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ES - Hello, Our school district has used Everyday math for two years now and I love it! We are a K-4 building, but our 5th and 6th grade at the middle school are also using this program.
melissa/1/in - we are the only ones here!
melissa/1/in - I will be using EM for the first time next year
laa2teach - it is a great program.
ES - What grade level, Melissa?
shayde - Hi, all! In our district, k-2 has been using EM for 2 years. Now they want the 3rd grade (me) to try it out.
melissa/1/in - first grade. Sorry I stepped away, my daughter needed me.
SAS - It's an AWESOME program! Trust it, even though you may question its sanity when you first start!
melissa/1/in - I've been looking at it - a lot!
shayde - I have heard teachers say that the first year was a little daunting.
laa2teach - our school district's quote is "trust the spiral!"
ES - Right! Expect a tremendous amount of preparation time in which YOU will learn so much.
melissa/1/in - I'm trying to prepare as much as I can.
laa2teach - yes it is tedious but the work will pay off!
shayde - I will learn so much about what?
melissa/1/in - I took my books apart & put them in binders.
laa2teach - don't get down on yourself
SAS - Make sure you don't intimate to parents that it's daunting. It will come back to haunt you. Parents feel insecure about it because it's not the way they learned math. Don't do or say anything to feed their insecurity!
laa2teach - melissa that is a great first step
Babs - Does anyone use accelerated Math?
melissa/1/in - Shayde, how do feel about it, since you had students who had the program in 1st & 2nd?
SAS - I looked at it and was less than impressed. Not too great a match for E.M.
shayde - I don't have the 3rd grade program yet, so I can't prepare. We also use Accelerated Math in our school.
laa2teach - just direct the parents back to the parent letters at the beginning of every unit. You can tell the ones that aren't reading it.
Babs - How is EM better?
melissa/1/in - Does anyone else teach 1st?
laa2teach - i teach first
shayde - I don't know how to feel about EM. It doesn't seem that the students have been overly prepared for our level.
SAS - It's more concept based. Kids understand why they're doing what they're doing.
SJ/1 - I teach first and have used Em for 3 years.
melissa/1/in - Do you think it has to do w/ the spiral?
ES - It's a program that encourages children to think and gives them the tools they need to do that successfully. It also bridges learning by using an actual spiral.
shayde - Is the EM program easy for teachers to follow?
Babs - Spiral?
laa2teach - I love every aspect and yes the spiral is key! I just wish there were more practice with math facts
ES - Very easy--if you are willing to trust it.
melissa/1/in - SJ- what are your thoughts? The first unit seems hard! The journal pgs- tough!
SAS - The spiral is part of it. The best part to me is that kids have options for making sense of math. I sure didn't when I was a kid!
Babs - Does your county have a pacing guide?
laa2teach - u will be shocked at what your students can do. Just trust it . it fits together.
SJ/1 - I agree. The first unit is not really difficult. There are other things that will challenge you and your students more!
ES - The spiral is the bridge that I mentioned. You take a step into a concept at the earliest level and keep going back to touch that step while you are also moving to the next step.
shayde - I have been told that extra math facts drill is needed.
Babs - is EM computer generated and based on individual needs and abilities?
melissa/1/in - Do you teach 4 lessons each week?
laa2teach - if you plug through your first year and follow it, you will find your students will think mathematically and that is the goal.
laa2teach - i teach 4 lessons and do math games every Friday
melissa/1/in - Shayde, there is a skills book available - I think that has fact practice.
SAS - Extra math fact drill is needed for some but not all kids. The games are GREAT for teaching the facts. Many kids get what they need from the games, but some kids need supplementation.
SJ/1 - I wish! No, some of the activities take far longer than the program allows.
ES - Four lessons a week--Lots of game time- and no I do not spend a lot of other time on math facts.
shayde - Computer generated and individually based would be Accelerated Math.
melissa/1/in - How do you do your Friday games? centers, all play the same game, different, what?
SJ/1 - I have not found it necessary to supplement math facts.
laa2teach - I find that is it great for differentiation requirements
shayde - We only have school 4 days a week. How does that fit with the EM schedule?
ES - Friday games include 5 or 6 centers with different games and the kids rotate.
iliana - need*
laa2teach - well I practice how we will have game day and each game we do as a class I put in the math game tub
melissa/1/in - help with what?
iliana - math problems
shayde - Iliana, what do you need help with?
melissa/1/in - laa- do they choose a game?
laa2teach - as they complete their morning work they get their partner/partners and play.
shayde - Iliana, what grade do you teach?
