Crosswalk between the Everyday Mathematics curriculum and Context for Learning Mathematics:
Number Sense, Addition and Subtraction (Grades K-3)
For further details for each of the units described below, please see the Overview for Number Sense, Addition and Subtraction, pages, 1822.
Contexts for Learning Everyday
Replaces
Deepens and Extends
Mathematics
Mathematics
Everyday Math on the
Bunk Beds & Apple Boxes introduces the arithmetic
Bunk Beds and Apple
Kindergarten
rack and focuses on composing and decomposing of
Boxes
Teacher’s Guide to Kindergarten level is a
compilation of short activities,
number.
Activities
routines, and games.
It also supports the systematic production of
Contexts for Learning
Mathematics units can be used
arrangements and the generalization of the
as a supplement to introduce
relationship between the amount to of the whole and
children to more in-depth, long- the number of possible arrangements.
term investigations as an
introduction to the math
Beads and Shoes, Making Twos introduces even and
workshop model. Use Bunk
odd numbers, explores doubles, and builds a
Beads and Shoes,
Making Twos*
Beds and Apple Boxes in the fall foundation for patterns in the number system.
and in the spring Beads and
Shoes, Making Twos.
Volume 1, Unit 3: Lessons 3.1 –
Beads and Shoes,
Teacher’s Lesson
(Grade 1)
3.4
Making Twos
The Double Decker
Bus
Minilessons for
ExtendingAddition and
Subtraction (Grade 1)
Volume 1, Units 4, 5 and 6
Lessons 6.1 – 6.5 are focused on
the development of basic facts.
The Double Decker Bus can
replace many of these activities
or can be used as a supplement
for further work. For added
support use the resource guide.
The Double Decker Bus strengthens the
automatization of basic facts by employing the use of
the arithmetic rack, which is based on the five and ten
structures. This tool supports the use of doubles plus
and minus (e.g., 6 +7 = 6 + 6 +1) and making tens
(e.g., 9 + 6 = 10 + 5).
Organizing and
Collecting
Volume 1 ,Unit 5: Lessons 5.1
and 5.2
Organizing and Collecting is an important
supplement to EDM because it introduces children to
place value by providing them with ample opportunity
to bundle and explore groups of fives and tens. In
contrast EDM uses base-ten blocks, which research
has shown do not support the development of place
value.
Measuring for the Art
Show
Volume 1, Unit 3: Lessons 3.5 3.6
Volume 2, Unit 9: Lessons 9.1
and 9.2
One of EDM’s primary models for addition and
subtraction is the number line. This tool is not
developed, however, it is simply presented and used
for counting. Measuring for the Art Show, on the
other hand, provides a rich context for the emergence
of the open number line as a model. Research shows
that over time this is a powerful tool to support
children’s reasoning and helps them move beyond
counting to efficient computation strategies.
Games for Early
Number Sense
(Kindergarten and
Grade 1)
Trades, Jumps and
Stops
Ages and Timelines
It is suggested that Measuring for the Art Show be
used in the spring. This unit can be followed by EDM
lessons 4.1 - 4.6 that focus on developing standard
units of measure.
Resource to deepen all of the above.
Teacher’s Lesson
Guide (Grade 2)
Teacher’s Lesson
Guide (Grade 2)
Volume 1, Unit : Lessons 1.10
This unit is an important supplement because it
and 1.12; and Unit 3: Lesson 3.8. emphasizes the algebra strand by focusing on
equivalence, exchanging equivalent expressions,
solving for unknowns, undoing, and early functional
relations.
Volume 1, Unit 2: Lessons 2.6,
In EDM the primary algorithm for subtraction is
2.12, and 2.13
regrouping (called “trade first”). Ages and Timelines
Volume 2, Unit 12: Lesson 12.3 deeply explores a variety of strategies and models for
subtraction in order to help children develop a
repertoire of strategies for mental arithmetic.
The T-Shirt Factory
Teacher’s Lesson
Guide (Grade 2)
Volume1, Unit 4: Lessons 4.8
and 4.9
Unit 6: Lessons 6.4 - 6.6
Volume 2: Unit 10: Lessons 10.8
- 10.10
Unit 11: Lessons 11.1, 11.2
The traditional paper/pencil algorithms for addition
and subtraction as well as place value to four places
are the focus of The T-Shirt Factory. The context
used, however, provides a rich opportunity for the
algorithms to be constructed with meaning whereas
the primary tool in EDM is base-ten blocks.
Teacher’s Lesson
Guide (Grade 3)
Volume 1, Unit 2: Lesson 2.7 2.9
These minilessons can be used in
place of some of the mental math
and reflex minilessons in EDM.
Volume 1, Unit 6: Lessons 6.7 –
6.11
Volume 2, Unit 11: LEssons
11.3 – 11.8
Unit 12: Lessons 12.4 and 12.5
This guide provides an important resource to support
the development of efficient computation strategies
for double and triple digit addition and subtraction.
Groceries, Stamps, and Measuring Strips makes use
of realistic contexts to introduce big ideas and
strategies related to multiplication. This is an
important starting place for developing multiplicative
thinking.
