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, 18-22. Contexts for Learning E er!da! "e#laces $ee#ens and Extends Mathematics Mathematics Bunk Beds and A !e Kindergarten Everyday Math on the Bunk Beds $ A !e Boxes introduces the arith!etic Boxes %eacher&s Guide to indergarten level is a rac" and focuses on co!posing and deco!posing of 'cti ities co!pilation of short activities, nu!ber. routines, and ga!es. Contexts for Learning $t also supports the syste!atic production of Mathematics units can be used arrange!ents and the generali%ation of the relationship as a supple!ent to introduce between the a!ount to of the whole and the nu!ber of children to !ore in-depth, long- possible arrange!ents. ter! investigations as an introduction to the !ath Beads and Shoes, Making "#os introduces even and Beads and Shoes, wor"shop !odel. #se Bunk odd nu!bers, e&plores doubles, and builds a Making "#os* Beds and A !e Boxes in the fall foundation for patterns in the nu!ber syste!. and in the spring Beads and Shoes, Making "#os. Beads and Shoes, %eacher&s Lesson *olu!e 1, #nit +, -essons +.1 . Making "#os '(rade 1) +./

"he %oub!e %ecker Bus

*olu!e 1, #nits /, 0 and 1 -essons 1.1 . 1.0 are focused on the develop!ent of basic facts. 2he %oub!e %ecker Bus can replace !any of these activities or can be used as a supple!ent for further wor". For added support use the resource guide.

"he %oub!e %ecker Bus strengthens the auto!ati%ation of basic facts by e!ploying the use of the arith!etic rac", which is based on the five and ten structures. 2his tool supports the use of doubles plus and !inus 'e.g., 1 34 5 1 3 1 31) and !a"ing tens 'e.g., 6 3 1 5 17 3 0).

Mini!essons for ExtendingAddition and Subtraction &'rade () *rgani+ing and Co!!ecting *olu!e 1 ,#nit 0, -essons 0.1 and 0.2 *rgani+ing and Co!!ecting is an i!portant supple!ent to E8M because it introduces children to place value by providing the! with a!ple opportunity to bundle and e&plore groups of fives and tens. $n contrast E8M uses base-ten bloc"s, which research has shown do not support the develop!ent of place

* 2his unit can be used either at the end of indergarten or at the beginning of first grade. 2hat9s why the unit is listed twice. ** *olu!e 1, #nit / in (rade 0 ree&a!ines !any of the ideas developed in (rade / when division was the focus. $f "he "eacher,s Lounge was not done then, it !ight be beneficial to replace #nit / with this conte&t unit 'e&cluding -esson /./).