Either way, the idea is that the previous year's test gives a better picture of what a student knows. There is a pretest on this CD for the 2nd edition. This is the only place that I know of that offers a pretest. While I don't use the information to group them, it lets me know which concepts they've got solidly and which I will need to spend more time on. It also reaffirmed the fact that EM works. Most children really did retain the concepts. In addition, if I see a trend, I communicate with the second grade teachers that they may want to spend more time on that concept.

Finally, I do share the assessments in November at parent-teacher conferences. Especially since we are in the first years of EM, I want parents to see how the program is working for their child, and give suggestions for what they may want to work on at home. I have had teachers use the Mid-Year or End-of-Year Assessments for the current grade to give an idea of what students know and allow teachers to plan for differentiation within their math groups. Students are told to try to answer as much as possible and skip what they do not know so that they are not frustrated.

They just wrote readiness forms for Kindergarten through Grade 3. If you are interested, you could contact them at dmg6 mac. What do you use at your school for a Universal Screening Tool for Math? Our grades are going to be using AIMSweb and my principal is wondering what 1st Grade should use and if Kindergarten should be screened at all. Grade 8 has beginning and middle of the year assessments, except for those students who are in Tier 2 or 3 Response to Intervention. They get an end of the year assessment as well. We are using the Palm version, so data collection is really quick.

Reports can be generated to identify specific areas of need and recommend concise interventions. AMC targets only numeracy, and we like what we see so far. You can see it at mathperspectives. We use AIMSweb and it is not that great. I think the Early Numeracy is good, but our district doesn't test Kindergarten until January. Just be prepared to do lots of progress monitoring and entering data in the computer. A consultant came to our school to help us through our first year with Everyday Mathematics. Others have told us not to even count part B for a grade because it is formative.

How have other schools dealt with this for Grades ? Then after others told me that we shouldn't be scoring Part B, the consultant said that if the children weren't performing well with Part B, teachers may not want to score it at all. It is almost a pretest of future skills, if I understand Part B correctly.

We use Part A for summative. We also add practice for the open responses and some adaptations for kids if needed. We look at Part B before we teach the unit and see what we might need to supplement. We use it for the communication grade. It's interesting that some think it should be formative. I try to get close to For Part B, I grade it like a homework assignment and make everything worth 1 point.

I also grade the Open Response and it is worth 4 points, just like the rubric. I grade both Part A and Part B. If counting Part B helps a student's grade, I include it. If it hurts the grade average, I don't include it. Are there any districts out there that do standards-based assessment for skills evaluated by performance on tasks within the Student Math Journals? If so, would anyone be willing to share their checklists? We are in the process of doing this in our grade level. We began with the checklists for each unit. We looked at the goals not including the formative assessment and found where those skills were practiced in the Math Journals.

If a skill was in the Math Journals more than once, we looked at the last time it was practiced in the unit thinking it was more likely to be mastered by that point in the unit. Then we wrote the page number and, if applicable, the problem or Math Box number right on that form. Then we counted the number of skills that we found were practiced in the Math Journals usually not all the skills from the Progress Check are in the Math Journals for that unit and came up with a rubric for a grade.

So we decided skills mastered would be an "A", a "B", and so forth. Towards the end of each unit, we collect the Math Journals to grade what we call a "Journal Check". We only do this once a unit. To make it a little more manageable, I put a sticker on each Math Journal. Also, how do you use each part and grade each part?

Part A is the summative section and provides you with information on how the children are progressing to their grade-level goals. I include this section in my grading. Part B is the formative section and can be used for long-term planning. Part A of the Progress Check is a test of what students were expected to master during the unit. Part B is more formative; it contains items and content to which students were exposed but not expected to master; or in some cases, Part B will contain a preview of material to come.

Our teachers use Part A for an achievement grade; the score for Part B cannot hurt the grade, but can help if students do well. We found we need to educate our students and parents so that neither would be upset if a child did not do well on Part B of the assessment. Does anyone know if children are considered automatic with their basic addition, subtraction, and multiplication facts if they can complete a 50 basic fact quiz in three minutes? We usually count four seconds per problem in second grade if it's a written test. Three seconds to think of the answer, one second to write it.