ES - They may have input on past games they have learned, and there is a least one new game added.
melissa/1/in - You do math in the morning, then.
iliana - does anybody know a site with spanish authors in the 1600's
laa2teach - yes they choose, but I have a limited number of each so when one is gone they have to choose another.
SJ/1 - My math period is 80 minutes per day. I have one day that is shorter in time 45 minutes. I use games at that time and try to catch up on activities. I, also have games for after the completion of mathboxes.
shayde - Do the games come premade or does the teacher have to do that?
melissa/1/in - How many of each game do you have?
laa2teach - they play a game twice and must choose another
melissa/1/in - sj- you have a lot of time!
iliana - you are no help
ES - The games need some preparation, not a lot, but the first year keeps you very busy!
melissa/1/in - shayde, I think you make them.
laa2teach - you do have to put some work into some of the games, but they are usually incorporated into the lessons you teach so you have to put them together anyway
SJ/1 - Yes, my district requires at least 60 minutes. We start math after the lunch recess and continue until 1:40
shayde - Iliana, Everyday Math is the topic here tonight.
melissa/1/in - I got a game kit but it only has some of the games.
SJ/1 - melissa, did you get the manipulative kit?
laa2teach - our district requires 75 min
melissa/1/in - The games don't seem too complex to make- please tell me I'm right.
SJ/1 - Melissa, most of the games use (first) the manipulatives.
ES - You're right melissa!
shayde - How does EM fit into a 4 day school week?
melissa/1/in - No, I didn't get the kit but I talked w/ my principal & she said I could order some stuff, so I'm going to see if I can get the whole kit. The components are way more expensive when you buy them separately.
SJ/1 - I supplement the games with activities from Investigations.
melissa/1/in - You have a 4 day school week? Tell me how that happens!
shayde - I have experienced a little difficulty with a 4 day reading program, so I'm wondering about EM.
laa2teach - the games aren't hard, just quite a few.
SJ/1 - Melissa, you will need the em math deck, dominoes for games.
shayde - Our school day is longer.
ES - Set a goal for 4 lessons per week, 1 per day. There may be weeks with only 3, but just keep going and it gets easier!
melissa/1/in - What about the pattern block template? That seems important too.
shayde - It's good in some ways, restricting in others.
ES - The pattern block template is very important and I am amazed at how the kids use it at other times!
SJ/1 - the pattern block template is used in a few lessons. You could get by with students tracing around the actual pattern blocks.
melissa/1/in - Hi Jen, cmann. We are just talking about the games & schedules.
Jen of PA - Hi, never heard of Every Day Math...hope it's ok that I came
cmann - Is EM also called Chicago Math?
melissa/1/in - How do the tool kits work with first graders- they have such a hard time at the beginning of the year with supplies.
laa2teach - my connection is awful. I am going to have to run anyway. good luck teachers. Please don't get discouraged your first year. It's a great program!!! My own children use it. I love it for them
ES - EM comes from the University of Chicago and their research.
melissa/1/in - EM is by the University of Chicago, so I would think it might be Chicago math.
laa2teach - tool kits??? practice pratice practice procedure!!
SJ/1 - I tried the tool kit idea. I decided that it was simpler to have a math tools area where students could go get what they needed.
cmann - What grade levels are covered?
laa2teach - anything you do as a routine will be learned well.
ES - Yes, I tried kits the first year with fourth grades, but last year went back to a "tool area".
ES - EM is a k-6 program.
melissa/1/in - We have tables, not desks, so I'm thinking tool kits, but I'll collect them.
SJ/1 - My decision to use a tool area was based on using different math tools to solve problems.
laa2teach - See you guys later. Hope I haven’t been to “chatty”. I was the most skeptical in our school about this program and now I am a spokes person FOR it!! Have a great night!
Jen of PA - what exactly is EM?
SJ/1 - I found that students would only use hundreds boards/calculators/coins. They would not leave and get place value blocks.
JennyBC - hello
laa2teach - They are doing the history of ice cream on the UNC-TV channel and I am getting a cravin’! LOL
melissa/1/in - SJ, do you mean they would only use what was in their kit & not what they really needed?
melissa/1/in - Hi Jenny
JennyBC - are you guys chatting about a particular math program?
sparrow - I don't know what Everyday Math is either.
melissa/1/in - My husband & daughter are having ice cream - me I'm happy with my iced coffee!
melissa/1/in - Jenny, yes, we are talking about Everyday Math.
JennyBC - has anyone heard of Kim Sutton's "Creative Mathematics"? I have a workshop this summer and it looks really good
melissa/1/in - It is a program put out by the University of Chicago. Maybe someone else can give more info. I'm new to the program.
