Kari Backhaus

“Everyday Mathematics assumes that virtually all students are capable of a much greater understanding of, and proficiency in mathematics than has traditionally been expected. The program establishes high expectations for all students and gives teachers the tools they need to help students meet, and often exceed, those expectations. Everyday Mathematics is committed to establishing world-class mathematics standards for our nation’s schools” (p. 4).

Bell et al. (2004b)

Lessons are divided into 3 parts:

Teaching the Lesson: This section contains the main instructional activities for the lesson. This is where most new content is introduced.

Ongoing Learning and Practice: This section provides materials and suggestions for essential review, practice, and maintenance activities.

Options for Individualizing: This section includes activities for re-teaching, extra skill practice, enrichment, and meeting the needs of particular populations (ESL, etc). These suggested activities relate directly to the main instructional activities in Part 1 of the lesson.

Beginning (B) Children cannot complete the task independently. They show little understanding of the concept or skill.

Developing (D) Children show some understanding. However, errors or misunderstandings still occur. Reminders, hints, and suggestions are incorporated with understanding.

Secure (S) Children can apply the skill or concept correctly and independently.

Side Note: MPSD Elementary Reporting

Math Messages Mental Math and Reflexes Math Boxes Games Home Links

Checking Progress

A Math Message is provided at the beginning of each lesson and usually leads into the lesson for the day or reviews topics previously covered. Children should complete the Math Message before the start of each lesson.

The term Mental Math and Reflexes refers to exercises, usually oral, designed to strengthen children's number sense and to review and advance essential basic skills. Mental Math and Reflexes sessions should be brief, lasting no more than five minutes. Numerous short interactions are far more effective than fewer prolonged sessions.

Math Boxes are an excellent way to review material on a regular basis. They are one of the main components of review and skills maintenance. Math Boxes problems are not intended to reinforce the content of the lesson in which they appear. Rather, they provide continuous distributed practice of all skills and concepts in the program. The Math Boxes page does not need to be completed on the same day as the lesson, but it should not be skipped. These are designed as independent activities.

Games are enjoyable ways to practice number skills; especially those that help children develop fact power. Games are an integral part of the program, rather than an optional extra as they are traditionally used in many classrooms. Games can also be played frequently without the same mathematical problems repeating because the numbers in most games are generated randomly. The game format eliminates the tedium typical of most drills.

Home Links are the Everyday Mathematics version of homework assignments. Each lesson has a Home Link. The next lesson has a follow-up to the previous Home Link. Home Links consist of active projects and ongoing review problems that show parents what the children can do in mathematics. Home Links activities serve three main purposes: They (1) promote follow-up, (2) provide enrichment, and (3) involve parents or guardians in their children's mathematics education.Everyday Mathematics also provides Family Letters that are meant to be sent home at the with particular Home Links. These letters explain an idea or an activity that parents might not be familiar with.

Summative assessments included in the Everyday Mathematics program

Teachers: “It’s definitely not as hands-on or real-world

based as Investigations!”

Parents: “The algorithms taught in the program are

completely different from the way I learned. I can’t even help my kid with his homework!”

Students: “I’m bored! It’s the SAME thing everyday. I’m

never going to use this stuff anyway.”

Minimal new-teacher training of Everyday Mathematics and Authentic Intellectual Achievement (portfolio process)

No significance placed on importance formative assessment has on instruction.

Assessment suggestions located across three manuals: Teacher’s Manual, Assessment Handbook, and Teacher’s Reference Manual

21st century learners need assessments that require them to utilize skills relevant to their world

Analyze current EM formative/summative assessments and revising and/or creating new formative and summative authentic-based assessments using Authentic Intellectual Achievement rubric

Organize formative and summative assessment suggestions into one document by unit and lesson

Offer online-support for parents to help students at home

Incorporate student-involvement and self-reflection in the process

Train new and old teachers about importance of formative assessment and authentic work!

Personal experiences with Everyday Mathematic assessment has shown little real-world integration.

Decided to survey fifth grade math teachers in the MPSD to get an overall scope of teacher attitudes of current summative assessment practices

Fifth Grade Teacher Evaluation of Summative Assessments

WKCE Results- MPSD Why is Mathematics one of the weakest areas in the MPSD?

Why is Social Studies one of the strongest areas in the MPSD?

Possible solution: Need more real-world based math exposure!