Latest research shows that every child should have 3 seconds to give the answer to any fact. That means students should never be given less than 5 minutes for facts. This research also shows that those who use number sense to quickly arrive at a sum or product fair better than their peers who try to memorize. When number sense is used for fact acquisition student can better apply the facts to extensions. So I would say any child who can give the answer to 50 facts in three minutes will do very well as long as these are not memorized facts that will evaporate over time when not used constantly.

Everyday Mathematics considers facts automatic if students can answer them within 3 seconds. Does anyone know of a district that has re-identified the Math Boxes for Everyday Mathematics, 3rd edition? We have them identified as Beginning-Developing-Secure from the older edition and some of the teachers in our district are looking for this information to go with the new edition. If it is out there we would like to see if we can get a copy. The new edition has goals that are identified by red stars in the teacher's edition.

All the Math Boxes are already done for you! Red stars indicate goals that need to be met. Does anyone know where I can find a list of when Everyday Mathematics expects mastery of each skill? I have a teacher who wants to know at what point each skill is expected to be mastered specifically for Second Grade.

One of the tools that I have found useful to determine how EM develops concepts over time is the Looking at Grade-Level Goals chart found at the end of each unit section in the Differentiation Handbook. Does anyone use a math assessment wall to track student progress? In our district we have a reading assessment wall for Grades K-4 that is a large visual showing student progress through reading levels, etc.

This year the district would like math to be part of the assessment wall. Has anyone done anything like this? Because of space, I use colored folders. I provide one folder for each teacher with the names of students on little cards so all of one class fits in a folder. We track their 6 week benchmark scores. I divide each folder into the grade bands, and then tape each student's card in the appropriate place. It's a great visual that I can take to grade-level meetings to show exactly where each student is on that benchmark.

I also write in small numbers at the bottom of each card what the grade was, so that we can tell at a glance if a child is improving or remaining steady. I really miss the Beginning-Developing-Secure goals. Does anyone have these for the new edition for Grades ? There have been several questions sent to the list over the last couple of days regarding the third edition of the curriculum. I'd like to make a couple of comments on some of the issues people have raised.

One of the most important things to know is that the third edition of Everyday Mathematics remains true to the philosophy of the first and second editions. And, in alignment with our development principles, the third edition incorporates the latest educational research as well teacher feedback from the second edition. In order to better explain some of the changes surrounding BDS, I'd like to backtrack a bit and discuss the evolution of EM's learning goals.

Students using Everyday Mathematics are expected to master a variety of mathematical skills and concepts, but not the first time they are encountered. When Everyday Mathematics was first published beginning in the s, the Beginning, Developing, and Secure labels did not exist. Feedback from users of the first edition indicated that some teachers were uncomfortable moving through the curriculum "trusting the spiral" because they didn't know where a particular skill or concept fell in terms of the curriculum. They weren't sure whether a lesson was a first exposure or a last chance for a particular skill or concept.

The terms Beginning, Developing, and Secure were introduced in an update of the first edition in order to help teachers feel more comfortable moving through the curriculum. These terms were then applied to the learning goals in the second edition. The main function of the Beginning, Developing, and Secure labels in the second edition was to provide information about the curriculum's treatment of a topic.

If a learning goal was marked as Beginning B at a certain point in the curriculum, teachers were to understand that instruction at that point was an exposure to the skill or concept. Developing D indicated that the curriculum had provided prior treatment of the skill or concept, but further instruction would occur in subsequent lessons. If a learning goal was marked Secure S at a certain point, the curriculum would provide additional opportunities to practice and apply the skill or concept, but lessons would no longer be devoted to it.

A secondary function of the BDS labels was to indicate individual students' levels of mastery of skills and concepts. These two separate uses of the same system of labels have led to problems. Feedback from users of the second edition challenged the authors to look more closely at the BDS labels on learning goals. For example, teachers asked thought-provoking questions such as the following: If a learning goal is labeled as Beginning or Developing at a certain point in the curriculum, then at what point does it become Secure?

