A Lot of Math in a Little Time

Getting Started, Moving Forward, and Enriching Math With

Every Day Counts® Calendar Math “A Lot of Math in a Little Time”

Cheney School District P-5 Summer Institute August 2012

Vince Songaylo In Cooperation with Great Source® Education Group, A Division of Houghton-Mifflin Company

Jan Gillespie and Patsy Kanter are the lead authors of K-5 Every Day Counts® Calendar Math (Kindergarten with Beth Ardell), Every Day Counts® Every Day in Pre-K: Math, and Every Day Counts® Algebra Readiness (with Andy Clark) Let’s Get Started! What is Every Day Counts® Calendar Math? adapted from edcwest.com Every Day Counts®, published by Great Source Education Group, is a supplemental calendar math curriculum that uses changing data on a bulletin board to spark 10-15 minutes of daily math discussion. Elements such as Days of School Counting Tapes, Calendars, Coin Counters, Measurement, Clocks, Depositors, Daily Measurement, and Graphs make new grade level concepts hands on. Students are engaged with these new concepts all year long, not just during a single unit of study.

Each year's conversations build on the language used by teachers at the prior grade level, creating consistent math language, a helpful factor in boosting school-wide achievement. In upper grades, new elements such as Daily Arrays, Fraction A Day, and Daily Decimal are introduced to help older students understand factors and primes, and the relationships among fractions, decimals and percents. Questioning strategies and discussion are the heart of Every Day Counts®. Thoughts to remember from the Every Day Counts® Sampler

• Every Day Counts® is a lot of math in a little time! Start small and focus on discussion, the heart of Every Day Counts®.

• Every Day Counts® gives students daily exposure to critical math concepts such as: place value, measurement, mental math, time, money, geometry, estimation, patterns and functions, graphing, and statistics.

• Constructing meaning takes time – often more than a “unit” can provide.

• Start small and build! Choose two or three activities each month for the first year. You may wish to begin in January or February with the Calendar, Daily Depositor, Graph and Clock in Pre-Kindergarten – Second Grade. Third and Fourth Grades may choose to begin with the Calendar, Coin Counter, and Daily Depositor. Grade Five may select all activities as a beginning. All grades may want to spend time ‘catching up’ with a counting tape.

• Stay encouraged – remember to start small and build. Especially during the first year, allow time to become familiar with the program, introduce a few elements, encourage discussion, and take time to develop meaning.

• Work with your colleagues. Help each other get started and encourage paraprofessional participation. Questioning Strategies for Every Day Counts® Calendar Math

Below are some suggested questions you may wish to use with Every Day Counts. These strategies really apply to all grade levels although you may wish to modify for your grade level. Further grade level appropriate questions are found in your text and the Ongoing Assessment Booklet and in the new Every Day Counts® Daily Planning Guide: Fostering Effective Discussion ©2012.

Questions that apply to all components of the program:

Would you be willing to share how you got your answer? Did anyone get the answer another way? Can you demonstrate your thinking?

Counting Tape

Place Value How many groups of then (tenths/5) do we have today? How many leftover (hundredths/5)? How many days until we have another group of ten (a tenth/5)?

Comparing How many days between and ? How many days come after day_ ? What day came before?

Mental Math What day will it be in 15 more days? How many days since the 35th day? How many days until the 100th day?

Multiples (4) Which numbers have triangles? What do you think the next number with a triangle will be? In other words, what is the next number that can be evenly divided by threes? Which numbers are squares? What do you think the next number with a square will be? In other words, what is the next multiple of four? Which numbers have squares and triangles? What do you think the next number will be that has a square and a triangle? In other words, which is the next number that can be broken evenly into threes and fours, and therefore is the least common multiple of three and four? Calendar

What is today’s date? What piece will go on the calendar tomorrow? What piece will we put up tomorrow? How do you know? What piece will be up in a week? On the last day of the month? Can you describe or demonstrate the pattern using connecting cubes? body motions? pattern blocks?

Measurement

Use real models during the measurement portion of Every Day Counts

How many_ did we have yesterday? How many_ will we have today when we add on? What do you know that measures the same amount? How much do you think we will have at the end of the week? month?

Coin Counter/Money

Always model the choral counting of coins beginning with the coin of the highest value as children need to feel safe in learning to count change. Use real coins when working with money. Money related questions will largely depend on your grade level.

