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**Everyday
Mathematics**

**www.everydaylearning.com**

**Evidence of Effectiveness:**

Everyday Mathematics has been designated a Promising mathematics program by the U.S. Department of Education (Year 2000).

In 1995 and 1996 in the Kalamazoo, Michigan, Public School District, positive results were seen for students, including an increase from 41% in 1994 to 54% in 1996 in the percentage of fourth graders who passed the Michigan statewide achievement tests (MEAP). Additionally, the number of schools that scored satisfactory and above on the mathematics assessment increased from 2 of 18 in 1994 to 8 of 18 in 1996. In 1995, the highest increases in percentages of students scoring satisfactory and above occurred at three elementary schools with the highest number of low-income students (80%+ eligible for free or reduced-price lunch).

Carol Stream, IL

Since adopting Everyday Mathematics K-3 during the 1992-93 school year, the Carol Stream district has shown a steady increase on their third-grade Illinois Goal Assessment Program (IGAP) mathematics score – from 289 in 1992 to 337 in 1996 (scale 0 to 500). While the state score increased an average of 6 points annually during the same period, Carol Stream’s average annual score increased 12 points.

St. Charles, IL

Everyday Mathematics K-3 was implemented in the St. Charles district during the 1994-1995 school year. The third-grade IGAP mathematics scores were stable from 1989 to 1994, with no significant increase or decrease. During the first year with Everyday Mathematics, overall scores on the third-grade IGAP mathematics test declined slightly, but not significantly. However, on the next year’s test in 1996, the score jumped significantly, from 298 to 321.

__National Assessment of Educational Progress (NAEP)__

In studies involving *Everyday Mathematics*,
fourth-grade field-test classes who were tested using items from the National
Assessment of Educational Progress (NAEP): *Everyday Mathematics* students
did better than the NAEP sample, including computational items. Some results include:

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*Everyday Mathematics* students received 77% correct answers on computation,
compared to 65% for NAEP students.

·
*Everyday Mathematics* students received 88% correct answers on place-value,
compared to 73% for the comparison students.

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*Everyday Mathematics* students received 76% correct answers on fractions,
compared to 37% for the comparison students.

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*Everyday Mathematics* students received 70% correct answers on geometry,
compared to 48% for comparison students.

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*Everyday Mathematics* students received 78% correct answers on the total of
all questions, compared with 60% for NAEP comparison students.

·
*Everyday Mathematics* students have exceeded various state goals and the
results have indicated that these students do well on external assessments as
well. Thousands of students in hundreds
of classrooms nationwide demonstrate that all students at all levels can meet
the daily expectations of a rich upgraded mathematics curriculum.

**Program Description:**

In 1983, the University of Chicago School Mathematics
Project (UCSMP) set out to reform mathematics education for all students. *Everyday Mathematics* was written one
grade level at a time, with each grade building on the achievement of the
previous year. Each grade level
curriculum was then field tested in its entirety in diverse classrooms
nationwide for a full academic year.
During each field-test, UCSMP authors interviewed teachers and students
about *Everyday Mathematics* to determine what worked and what needed
improvement. The group also explored
ways to make *Everyday Mathematics* more practical and manageable in the
classroom. Finally, the UCSMP authors
revised each grade-level curriculum to reflect classroom experiences prior to
publication.

*Everyday Mathematics*, grades K-6, is a comprehensive and balanced mathematics program. The curriculum teaches basic computational
and arithmetic skills, as well as a broad range of mathematical concepts including
data and probability; geometry and spatial sense; measures and measurement;
numeration and order; operations; patterns, functions, and sequences; and
reference frames. Algebra and uses of
variables begin in the third grade.

The K-6 *Everyday Mathematics*curriculum encourages teachers and students to go
beyond arithmetic - to explore more of the mathematics spectrum by
investigation data gathering and analysis, probability, geometry, patterns, and
algebra. Mathematics is integrated into
other subject areas and becomes part of the ongoing classroom routines, outdoor
play, and the spare transitional moments that occur every day.

Program highlights include:

· Broad range of mathematical concepts and skills

· Concepts taught over time and in different contexts to ensure mathematical understanding

· Problem-solving for everyday situations

· Developing mathematical skills through hands-on activities

· Cooperative learning through partner and small-group activities

· Ongoing development of basic facts through games and creative drills

· Ongoing review through each unit

· A variety of assessment opportunities

· Home and school partnership is established

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**Correlation to Nevada State Standards**

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Currently being completed.

**Teacher Support:**

Everyday Learning Corporation is committed to
supporting the *Everyday Mathematics* curriculum through teacher
in-service and training. There are
Teacher Education staffs whose sole responsibility is to provide in-service and
training models for users of *Everyday Mathematics*.

Users= Conferences
are provided as a networking and in-service forum for teachers who wish to gain
insight on curriculum content, classroom management and effective teaching
strategies. Everyday Learning
Corporation has developed a Videotape Library for Staff Development featuring
experienced *Everyday Mathematics* teachers teaching actual lessons in
real classrooms. Also available are K-6 Overview Videotapes, one for teachers
and administrators, the other designed specifically for parent education.

Teachers may subscribe to *TeacherLink*, a
networking newsletter written by and for teachers. Many common questions about *Everyday Mathematics* are
answered; ideas and suggestions for various implementation issues are also
included.

Finally, a pre-packaged, ready-to-use staff
development kit is offered, which provides material on seven important
mathematical strands in the *Everyday Mathematics* curriculum. It has been designed so it can be delivered
by lead or mentor teachers to their peers.

**Equipment Requirements:**

Each K-6 *Everyday Mathematics* classroom
requires the following materials:

· A Teacher Resource Package per teacher

· Student Material Sets for grades 1-6 that include:

Journals and Activity Books (grades 1-3)

Journals, Student Record Book and World Tour Book (grade 4)

Journals, Student Record Book and American Tour Almanac and geometry template (grade 5)

Journals, Student Reference Book and geometry template (grade 6)

·
TI-108 Calculators for
students in grades K-4 *Everyday Mathematics*

·
TI-32 Explorer Plus
Calculators for students in grades 5-6 *Everyday Mathematics*

· K-6 Manipulatives

·
Software that correlates
to *Everyday Mathematics* strands, if available.

**Cost:**

· Teacher Resource Packages range from $120 for Kindergarten to $170 for Grade 6.

· Student Materials range from $14.95 per student to $25 per student for Grades 1-5.

· Classroom manipulative kits for each grade level are available and range from $245 (Kindergarten) to $430 (grades 1-2)

· Professional Development Videos are $50

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**For Information Contact:**

Shawn Kelly

150 Hernandez Avenue

San Francisco, CA 94127

Phone: (415) 664-6696

Fax: (415) 664-3173

**Current Location in Nevada:**

P.O. Box 597

Montello, NV 89830

Contact: Ted Paulson

Phone: (775) 776-2456