If a learning goal is labeled as Developing in Unit 1, does that mean it is still considered Developing at the end of the year? How do the learning goals connect across the grade levels? Why are there more Secure learning goals at some grade levels than others? If a child does not demonstrate proficiency with a Secure learning goal in Unit 2, when will I have the opportunity to check back to see if progress has been made? What should the majority of third graders or students at any grade level be able to do by the end of the year?

The third edition of Everyday Mathematics addresses these questions in part through the introduction of Program Goals and Grade-Level Goals. Program Goals are the threads that weave the curriculum together across grades. These goals are organized by content strand and are the same at all grade levels. The goals express the mathematical content that all children who study K-6 Everyday Mathematics are expected to master.

The level of generality of our Program Goals is quite high which is appropriate for goals that span Grades K They don't provide guidance at the level of specificity that teachers need at each grade level. The third edition, therefore, has another set of goals that clarify what the Program Goals mean for each grade level. There are about two dozen of these Grade-Level Goals for each grade, K They are all linked to specific Program Goals.

These Grade-Level Goals are guideposts along trajectories of learning that span multiple years. They clarify our expectations for mastery at each grade level. Everyday Mathematics is designed so that the vast majority of students will reach the Grade-Level Goals for a given grade upon completion of that grade. Students who meet the Grade-Level Goals will be well prepared to succeed in higher levels of mathematics. The primary function that the BD S system served in the second edition, letting teachers know where they are in the curriculum's treatment of a topic, is met in several ways in the third edition.

First, as outlined above, there is an explicit and well-articulated goal structure that spans all grades and provides detailed information about exactly what is to be mastered at each grade. Second, the Learning in Perspective tables found in every Unit Organizer and popular in the second edition, have been enhanced in the third edition.

Third, the Teacher's Lesson Guide alerts teachers to lesson content that is being introduced for the first time through Links to the Future notes. These notes provide specific references to future Grade-Level Goals and help teachers understand introductory activities at their grade level in the context of the entire K-6 curriculum. Finally, the new grade-level specific Differentiation Handbooks include tables that show in which unit each Grade-Level Goal is taught and practiced within the grade.

Similar tables also appear at the back of each Teacher's Lesson Guide. Unlike the Differentiation Handbook tables, these Teacher's Lesson Guide tables span several grade levels. The secondary function of BDS in the second edition, as a rubric or scale for assessing students, is also met in several ways in the third edition. Every lesson, for example, now includes a Recognizing Student Achievement RSA note, which identifies a task from the lesson, links that task to a specific Grade-Level Goal, and provides specific benchmarks teachers can use to judge whether students are making adequate progress toward meeting that goal.

The Progress Checks in each assessment lesson have also been reorganized so that teachers can easily identify which items are assessing material students can fairly be held accountable for and which items should be used as formative or baseline assessment only. Each assessment lesson also includes an Open Response item for which a task-specific rubric and annotated anchor papers are provided in the grade-level specific Assessment Handbooks. The disappearance of these labels does not reflect a change in the Everyday Mathematics approach, but rather an attempt to make that approach easier to understand and implement.

We hope you will enjoy learning more about the third edition in the months to come. The third edition does not use the BDS labels. Instead, grade-level goals are defined in terms of what should be mastered by the end of the year. The Recognizing Student Achievement RSA tasks in each lesson provide criteria for expected performance at that checkpoint-time in the year. The last page for each unit in the Differentiation Handbook has the grade-level goals broken down into "taught," "practiced," and "not a focus" for each unit. This might help. I really need suggestions for grading while using Everyday Mathematics.

Do you check the Assessments in a traditional way one point per question? Do you use a traditional point system in your grade book, or do you look at the goals as a whole? We are going into year two, and the grading system we tried last year was cumbersome and not compatible with our computerized grade book. Our district has opted to use the rubric which is found in the Assessment Handbook. Then we get the average for our final grade for each quarter.

This has worked very well for us. I use many of the Math Boxes as a "quick check" and assign points. Students complete the first box, come to me to check, then complete the rest of the assigned boxes. In my gradebook I label the indicator, and it transfers nicely to our online grading system. The point value for each unit test varies based on the focus of our district's indicators.