How much money is in the coin counter today? How much is in there now? What will we add or what is another way we can make the amount for the day using the fewest amount of coins?

Daily Depositor

Help children develop better mental math skills and number sense. Invite children to solve the problems mentally before writing and ask them to share how they arrived at their answer. Many times a child’s mental strategy will differ from their written procedure. By sharing strategies, they help one another see that there is often more than one way to solve a math problem. These general questions may not be as good for the first or early second grade. See your text, Ongoing Assessment Booklet, and Assessment Copymasters for suggested questions. The Depositor has many uses in Kindergarten, so you may wish to use the more in- depth questions in the text.

How much do we have in the depositor today? How much will be adding or subtracting (2 and 5 in March) today? What do you think we will have when we add today’s amount? How did you figure that out? How much will we have tomorrow? in three days? at the end of the month? Every Day Clock/Time

Traditionally, the curricular expectations of children and time are as follows: Grade 1 – by the half hour Grade 2 – by the quarter hour Grade 3 – by minutes The reverse seems much more appropriate so the authors of Every Day Counts® start first graders by exposing them to reading minutes, but practicing half hours by the end of the year. Second graders begin by reading minutes and are exposed to quarter hours by the end of the year.

What is the time of the Every Day Clock now? When we have updated the clock today, what time will it show? How long will it be until another_ (hour, half hour, quarter hour, etc.)? What are we usually doing at this time? Is it light or dark outside?

Every Day Graph

Graphing provides many opportunities for children to be involved in gathering data, making predictions, and using mathematics in the real world. The discussions that accompany graphing are usually exciting and interesting. You may want to record comments on a sheet labeled W h a t Can W e S e e ? near the graph. This allows children to reflect on their data gathering and see some writing and reading in mathematics.

What can wee see from looking at our graph today? Are there more/fewer_than ? How many more/fewer? How did you get the answer? How many are there in all? What do you predict our graph will look like tomorrow? next week? More Questioning Strategies for Every Day Counts® Calendar Math

Ways to Replace the Question, “Why?”

 Please elaborate.

 How did you decide that?

 How did you arrive at that?

 Elaborate for others in the class so they can check their thinking.

 Can you justify your answer?

 Give us your approach to arriving at the answer.

 How did you see that?

 How did you reason?

 What steps did you take?

 Tell us more.

 Tell us about the process you used.

 How did you do that?

 What made you think of that?

 Tell us how you arrived at your answer.

 Can you show your thinking with a drawing, model, or manipulatives?

Adapted from Bureau of Educational Research (BER) Strengthening Student Achievement Vince Songaylo/2012 Suggested Options for Presenting Every Day Counts® Calendar Math to Title I/Resource Room/Special Education Students Option 1 Each major element of the program would be used with all students PreK- 5. Questioning strategies would reflect appropriate grade level needs:

Counting Tape Display and update two counting tapes in your classroom; one from grades PreK-2 and another from grades 3-6. Provide opportunities for students to view the appropriate counting tape and discuss/update as described in the appropriate level Teacher’s Guide.

Calendar Update the monthly calendar using patterns from the grade one and grade two books on an alternating basis. This would provide patterning opportunities for all students regardless of grade level.

Totally Tens Use with all grade levels. See grade K and one Teacher’s Guide for detailed directions and procedures.

Clock/Coin Counter Select activities from grades two and three, choosing those activities best suited to student needs. Traditionally, the curricular expectations of children and time are as follows: Grade 1 – by the half hour Grade 2 – by the quarter hour Grade 3 – by minutes

The authors of Every Day Counts® believe the reverse seems much more appropriate so first graders read minutes, but practice half hours, second graders read minutes and are exposed to quarter hours.

Option 2

Choose one element from each grade level, allowing students from each grade to update their grade-appropriate element.

