Every Day Counts®: Calendar Math, K-5, provides "math to see and talk about" in 10-15 minute daily discussions that build concepts and math language critical to student success with any common core math program.
Each EDC kit includes a Calendar with month strips and nine months of calendar pattern pieces, a Counting Tape with Day of School markers, and 3 to 5 other elements such as the Clock, Coin Counter, Daily Depositor, Measurement, Computations and Connections, Number Builder, Graph, Fraction a Day, and Daily Decimal, depending on grade level.
Every Day Counts® helps students see patterns in mathematics, develop algebraic thinking, increase computational fluency, and build consistent math language from grade to grade, providing a way for schools to boost achievement school-wide.
Every Day Counts® Partner Games, K-6, go along
with Every Day Counts® Calendar Math month by month. The games use the same visual models used in the Calendar Math to help children develop concepts and construct mental math strategies. Children "talk math" as they take each turn and describe their actions. Teachers use the Assessment Tips printed on the game direction cards to observe children at work, focusing on their reasoning, level of skill, and use of mental math.
The games develop skills with grouping and counting, place value, operations and basic fact strategies, fractions and decimals, most
often at a problem solving level. The games assist Talented and Gifted, Title
1, ELL, and Resource Teachers support students with specific concepts. They
also provide a fun way for families to do math at home or at Family Math
Practice Counts is a daily cumulative review consumable workbooks available for grades 1 to 6. Practice Counts poses problems that students solve by referring to the Every Day Counts Calendar Math
elements displayed in the classroom each month. Students work in all
the strands: number sense and numeration, computation and mental math, measurement, geometry, statistics and probability, and patterns and algebraic thinking. Teachers use Practice Counts for math warm-ups, homework, and partner work.
Every Day Counts® is a trademark of Houghton Mifflin Harcourt
My greatest hope is that accessing our online content and blog will save you precious time as you set up your EDC Calendar Board for the new year, and later, as you prep new EDC Calendar elements through December. I look forward to learning about your use of EDC through our Blog or email correspondence you choose to initiate.
Out in schools, I have often been asked questions like the ones below.
We have included this Q & A in case you share any of the same questions.
As a co-author of Every Day Counts®, it continues to be informative, fun, and humbling to hear from fellow teachers who make these Calendar Discussions come alive in classrooms across the country.
Thank you for including Every Day Counts® as a part of your practice, and for sharing your comments and ideas on the Blog, should time allow.
Coauthor Every Day Counts® Calendar Math
Elementary Math Specialist (Portland Public Schools, retired)
Questions & Answers:
*What does EDC look like from K to grade 6?
Please view Handout 1: The Content of Every Day Counts to see how the content builds from grade to grade.
Every Day Counts® closely reflects the content of the Common Core Standards in all strands in grades K-3. At grades 4-5 specific critical grade level CCSM topics such as number theory, fractions, decimals, place value, hierarchy of geometric shapes, measurement and functions are represented with different EDC elements each month.
Please view Handout 2: CCMS (or go to your district's math standards). One intended outcome of using edconline.net is for participants to make connections between their EDC instruction and local standards set for your students.
*How can EDC discussions promote CCSM Practices?
The instructional methodology creates daily opportunity to pose questions and invite student observations that encourage sense-making, reasoning, meta-cognition, and communication for all your students, in the spirit of CCSM Practices.
We have provided you with mini-posters to place near your EDC bulletin board with these practices in mind. Please view Handout 3: How Did You Figure That Out? Handout 4: Did Anyone Get the Answer a Different Way? and Handout 5: Is there a Pattern?
*How do I keep EDC to only 10-15 minutes a day?
Many teachers ask how to keep EDC discussions to 10-15 minutes? The secret is to update the elements on the bulletin board each day but to focus the discussion on only one or two elements each day.
Calendar discussions and elements that reflect the Calendar date are a nice fit for Monday, since we need to catch up after the weekend, and on Fridays at the end of the week when more patterns have been revealed.
The Counting Tape and elements that reflect that number can be the focus on Tuesday and Wednesday, leaving Wednesday for catching up Graphs and revisiting an element or two that you wish to give extra attention to that week.
Another strategy for limiting EDC to 10-15 minutes is to back it up against a set time when the class must move on (e.g. lunch time, a special class, or reading block, etc.) Remind the children there will be many more opportunities to share what they see on future days.
*What is the intent of EDC?
Please view Handout 6: The Intent of Every Day Counts to see how EDC is intended to be used as a supplementary program.
*How can I make the best use of my EDC Teacher Edition?
The content in the EDC Teacher Edition is organized by elements in the same way every month to help you find information you need to prepare the materials for the board and to help you develop a rich repertoire of question to encourage children in their reasoning, thinking, and sharing of strategies. Each month you will find the Calendar first, followed by elements that make use of the Calendar Date. Then you will find the Counting Tape, followed by elements that make use of the Days in School. Elements that reflect neither the date or day of school are last each month.
Note that the Daily Routine includes procedures and language to emphasize during the changing of the data each day, but that Discussion is where you'll find examples of questions to encourage lots of discourse and examination of mathematical patterns and relationships.
Please view Handout 7: Understanding Every Day Counts
*Do I need some things that are not in the EDC kit?
Yes. For this information go to the Getting Started - EDC Set Up page for suggestions on setting up your board. We have included a few Blacklines that are not in the EDC Teacher Guide for your use.
Grade 4: please view Handout 8: Depositor Monthly Record. This is a record sheet to use the last day of September.
Grade 4-5: please view Handout 9: Today We Have. This is a record sheet to place near the Hundred Penny Chart in grade 4 and the Daily Decimal in grade 5. Place inside a sheet protector and wipe on/wipe off each day using a dry erase marker. If you use the clear large plastic pocket in the EDC Kit, use a Vis-a-vis transparency pen. Dry markers will stain.
Grade 5 November: if you are planning on doing the height graph in November, please print Handout 10: Height Graph Recording Sheets (4).
Grade 1: please view Handout 11: Clock, with no numbers as shown on page 28 in the Grade 1 EDC T.E.
*How do I get started setting up EDC in my classroom?
If you click on the page 'Getting Started - EDC Set Up' and follow the suggested steps, you should have little difficulty locating only what you need from the EDC Kit for the first month of school. Ignore the rest for now. However if you have questions, please feel free to email me at Jan@edconline.net.
*How is Every Day Counts used in a year-round school?
Most year-round teachers have taken the approach of thinking of September as Month 1, and October as Month 2, and so on, adapting Every Day Counts®, month by month, to their particular year-round track or school year calendar. That said, here's a bit more of an explanation:
The Counting Tape and its companion elements from Every Day Count's® September will always reflect the number of Days of School that that class of students have come to school.
The Calendar will show the current month label and I would recommend using the August Calendar Pieces for June, July, or August, regardless of the month in which you begin teaching. The September pieces can be saved to use in the first full month where students will be in class during the first days of a month. The elements in Every Day Counts® for September that reflect the days of the month from 1 to 30 can be introduced in this same first full month. Then the next month you can progress to October and so on, month by month.
When your 2 to 4 week breaks occur, you will need to decide upon your return whether it would be best to reuse and repeat the month's elements that you were using in the month prior to the break, or whether to introduce Calendar elements shown in Every Day Counts for the next month. By repeating the use of the Calendar pieces and the Calendar elements about twice a year, the nine months of content presented in the September to May Every Day Counts teacher's guide works well for year-round classes.
Every Day Counts® is a registered trademark of Houghton Mifflin Harcourt