Grading has finally become quite easy for me in EM after a few years. Because the Math Boxes are paired, I go over the first one on the overhead after they have finished it and grade the paired box. If it is a red starred item, I make them do that first. I have also started using hint sheets this year using the blank Math Boxes at the back of the Differentiation Handbook. I grade out of points. For tests I grade part A only. I'm wondering if any other school districts are struggling with grading.

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## The Beauty of Everyday Mathematics 2012 Edition

I have tried to convince my grade level that we should report out the way the program intends using Adequate Progress and Not Adequate Progress , and they are convinced that they should still be using Beginning-Developing-Secure BDS. Has anyone else run into this problem? Shouldn't the program be used as it was intended? I don't think that it tells parents very useful information.

This is our 2nd year with Everyday Mathematics. We have also struggled with how to grade, or report progress on report cards. We are currently using M mastery , D developing , and I needs improvement in Grades K-2 in order to be consistent with our reading literacy reporting. This has required teachers to develop rubrics or guidelines regarding what is enough progress for Mastery or Developing.

Some teachers wish to go strictly by the assessments: either the student mastered the skill or not. Others wish to use the Recognizing Student Achievement problems as in indicator of Mastery, even if the student did not get the test question right. This has also caused some grades to re-write some assessments to be sure that a skill is assessed by more than just one item. Then the teachers decide if 2 out of 3 questions correct is Mastery or Developing, etc.

I guess the bottom line is that ours is still a work in progress, and we would also be interested in hearing what others do, especially K Do the Grade-Level Goals tell me what should be mastered at each grade level? In other words, I want to know what a kid has to learn this year. Experience and exposure aren't enough.

What are they expected to know-know before the next school year? The Everyday Mathematics Grade-Level Goals document in the Assessment Handbook is really comprehensive, very specific, and gives both a lateral and vertical view of yearly goals and how the ideas grow. Are you using the 3rd edition? It gives the content strand and the overall program goals. The grade-level goals define the specific learning goals for that grade level.

Each grade-level poster lists the program goals. The grade-level goals numbered also list what a student is expected to know at the end of the year. Are there such Math Boxes in EM3? How do you tell which ones are Secure? The Teacher's Lesson Guide has red stars that indicate which goals needs to be met.

A red star is a goal that must be adequately met. Is there anyone using Everyday Mathematics in New Jersey that incorporates formative assessment? Part B of the unit assessment is formative. You can use the Assessment Assistant CD to give you pretests. You can clone the actual questions and change the presentation.

You can also align with your state standards. I find this to be a very useful tool. My district is looking to break down the goals that are established, developing, and secure for each grade level. Does anyone have any information that would aid in doing this? This is a new series for us and our teachers have expressed that they would "feel better" if they knew each level of skill attainment and at what points throughout the year they were expected to be secure with them.

Our teachers in Grades are having trouble coming to an agreement on how to use Part B on unit assessments. Therefore, they are scoring the items on Part B, not just using it as a formative assessment. They all know the philosophy of the separation of Parts A and B, but do not feel that the assessments accurately reflect the intended uses for the separate parts.

Have you heard anything like this from colleagues? We have struggled with a similar situation.

Some of our teachers were uncomfortable not grading Part B. The spiral nature of the curriculum and the formative nature of the assessment is why teachers sometimes feel that students should get credit for Part B. The credit should be in the fact that when students can show they have mastered some of Part B that the teacher will not re-teach this material, but treat it as review and probably not spend as much time on it.

They should not get hung up on the difficulty. Just the opposite. In many cases they should be disappointed if some of the problems are not relatively easy for the students. The teachers really need to think of the two parts as two distinct entities, despite the titles. This might help separate the two. Part B really is the preview of the next unit, not the end of the current unit. If this was a reading program, you could think of the items in Part B that the students do understand as the content anchors, the building blocks on which the instruction is going to build.

This is no different for mathematics. We do ask principals to collect unit assessment data, but only Part A. This has also helped to reinforce the difference between the two parts. Slowly, we believe that our teachers are getting more comfortable with not counting Part B as an assessment. The problem teachers face is that in many instances the Part B questions actually are based on the material that was taught in the unit being assessed. In fact, we have identified many Part A questions that were barely addressed in the current unit.