Example: Pre-Kindergarten/Kindergarten – Counting Tape Grade 1 – Calendar Grade 2 – Clock Grade 3 – Computations and Connections Grade 4 – Daily Depositor Grade 5 – Measurement

Adapted by Vince Songaylo Looking at Graphing (early edition)

PreK August September

October

November

December

January

February

May June Looking at Measurement (early edition)

PreK August September October

November

December

January

February

March Estimate and compare length

April Estimate and compare weight

May June Estimate and compare compacity Looking at Time (early edition)

PreK August Calendar September concepts (continues)

October

November

December

January

February Duration activities

May June Looking at Number Sense, Place Value, and Computation and Connections (early edition)

August Counting tape - September ordering numbers, one to one correspondence, counting patter

October Recognizing numerals (continu

November

December Increasing sets by one; building tens

January Grouping fives and tens; seei

February Grouping by fives March Grouping by fives

April Seeing combinations of five

May Counting on June from ten Looking at Money (early edition) Grade Pre-K August September

October

November

December

January

February

May June Visit the Every Day Counts® websites:

w w w . g reats o urce.c o m

w w w . e dconl i ne. n e t (Every Day Counts® Author Website - Jan Gillespie)

w w w . e dconl i ne. n e t/ m i m es / p d f / ED C _Gr_ L v _ Co n t e nt _ 0 5. p d f (Grade Level Content Chart) http : //w w w . e dconl i ne .n et/ (Fall Start-Up Photos and Question Cards)

http : //w w w . e dconl i ne .n et/ (Online Support - $25.00 Individual)

http : //w w w . g reats o urc e .c om / Gre a t Sour c e/ p d f / ED C _ M ont h b y M ont h . p d f (Month by Month Planning)

http : //w w w . g reats o urc e .c om / c or r elati o ns/st a t e s/ w ashin g t o n / W A_ E v ery D a y Co u n t s20 0 5_ K - 6 . p d f (Every Day Counts® Grades K-6 Correlated to Washington State’s Essential Academic Learning Requirements & Grade Level Expectations)

http : //w w w . g reats o urc e .c om / Gre a t Sour c e/ p d f / E v e r y Day C ountsRes e arch2 0 6. p d f (Every Day Counts® Grades K-6 Research Base and Program Effectiveness)

http : //w w w . b rainshark . co m / g reat s ource / ed c a ndc o m p ut a t i ona l f l u en c y (Computational Fluency)

http : //w w w . g reats o urc e .c om / e v er y da y counts/ (Professional Development Videos/Answers to Questions-See Next Page) Every Day Counts® Professional Development Video Series ht t p: / / www . greats o ur c e.co m /e v e r y d a y c o u n ts/

Check out these video clips for:  Program Walkthrough by Grade Level  Questions and Answers About the Program  Every Day Counts® in Classroom Action

To view video clips, please select your appropriate media player. Flash, Quicktime movie, or Windows Media Player.

Grade Level Walkthroughs

• Introduction 0:02:45

• Kindergarten 0:02:29

• Grade 1 0:04:15

• Grade 2 0:04:07

• Grade 3 0:04:40

• Grade 4 0:04:24

• Grade 5 0:04:24

• Algebra Readiness 0:04:25

• Using Every Day Counts® with your Core program 0:03:57

Questions on Key Topics

• What is Every Day Counts®? • 00:01:49

• How is Every Day Counts® effective in just 10-15 minutes a day? • 0:02:03

• What is the research that supports Every Day Counts®? • 0:00:45

• How does Every Day Counts® cover the key math concepts? • 0:02:56 Tell me more about the key concepts • How does Every Day Counts® develop the number sense? • 0:02:40

• How does Every Day Counts® develop algebra readiness? • 0:02:45

How does Every Day Counts® support Computational Fluency? • 0:04:42

What are the key attributes of Every Day Counts®? • What is the role of discussion in Every Day Counts®? • 0:01:31

• How does Every Day Counts® use visual models? • 0:02:04

• How does Every Day Counts® help the English Language Learner? • 0:02:25

• How does Every Day Counts® assess childrens' understanding? • 0:04:23

Why can the middle grades be so successful using Every Day Counts®? • 0:02:37

How do I get started with Every Day Counts®? • 0:01:00

What is the strength of the Teacher's Guide in Every Day Counts®? • 0:00:32

What is the professional development for Every Day Counts®? • 0:01:28

Every Day Counts® in action in the classroom • 0:08:10

Support Every Day Counts® with:

Every Day Counts® Practice Counts (Great Source) Every Day Counts® Partner Games (Great Source) Literature Connections to Every Day Counts® Calendar Math This list is just a small sample of the many excellent books available to support math instruction. Every Day Calendar (PreK-5) Birthday Data (1)