Minilessons for
Extending Addition
and Subtraction
Groceries, Stamps, and
Measuring Strips
Teacher’s Lesson
Guide (Grade 2)
Voume 1: Unit 4
The Big Dinner
Teacher’s Lesson
Guide (Grade 3)
N/A
Muffles’ Truffles
Teacher’s Lesson
Guide (Grade 3)
Volume 2, Unit 9: Lessons 9.2 –
9.9, and 9.11 – 9.12
Minilessons for Early
Multiplication and
Division
Teacher’s Lesson
Guide (Grade 4)
Volume 1, Unit 3: Lessons 3.1 –
3.3)
Volume 2, Insert this unit before
EDM unit 7
These minilessons can be used
in place of some of the mental
math and reflex minilessons in
EDM.
The Big Dinner introduces the ratio table model for
multiplication. This model is missing in EDM. The
ratio table is an important model that supports the
development of multiplicative thinking and leads to
proportional reasoning.
Muffles Truffles provides an important addition to
EDM by developing the open array as a model that
can be used as a powerful tool to support the
development of partial products, and the distributive,
commutative, and associative properties.
This is a resource to support the development of all of
the above. The minilessons within can also be used
develop the automatization of the basic facts.
The Teachers’ Lounge
The Box Factory
Teacher’s Lesson
Guide (Grade 4)
Volume 1, Unit 5: Lessons 5.5 –
5.7 and Unit 6: Lessons 6.1 – 6.4
Teacher’s Lesson
Guide (Grade 5)
Volume 1, Unit 4: Lessons 4.1,
4.2 and 4.5**
Teacher’s Lesson
Guide (Grade 4)
Volume 2, Unit 8: Lessons 8.3
and 8.5)
Unit 11: Lessons 11.4 and 11.5
Teacher’s Lesson
Guide (Grade 5)
Volume 1, Unit 1: Lessons 1.2 –
1.4
These minilessons can be used in This resource makes use of crafted strings of related
place of some of the mental math problems to ensure the development of efficient
and reflex minilessons in EDM.
computation for multiplication and division. The
minilessons within this resource emphasize mental
arithmetic and the use of the associative and
distributive properties.
Volume 2, Unit 7: Lessons 7.1 - Research shows that it is important to build a
7.3; 7.6, 7.7, and 7.9
connection between fair-sharing whole number
division situations and fractions.
This unit supports the generalization between various
fraction models such as fair-sharing, the bar model,
part/whole. It also introduces the use of the open
number line, which supports addition and subtraction
fraction work to come.
Volume 2, Unit 10: Lessons 10.1 Provides an important addition to the algebra strand
– 10.3
by focusing on symbolizing with variables and
emphasizing that an algebraic expression can be
treated as an object (not only as a procedure). The
double open number line is used throughout as a tool
to support the development of strategies for solving
for unknowns in simultaneous equations, in contrast to
EDM where the pan balance is the primary model.
Minilessons for
Extending
Multiplication and
Division
Field Trips and FundRaisers
Teacher’s Lesson
Guide (Grade 4)
The California FrogJumping Context
Teacher’s Lesson
Guide (Grade 5)
The Teachers’ Lounge provides an opportunity for
children to deepen their understanding of the
connection between partitive and quotative division.
It also emphasizes the distributive property within real
life contexts for the development of partial-products
and partial-quotient strategies for multiplication and
division. Place value is also emphasized to lay the
foundation for the long division algorithm.
Emphasizes the associative property and supports the
generalization of the relationship between surface area
and volume in rectangular solids.
Best Buys, Ratios, and
Rates
Teacher’s Lesson
Guide (Grade 4)
Volume 2, Unit 12
Teacher’s Lesson
Guide (Grade 5)
Volume 1, Unit 6: Lessons 6.8 6.10
Building on some of the ideas that were introducd but
not fully developed in Grade 4 (e.g., the clock model
and the ratio table), Best Buys, Ratios, and Rates can
be used as a beginning unit in Grade 5. This is an
important supplementary unit because it provides
extensive work with fraction equivalence, the
changing whole, and addition and subtraction of
fractions. It also makes use of the double open
number line model for addition and subtraction of
fractions.
EDM uses a fraction slide rule as a tool for addition
and subtraction of fractions. On the surface, this
model may seem similar to a double open number
line, but there is significant difference. The double
open number line helps children think about and pick
a common denominator of their choice while the
fraction slide rule only promotes an action in the
reading off of an answer.
Insert before Volume 1, Unit 5
Provides an important addition to EDM’s treatment of
The Mystery of the
N/A
in
Grade
5
decimals by introducing the analog meter to
Meter
emphasize place value.
Volume
2,
Unit
8:
Lessons
8.5
–
This unit provides an opportunity to introduce
Exploring Parks and
Teacher’s Lesson
Guide (Grade 5)
8.12
multiplication and division of fractions within
Playgrounds
meaningful contexts. We recommend that it actually
be used in Grade 6. However, this content is dealt
with in EDM in Grade 5. If you need to teach this
content in Grade 5, we recommend that you replace
Lessons 8.5 – 8.12 in Unit 8 (Volume 2) with
Exploring Parks and Playgrounds.
These minilesson can be used in Year-long resource of minilessons to support the
Minilessons for
place of some of the mentaldevelopment of efficient computation including a
Extending Fractions,
math and reflex minilessons in
variety of strategies for operations with fractions,
Decimals, and
EDM.
decimals, and percents.
Percents
* This unit can be used either at the end of Kindergarten or at the beginning of first grade. That’s why the unit is listed twice.
** Volume 1, Unit 4 in Grade 5 reexamines many of the ideas developed in Grade 4 when division was the focus. If The Teacher’s Lounge was not
done then, it might be beneficial to replace Unit 4 with this context unit (excluding Lesson 4.4).