Our grade level tries to decide beforehand which items we will count as summative assessment, based on our instruction rather than Parts A and B. Part A includes concepts the students should have mastered. Sometimes these are concepts from previous units, not only the current unit. For instance, if Unit 5 is on fractions, most of the fraction concepts will be in Part B of the test. In Units 6, 7, 8, and 9, students will practice those concepts through Math Boxes and other journal activities.

On the Unit 9 test, Part A could very well have fractions, as by that point, students are expected to have mastered those concepts. Back in Units , fractions were still on part B, until students had sufficient practice with concepts. I never count Part B on a test since those are concepts that were taught, but at the current time, students are not expected to have mastered. The mastery comes later and then the concept moves up to part A.

The Kindergarten teachers in my district have been working on a pacing guide, benchmarks, and report cards for Everyday Mathematics, 3rd edition. We have worked through the pacing and benchmarks are now wrestling with assessments for each grading period. We are finding that each of our 16 Kindergarten teachers assess the benchmarks in a different way. So we are looking for input. Is there an assessment tool in EM that would help us in this area? How are you doing with consistancy of assessment in your districts? Is anyone aware of research that would help us as we institute guidelines for Kindergarten assessment?

There are awesome checklists Beginning-of-Year, Mid-Year, and End-of-Year Assessments in the Assessment Handbook with prompts for teachers to use as they work with the students. Does anyone have a list of the Secure goals for grade levels K-6? I am a special education resource teacher who has to write goals for the next school year.

We have only begun to use this Everyday Mathematics this school year. Check the back of a Teacher's Lesson Guide. Each grade level lists the goals for the grade before, current grade, and grade after. They differeniate Beginning, Developing, and Secure goals by shading. We are currently looking at making the transition from the 2nd edition to the 3rd. I have looked at the new edition and even tried a few lessons out. My biggest questions come in the area of assessment.

Is there anyone out there that has made the transition and found the assessment to be easier, harder, or just different? I saw that the Beginning, Developing, and Secure designations have gone away and the new way of assessing makes very good sense to me. Is the online assessment management system worth it? This really intrigued me, but the cost seemed rather high. If there is anyone using this tool could you let me know what you think? I like the idea of having all of my data online, but am worried that it may be hard to use myself, but even harder to train inexperienced computer users.

We switched to the third edition this fall. The assessment was the main selling point for us. In my First Grade class, I try to assess some concept everyday.

## Everyday Mathematics Listserv Archives - Everyday Mathematics

Sometimes it might be a journal page, a Mental Math problem, or an Exit Slip. It seems like a lot of work, but it really gives you a great picture of each child and their strengths and weaknesses. I will admit the assessments were a little daunting at first, but at this point in the year they seem to flow fairly easily. Most of the trouble comes with organization! Each teacher needs to experiment and find what out works for them.

But I highly recommend the third edition. There is a big red star when you are assessing a skill. You can't miss it. Our Second Grade team decided to change our documenting of the daily assessment piece which, by the way, is very valuable! We looked at the Ongoing Assessment, focused on the Recognizing Student Achievement RSA pieces, and now only record the lessons and test items that correlate with our report card.

While we use all pieces for our instruction, it has certainly helped with organization and bookkeeping to stop recording the information we don't need for report cards. As an aside, we found the online assessment tool to be more work than just using the checklist provided in the back of the assessment book.

We are in our first year of implementation. The assessment, I think is better. You have the Open Response at the end which is amazing. Plus, the Differentiation Handbook is the best part of the series. As for the online assessment piece, it makes more sense to save money. You can do everything it does with materials in your kit. However, the online Student Reference Book is amazing! Math Recovery probes for the lower groups and AIMsweb for everyone three times a year.

I teach 5th Grade and in lesson 4. In the lesson, examples are provided with a one-digit divisor and a three-digit dividend. When you refer to the Student Reference Book they also provide only one-digit divisors and three-digit dividends. Then when it comes to the RSA on page , there are two-digit divisors and four-digit dividends. Where is the practice before children are assessed? Why are they not taught two-digit dividends before an RSA?

