Calendar
Counting Tape
Daily Depositor
Measurement
Graph
Coin Counter
Coins
Number Builder (K - 1)
Computations &
Connections (2 - 3)
Fraction-A-Day (4 - 5)
Daily Variable/Pattern (6)

9. Always update elements,
Do the Big Three DAILY
Calendar
Counting Tape
Daily Depositor
Always update elements,
but rotate discussion

10. Grade 3 Beginning of the Year Calendar
Start with blank calendar.
Look at the name of the month and the days of the week.
Have students say, “September 1st is on Wednesday.”
Have students name the shapes. Notice circle, square patterns.
“Is a square still a square when it is rotated (like on Day 4).

11. Grade 3 Beginning of the Year Calendar, Odd and Even
On several days during the month, invite a number of volunteers equal to the day’s date to pair up.
Children can see that when the pairs come out evenly, with none left over, the date is an even number.
If one child is left without a partner, it's an odd number.
Later in the month we can ask students to predict and describe a future piece. Encourage everyone to explain his or her reasoning.

13. Counting Tape
The Counting Tape keeps track of the number of days students are in school.
In Grades K–2, students learn to sequence numbers and recognize place value.
In Grades 3–6, students learn multiples, decimals, and percent.
Keep counting tape pieces together according to element. Teacher should write the numbers on the counting tape to provide clear, consistent modeling of numerals.

14. Grade 3 Beginning of the Year Counting Tape
Increase children's number sense over time.
Each day one 3" colored paper square will be attached to the Counting Tape.
Colors alternate each day.
Draw a Zero the Hero face on 10, 20, 30, and so on to highlight each completed group of ten.
On some days, have this number of students stand and pair up to show how even numbers break up into twos, with no leftovers.
When students pair up and there is a person left without a partner, the number is odd.

15. Grade 3 Beginning of the Year Counting Tape (Continued)
To reinforce even and odd numbers, you might want to record a vertical list of even numbers and circle the ones place.
Do the same with odd numbers.

16. Grade 3 Beginning of the Year Counting Tape (Continued)
On the Hundred Chart, circle the new day of school and then circle any earlier day. Invite the class to compute the difference and ask volunteers to share their strategies
E.g. “for 13-8 a student might say, “It takes 2 to get to 10 and 3 more to 13. That’s five.”

17. For questions click “Samples-Start up 05,” then “Photos and Questions

18. Daily Depositor Teaches place value.
In the primary grades, students collect items and regroup hundreds, tens and ones.
In the intermediate grades, students deposit or withdraw money for each day of school.
Keep together according to element. Post-it notes make it easier to change numbers or laminate the “board.”

19. Grade 3 Beginning of the Year Daily Depositor
Introduce the Daily Depositor soon after school starts.
Invite one child to hold $1 for the first day, a second child holds $2 for the second day, and so on until the current day.
Predict the total for Day 5. Have students share their computation strategies.
Deposit the money and record digits above each pocket to show the total.
Predict the date when you’ll reach $50, $100, and $1000.

21. Grade 3 Beginning of the Year Computations and Connections
Students arrange a number of counters equal to the day’s date to show a “double” or “neighbor” (double plus one) addition fact.
Make a record of each number on the Double Ten Grid and review the facts throughout the year.

23. Grade 3 Beginning of the Year Graph-Probability Experiment
Early in September, look at the calendar’s ab color pattern. On even numbered days, half of the pieces are red and half are green.
Two blank red pieces and two blank green pieces are placed in a paper bag.
Draw a piece each day and graph the results. Replace the piece after each draw.

25. Additional Elements Clock teaches time and Coin Counter teaches money.
In Measurement, students estimate, compare, and measure.
(These begin in October)
Organize by elements
Could we make this grade specific? Some grades do not have all elements.

26. Program Components
The kit contains all the materials for a full year of math instruction:
Program Resources
Teacher’s Guide
Ongoing Assessment Booklet
Teachers will have their kits. Have them pull out the TG and Assessment booklet. Lots of changes in format from the previous edition to make it easier to use.

27. Program Resources Calendar pieces Counting tape Counting tape pieces
Paper clips
Vinyl pockets
Storage bags & more
Evelyn, shouldn’t we include a slide or some information about edconline (we got that yesterday from Marsha)

28. Teacher’s Guide Organized by the month
Includes author notes, overviews for each element, suggested discussion questions, & helpful hints
Provides copymasters of selected display materials.
Contains four formal assessments (pre-, winter, spring & post tests)
Take some time to go through the guide. Have teachers “flag” the beginning of each month. Discuss the importance of previewing the entire month before you begin. Remind teachers to use the planner! As a grade level team “jigsaw” the various components for the month – then at a team meeting put the strands together to form a month-long plan.
The TG will tell you what strands to focus on each day. (Remember calendar activities should not take more than 15 minutes)

29. Assessment
Ongoing Assessment Booklet — questions for each element helps teachers track progress and tailor instruction.
Four Assessments — pre-test (determines prior knowledge), winter & spring tests (assess progress), and post test (end-of-year evaluation).
Evelyn, I added a picture here and on the next two pages. Should we

30. Assessment Prompts on Pages in TE and in Assessment Manual
See assessment prompts on next slide.
I added this slide. Gayle
See what you think

31. Ongoing Assessment
How old are you? Is that an odd or an even number?
How would you describe the numbers in the pattern 3, 6, 12, 15, 18, 21?
Write two multiples of 3 that are even numbers.

32. First page of Grade 3 Pretest

33. Implementation Every Day Counts is easy to implement.
The Teacher’s Guide provides detailed guidelines for preparing the materials.
The Weekly Planner helps you customize your plan.
Since they won’t have their books there, maybe we could show them a picture of the weekly planner. I pasted it into a new slide after this one.

35. Every Day Counts is: Questions are the key! Visual Hands-on
Interactive
Questions are the key!
*Just a reminder. The power of EDC is using the language of math. Asking questions, explaining your thinking, seeing visual representations are critical for all students. Some students will be “quicker” than others but don’t let them dominate the math conversations. See the questions I added on the next page. These were received from Marsha.

36. Questions are the key! Why? What is . . . ?
Would anyone like to share their thinking?
Would you share how you got that answer?
Can anyone do it a different way?
How many more will it be ?
How many less ?
Can you describe what you saw in your brain?
Can you tell me your strategy?
What do you see?
Why?
How do you know?
What did you notice?
What is ?

37. Every Day Counts Calendar Math
Provides the opportunity to learn math in a unique way — through repeated exposure over time
Is easy-to-implement and student-friendly
Is a proven program that raises test scores and improves students’ attitudes about math

38. Every Day Counts Calendar Math
“Since starting this program, I have noticed the children’s increased interest in numbers, patterns, and grouping. Through daily exposure to Every Day Counts, the children are gaining a true understanding of numbers and a firm foundation in a variety of mathematical concepts.”
Teacher
Bronx, NY