1. Welcome to Everyday Mathematics University of Chicago School Mathematics Project

2. Why do we need a new math program? 60% of all future jobs have not even been created yet 80% of all jobs will require post secondary education / training. Employers are looking for candidates with higher order and critical thinking skills Traditional math instruction does not develop number sense or critical thinking.

3. Research Based Curriculum Mathematics is more meaningful when it is rooted in real life contexts and situations, and when children are given the opportunity to become actively involved in learning. Children begin school with more mathematical knowledge and intuition than previously believed. Teachers, and their ability to provide excellent instruction, are the key factors in the success of any program.

4. Curriculum Features Real-life Problem Solving Balanced Instruction Multiple Methods for Basic Skills Practice Emphasis on Communication Enhanced Home/School Partnerships Appropriate Use of Technology

5. Lesson Components Math Messages Mental Math and Reflexes Math Boxes / Math Journal Home links ExplorationsGames Alternative Algorithms

6. Learning Goals

7. Assessment Grades primarily reflect mastery of secure skills End of unit assessments Math boxes Relevant journal pages Slate assessments Checklists of secure/developing skills Observation

8. What Parents Can Do to Help Come to the math nights Log on to the Everyday Mathematics website or the South Western Math Coach’s web site Everyday Mathematics South Western Math Coach’s Everyday Mathematics South Western Math Coach’s Read the Family letters – use the answer key to help your child with their homework Ask your child to teach you the math games and play them. Ask your child to teach you the new algorithms Contact your child’s teacher with questions or concerns

10. Partial Sums An Addition Algorithm

11. 268+ 483 600 Add the hundreds ( 200 + 400) Add the tens (60 +80) 140 Add the ones (8 + 3) Add the partial sums (600 + 140 + 11) + 11 751

12. 785+ 641 1300 Add the hundreds ( 700 + 600) Add the tens (80 +40) 120 Add the ones (5 + 1) Add the partial sums (1300 + 120 + 6) + 6 1426

13. 329+ 989 1200 100 + 18 1318

14. An alternative subtraction algorithm

15. In order to subtract, the top number must be larger than the bottom number 9 3 2 - 3 5 6 Start by going left to right. Ask yourself, “Do I have enough to take away the bottom number?” In the hundreds column, 9-3 does not need trading. 12 13 Move to the tens column. I cannot subtract 5 from 3, so I need to trade. 12 8 Now subtract column by column in any order 5 6 7 Move to the ones column. I cannot subtract 6 from 2, so I need to trade.

16. Let’s try another one together 7 2 5 - 4 9 8 15 12 11 6 Now subtract column by column in any order 2 7 2 Start by going left to right. Ask yourself, “Do I have enough to take away the bottom number?” In the hundreds column, 7- 4 does not need trading. Move to the tens column. I cannot subtract 9 from 2, so I need to trade. Move to the ones column. I cannot subtract 8 from 5, so I need to trade.

17. Now, do this one on your own. 9 4 2 - 2 8 7 12 3 13 8 6 5 5

18. Last one! This one is tricky! 7 0 3 - 4 6 9 13 9 6 2 4 3 10

19. Partial Products Algorithm for Multiplication

20. Calculate 50 X 60 67 X 53 Calculate 50 X 7 3,000 350 180 21 Calculate 3 X 60 Calculate 3 X 7 + Add the results 3,551 To find 67 x 53, think of 67 as 60 + 7 and 53 as 50 + 3. Then multiply each part of one sum by each part of the other, and add the results

21. Calculate 10 X 20 14 X 23 Calculate 20 X 4 200 80 30 12 Calculate 3 X 10 Calculate 3 X 4 + Add the results 322 Let’s try another one.

22. Calculate 30 X 70 38 X 79 Calculate 70 X 8 2, 100 560 270 72 Calculate 9 X 30 Calculate 9 X 8 + Add the results Do this one on your own. 3002 Let’s see if you’re right.

23. Partial Quotients A Division Algorithm

24. The Partial Quotients Algorithm uses a series of “at least, but less than” estimates of how many b’s in a. You might begin with multiples of 10 – they’re easiest. 12 158 There are at least ten 12’s in 158 (10 x 12=120), but fewer than twenty. (20 x 12 = 240) 10 – 1st guess - 120 38 Subtract There are more than three (3 x 12 = 36), but fewer than four (4 x 12 = 48). Record 3 as the next guess 3 – 2 nd guess - 36 2 13 Sum of guesses Subtract Since 2 is less than 12, you can stop estimating. The final result is the sum of the guesses (10 + 3 = 13) plus what is left over (remainder of 2 )

25. Let’s try another one 36 7,891 100 – 1st guess - 3,600 4,291 Subtract 100 – 2 nd guess - 3,600 7 219 R7 Sum of guesses Subtract 691 10 – 3 rd guess - 360 331 9 – 4th guess - 324

26. Now do this one on your own. 43 8,572 100 – 1st guess - 4,300 4272 Subtract 90 – 2 nd guess -3870 15 199 R 15 Sum of guesses Subtract 402 7 – 3 rd guess - 301 101 2 – 4th guess - 86