My main complaint is that this skill is skimmed and not taught. Why is the book set up in this manner? Are other schol districts supplementing long division and spending more time on it to ensure children's success? You've brought up two different issues here. The first is about RSAs. We went through as a team and picked the RSAs that we thought 1 were well-taught in the lesson AND 2 were a skill we thought students should have mastered by that lesson.

We ended up with RSAs per unit. We count these as "quiz grades" and check them by collecting Math Journals at the end of each unit. We are in the process of developing rubrics to assess these. The other issue you brought up is the tendency of Everyday Mathematics to take a skill "one step further.

In the case of an RSA that has problems that go "above and beyond" what you think has been taught or should be mastered, it is usually not all the problems. So we use a rubric to grade these. Students who can do only one-digit divisors, for example, would get a "B. Partial-Quotients Division Algorithm is taught in Grade 4 using 1- and 2-digit divisors.

Lesson is a review of the algorithm. I believe that the RSA is to assess that the students can demonstrate the process, which they should ideally recall from the previous year. This algorithm is focused on throughout Unit 4. For students who are still struggling after Unit 4, I would focus additional practice and games on division rather than halt the program all together. As for only having 1-digit divisor examples before completing the journal page, I would make a note to include a couple of examples with 2-digit divisors during the lesson for next year.

I was wondering if there is anyone out there that does the Recognizing Student Achievement RSA part ofEveryday Mathematics lessons differently than how the books calls for it? I have been making up short-cycle assessments for each lesson geared toward the same questions in the RSA part so I can generate more data and practice gearing up for the end of the unit assessment? Our teachers have made "exit slips" so students can write their responses or work for the RSAs.

Some teachers write out the problems, others cut and paste them onto paper, and others have type them. Regardless, the teachers collect the RSAs to evaluate student progress.

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Should the Recognizing Student Achievement RSA tasks for each lesson be considered formative assessment or summative assessment. These are considered summative assessment. We are looking for ideas on how to streamline the data collected by the red-starred Recognizing Student Achievement RSA tasks in each lesson. I know there are the record charts provided by the Everyday Mathematics program, but is there anyone who has a different way of keeping track of these that has been beneficial?

Our goal is to create leveled groupings based on the data from these red stars. We've taken a stab at this. These documents identify the red-starred items in each lesson. You can ignore the row at the top. It's an effort to link these items with our state's Michigan grade-level content expectations. If you aren't familiar with Excel documents, click on the tabs at the bottom of the page to move through the units.

We did not create one for Kindergarten, and we don't use EM in sixth grade. Our district is in the first year of implementing Everyday Mathematics. We are discussing how to format report cards to align with the curriculum. Our school lists the EM program goals on our report card. The program goals are the same for every grade level so the math section of our report card looks the same for every grade level.

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The mathematics requires some geometry but is otherwise easy to follow. Herrmann makes his point well about how far to trust a sketch and how easily one can be deceived with a poor diagram. These are just what they say they are: What are the mathematics required to parallel park a car and what are the mathematics needed to park a car in a straight-in-space either front first or rear first? Herrmann walks the reader through a good model of the car, its turning radius, the geometry of the spaces, and how the car would have to maneuver to fit into the spaces.

He even gives a list of various cars, and angles and minimum space needed to park them. I thought these two problems were quite interesting because of the current commercials for cars that park themselves. I can't say if those cars use mathematics, but to see the problem so clearly solved was quite interesting. The author asks and then answers the question: Why do locked or spinning wheels make a car slide easily?

And, why does a person move a knife across bread to cut down the loaf? There is a second order differential equation to solve, which Herrmann does with Laplace Transforms and then he derives a simplified equation describing the motion. It's in this final equation where the force of friction is absent surprise! At immediate start of a skid, there is no lateral force of friction. Hence, any slight lateral force will push car to the side thus making the car slide. Problem The Beer Coaster Problem. Suppose there are two beer coasters, one on top of the other.

At what point, in moving one across the other is the area of overlap exactly half the area of a single coaster? It's a straightforward problem, but the solution requires solving a transcendental equation. Herrmann gives you a fixed point procedure for the solution as well as Newton's procedure. It's a wonderful problem because it is so simple to state yet requires sophisticated tools to solve.