Geometry/Spatial Sense

Baker, Alan B r o w n Ra b b i t ’ s S h a p e Bo o k Ehlert, Lois. Co l or Z oo Emberly, Ed. Pi c ture P i e Hoban, Tana. C i r c l es, T r i a n g l es, a nd S qu ares Hoban, Tana. Rou n d a n d R o u n d a n d R ou nd Hoban, Tana. S h a p e s , S h a p e s , S h a p e s MacDonald, Suse. S ea S h a p es McDermott, Gerald. A rr o w to the S u n – A P u e blo I n d i a n T a l e Reiss, John. S h a p e s Reiss, John. T he S h a p es Ga m e

Months/Days

Carle, Eric T o d a y i s M o n d a y Sendak, Maurice Ch i c k en S o up w i th R i c e Ward, Cindy Coo k i e ’ s W e e k

Attributes

Hoban, Tana. Is i t L arger? Is i t S m a l l er? Hoban, Tana Is i t R e d? Is i t Y e ll o w? Is i t B l u e ? Hoban, Tana Is i t R o u g h ? Is i t S m o o th? Is i t S hi n y ? Lobel, Arnold. Frog a n d T o a d a re F r i e n ds – T he L o s t B ut t on Patterning

Galdone, Paul. O v er i n t h e M e a do w Hutchins, Pat. Ros i e ’ s W a l k Martin, Bill Jr. B r o w n B e ar, B r o wn B e a r Pluckrose, Henry. M a th Co u nts – P at t ern

Probability

Leedy, Loreen. It ’ s P r o b a b l y P e n n y

Daily Depositor (K-5) Daily Domino (K-1) Totally Ten Count (1) Place Value

Gag, Wanda. M i l l i o n s of Cats Schwartz, David. H o w M uch i s a M i l li o n? Schwartz, David. If Y o u M a d e a M i ll i on

Coin Counter (1-5)

Barabas, Kathy. L e t ’ s F i nd O ut A b o ut M o n e y Berger, Melvin and Gilda, R o u n d a nd R o u n d t h e M o ne y G o e s Lanczak Williams, Roxanne. T he C oin C o u n t i ng B o o k Leedy, Loreen. F o l lo w t he M o ne y ! Leedy, Loreen. T he M o n s ter M o ne y B o o k

Every Day Clock (1-5)

Bridger, Maggie. W h at T i m e I s It? Carle, Eric. T he Gro u ch y L a d y b u g Hutchins, Pat. C l oc k s a n d M ore C l oc k s Lewis, Paul Owen. P . B e a r ’ s N e w Y e a r ’ s E v e P ar t y Scholastic First Discovery. M y F i r s t B o ok of T i m e Singer, Marilyn. N i ne O ’ C l ock L ul l a b y Willis, Shirley. T e l l Me W h a t t h e T i m e I s Every Day Measurement (1-5) Estimation (K)

Length

Leedy, Loreen. M e asur i ng P e n n y Link, Martin. T he Go a t i n t h e R u g Lionni, Leo. Inch b y I n c h Murphy, Stuart. S u p er S a nd Cast l e Sat u r da y

Leedy, Loreen. M e asur i ng P e n n y Ling, Bettina. T he Fattest, T a l l est, B i g g est S no w m an E v er Most, Bernard. H o w B i g W ere the D i n o sau r s ? Well, Robert. Is a B l ue W h al e t h e B i g g e s t T h i ng T h e re I s ?

Allen, Pam. W h o S a n k t h e Bo a t? Benchley, Nathaniel. R ed Fox a n d H i s C a n o e Leaf, Munro. Fe r d i n a n d Leedy, Loreen. M e asur i ng P e n n y

Capacity

Leedy, Loreen M e asur i ng P e n n y Murphy, Stuart. Room f or Ri pl e y Pluckrose, Henry. M a th Co u nts - Ca p ac i t y Sargent, Brian H o w M uch D o es i t Ho l d? Estimation

Keats, Ezra Jack. A pt. 3 Linn, Charles. E s t i m at i on

Every Day Graph (1-5)

Leedy, Loreen. T he Gre a t Gra p h C o n t est

Fraction a Day (5)

Adler, David. Fract i on F u n Emberly, Ed. Pi c ture P i e Gifford, Scott. Pi ece = P art = P or t i on – F r act i o n s = D ec i m a l s = P er c e n ts Leedy, Loreen. Fract i on A c t i o n McMillian, Bruce. E a t i ng F r ac t i o ns Murphy, Stuart. G i v e Me Ha l f ! Murphy, Stuart. J u m p, K a n g a r o o, J u m p !