In order to prepare students for a competitive global economy: our 21st century learners need to be equipped

with problem-solving and reasoning skills Find practicality of math instruction in which

connections can be made Clearly and elaboratively communicate their

thinking Synthesize and hypothesize to produce new

understandings that can be taken beyond the classroom

Demonstrate math procedures used by adults and experts in mathematical fields

Inaction of teachersStudents continue as is- minimal real-world

mathematical exposureMissing formative assessment piece =

overachieving/underachieving student needs not met

DisconnectTeachers who do not teach authentically

may have difficulty assessing authentically Resources

Lack of internet access for parentsSchool Networking Issues for teachers

Formative assessment Assessment tools Authentic Intellectual Achievement

Home-school connection

Summative AssessmentsAssessments OF learningGiven after a period of time to check how

much learning has taken placeTraditional assessments

Formative AssessmentsAssessments FOR learningCheck for understanding along the wayGuides teacher instructionProvides feedback for students to improve

performance

Black and William (researchers) looked at a large number of studies done over a ten year period and discovered strong evidence that formative assessment leads to student achievement gains.

Formative assessment were especially beneficial for low achievers which have shown to reduce the achievement gap while raising overall achievement for all student.

Dry erase/slate assessments Dodge (2009) and Bell et al. (2004)

Math Box Cover-up Bell et al. (2004)

3-2-1 Summarizer (aka Exit Tickets)Dodge (2009)

3 Things you learned (knowledge) 2 Questions you have (application) 1 Connection you make (synthesis)

Observational Checklists

Flip-Card Tools

Three major components Disciplined Inquiry

Students show understanding and demonstrate methods used by experts in the field and communicate their findings elaboratively in oral, symbolic or written fashions.

Value Beyond School Students address problems similar to ones

outside of school and direct performances to someone other than the teacher.

Construction of Knowledge This requires students to interpret, synthesize

and evaluate complex information using higher-order thinking.

Tests are full of information that never gets used because students care more about the grade. When students are taught how to analyze their test results and know they’ll get a chance to use the feedback on the test, test results can be a gold mine (p. 66)

Self-Reflection after summative assessment

Prioritizing, planning, managing and self-direction are significant components of 21st century learner skills that can be achieved through a portfolio process.

Portfolios also involve children more directly in the assessment progress. Children take responsibility to write introductions and help select portfolio entries they are proud of and explain why they chose each piece.

Portfolios can also illustrate children’s strengths and weaknesses in particular areas of mathematics and be used to assess children’s abilities to reveal connections within mathematics and to apply mathematical ideas to real-world situations

Provides a venue for students “to take notice of, keep track of, and celebrate their learning” and collect and organize and reflect on their own work. This builds an understanding of students as learners and can nurture a sense of accomplishment.

Lead to Student-led conferences

Learning targets need to be clear and understandable in kid-friendly language

Students are involved in developing criteria for quality workAnonymous examples of weak and strong

student work should be used as models for expectations for success (p.30)

A teacher model should be created/used for example of high-quality work

Algorithm Demonstrations and NCTM Standard Correlation Charts

https://www.everydaymathonline.com/ Third Grade Everyday Math Games (by lesson) http://www1.center.k12.mo.us/edtech/

edm/3.htmMath Box and Learning Target Alignments http://www.westseneca.wnyric.org/

West_Seneca_Web_Pages/west%20elem/teacher/Beth%20Ribbeck/everyday%20math/math%20boxes%20for%20grade%205.pdf

Progressivist: John Dewey “Learning should be directly related to the

interests of the child.” Authentic-based assessments are imbedded

in real-world contexts that students can connect to and use beyond the classroom

“Students should be involved in their learning.” Students are often asked to self-reflect on

assessments, in-class activities and understandings, and portfolio entries.

High-quality work criteria is created with student input

Social Reconstructivist: John Childs “Learning focuses on solving real

societal problems.”When students are required to use higher-

order thinking skills, access deep knowledge, and address problems and issues similar to ones they will encounter outside of the classroom, students are given opportunities to be real-world problem-solvers. These are critical skills required of 21st century learners.

Use the Authentic Intellectual Achievement Rubric to evaluate Everyday Mathematics Unit 1 Checking Progress

Stretch your legs and post your evaluations on the Authentic Assessment posters

Summative assessments included in the Everyday Mathematics program

Wisconsin State Standards https://www.wrightgroup.com/

download/em/g3_wi_reverse.pdfNCTM Standards (National Mathematics

Standards)

https://everydaymath.mhlgt.com/pdf/teacher/focal_points/Grades_Pre-K_-_6_Correlations/Grade_3_Correlation_pp_43-47.pdf

Third Grade Cover Letter

Third Grade Teacher Assessment of Current Mathematics Assessments

This survey serves two purposes:To inform me how teachers feel math

assessments are represented authentically To give teachers a heads up that third

grade math assessment is being evaluated and revised

Curriculum Plan, Timeline, and Evaluation Process

Assessment Evaluation Rubric

Assessment Overview Unit Checklist (used for formative

assessment recording tool) Learning Goal Poster Authentic-based Summative

Assessment – fifth grade example Self-Reflection of Summative

Assessment – fifth grade example