Every Day Counting Tape (PreK- 5) Factor Figures (5) Computations and Connections (2- 3) Daily Domino (K) Totally Ten Count (1) Clip Collection (K)

Aker, Suzanne. W h at Co m es i n 2’ s , 3 ’ s , a n d 4’ s ? Bang, Molly. T e n , N i n e , E i g h t Blackstone, Stella and Corr, Christopher M y Gr a n n y W e n t to M a r k et – A R o u n d t h e W orld Co u n t i ng R h y m e Dorros, Arthur. A l li g at o r S h o e s Ehlert, Lois. F i s h E y es Giganti, Paul. E ach O r a n ge H ad 8 S li c es Giganti, Paul. H o w M a n y S n a il s ? Giganti, Paul. Not o r i o u s Nu m b e rs Harshman, Marc. Only O n e ! Helman, Andrea. 1 2 3 M o ose – A P ac i f i c N o rthw e s t C o u n t i ng B o ok Hume, Joy. S ea S q u a res Hutchins, Pat. T he Do o rb e l l R a n g Hutchings, Amy and Richard. T he Gu m m y C a n d y C o u n t i ng B o o k Leedy, Loreen. M i ss i o n : A d d i t i on Leedy, Loreen. S u b t r act i o n A c t i on Leedy, Loreen. 2 x 2 = B o o ! A S et of S p oo k y M u l t i pl i c a t i on S to r i es Merriam, Eve. 12 W a y s to Get to 11 Moore, Inga. Si x D i n n er S i d Murphy, Stuart J. E v e r y B u dd y C o u n ts National Basketball Association C o u n t to 1 0 0 w i t h t h e N BA ! Schlein, Miriam. M o re T h a n O n e Sierra, Judy. Cou n t i n g Cro c o d i l es Tildes, Libacher Phyllis. C o u n t i n g o n C a li c o Wise, William. T en S l y P i ra n h a s – A C o u n t i ng S t o r y i n R ever s e

Special – 100 Day (K-5)

Frith, Michael. I ’ l l T e ach M y D o g 1 00 W o r ds National Basketball Association Cou n t to 1 0 0 w i t h t h e N B A ! Parker, Tom. In One D a y : T he T h i n g s A m erica n s Do I n a D a y Pallota, Jerry. One H u n d red W a y s t o Get to 1 0 0 Viorst, Judith. Al ex a n d er, W ho U s ed to be R i c h L ast S u n da y

Literature Connections to Math Connects®

PreKindergarten ht t p: / / www. m hs c h o o l .co m / m at h / m at h c o n n e c ts/pre K /t e ach e r.h t m l Kindergarten ht t p: / / www. m hsch o o l .co m / m at h / m at h co n n e cts/gradeK/t e ach e r . ht m l First Grade ht t p: / / www. m hsch o o l .co m / m at h / m at h co n n e cts/grade1/t e ach e r . ht m l Second Grade ht t p: / / www. m hsch o o l .co m / m at h / m at h co n n e cts / gra d e2/t e ach e r . ht m l Third Grade ht t p: / / www. m hsch o o l .co m / m at h / m at h co n n e cts/grade3/t e ach e r . ht m l Fourth Grade ht t p: / / www. m hsch o o l .co m / m at h / m at h co n n e cts/grade4/t e ach e r . ht m l Fifth Grade ht t p: / / www. m hsch o o l .co m / m at h / m at h co n n e cts/grade5/t e ach e r . ht m l

Additional Resources for Teachers

Ca l e n d ar A c t i v i t y F un Carson-Dellosa Ca l e n d ar A c t i v i t i es f or K -3 Enrich (Out of Print - Available on Amazon) Nu m b e r Corner Bridges in Mathematics ht t p: / / www. m at hl earnin g cent e r.org/curr i cu l u m /e l e m e n ta r y /nu m b e r -corner T he Op e n i n g (C a l e n d ar) Math Their Way ht t p: / / www.cent e r.ed u / N ews l etter T ext/ d ocu m e n ts/Chapt e r4.pdf T he Ca l e n d ar a nd B e y o nd e B o ok Creative Teaching Press

Vince Songaylo/2012

Please see your Every Day Counts® Teacher’s Guide for additional resources. Every Day Counts® Calendar Math Notes