JennyBC - hmmm...haven't heard of Everyday Math
shayde - Everyday Math is a program out of Chicago that teaches math concepts using lots of manipulatives. So far that's what I know about it.
SJ/1 - In a way, children became great at using the em materials and did not vary how they solved the problem. I tired of the constant "I used the humdreds board"
melissa/1/in - I wanted to try the math program put out by Creative Publications.
ES - The only "real" concern that I have with this program is that I began to see kids last year who refuse to accept that their answer was not correct, but wanted to explain how they got a different answer. Their participation in the discussion is a critical element, but at the same time they need to be able to accept that their solution is not correct. Anybody else seeing this?
JennyBC - melissa: i took one workshop already and have a few materials, and I've got a friend that uses Kim Sutton math alot...it's really great! very hands-on and fun
melissa/1/in - SJ- I could see that happening so easily. When I would ask how they solved a problem in prior years, they would say "I used blocks" or "I used my fingers", because they thought that's what I wanted to use.
melissa/1/in - ES- what have you done about that? Any suggestions?
shayde - ES, have you been able to help them see where their thinking turned a corner?
BT - I used this program with third graders. The children and I loved Everyday Math. Some parents had hard time with it because it was different that the way they had learned. My test scores soared. The fourth grade teachers were pleased. I had to go to another program as the district adopted it this year. I am not expecting the same results, not was the class as involved.
SJ/1 - I deviate a bit from em when doing some problem solving. I piloted Investigations and learned a great deal from that experience
melissa/1/in - What is Investigations? I've heard good/bad about it.
JennyBC - ok i guess since i don't know about EM, I'll be going! bye!
ES - BT, it's too bad your district is switching. Our test scores are also doing really well!
shayde - BT, I'll be using EM for the first time with 3rd graders this year. Do you have any SPECIFIC recommendations?
sparrow - is everyday math similar to investigations?
laa2teach - All these things your students are saying are normal. It is a natural developmental step and a stage they need to go through. I have sent the same and it will work itself out.
SJ/1 - Investigations is another NFS funded math program. I wish I could some how sqeeze the two programs into one!
melissa/1/in - I'm concerned about the homelinks, I have trouble getting parents to even look in their backpacks.
SJ/1 - One of the things Investigations stresses is to record childrens' problem solving strategies on a chart. I think it is a powerful activity.
Jen of PA - So, everyday math is an entire math program correct?
sparrow - how would you compare investigations and EM?
lynn - Has anyone had experience with Saxon Math?
Michael/3/PA - Melissa why is that a concern? It's just part of the nightly HW for my kids
BT - Third grade uses the manipulatives as do the other grades. I hope that the children have had the program previously. My biggest suggestion is to keep the program moving__ You may have to add some drill work to it for all to master facts. I'm going to fourth and would love to have the fourth grade book to pull from. If you do not have the EM decks of cards do try to find funds to add them. You need a deck for every 3-4 children.
laa2teach - melissa, how do you get them to do homework/?
Jo - Is it time consuming to get the program up and running? We will not be trained or see materials until a few days before school begins.
Jen of PA - SJ...please tell more about recording the problem solving strategies on a chart
ES - The homelinks do take some "parent time." I try different ways to get them involved, including a Math Club we have two mornings a week before school.
melissa/1/in - I usually have them do nightly reading for homework & not much more.
shayde - Thanks, BT!
SJ/1 - melissa, i had students that did not return homelinks. I just kept track of the percentage returned and wrote it on their report cards. There was a marked change in some! I only sent homelinks 4 days a week.
BT - Go through the book and become familiar with the games first. Then you will be ready to add them as you come to them. I loved the games and continued using them with the other program.
laa2teach - the parental involvement is a great aspect
melissa/1/in - Jo, I would really try to get my hands on the materials. I'm using it next year for the first time and look at it almost every night.
laa2teach - SJ i like your idea
melissa/1/in - SJ- did you make a point of keeping a chart for the kids or anything like that? I try not to emphasize it too much if they continuously do not do homework. After all, they are 6 years old & some parents just won't help them.
SJ/1 - Jen, as students tell how they solved the problem the teacher records it on a chart. This can use pictures/numbers/words. I try to record at least 3 different methods for the same problem.
melissa/1/in - How do you store your games?
laa2teach - True Melissa! I saw homelinks as a way to let the parents know where and what we are doing. Sounds like we have similar parents.
Jen of PA - SJ, so you don't keep track of ways each child solved the problem on the chart right?
ES - I use large manilla envelopes and then they go in a "Math treasure chest".
sparrow - In my class we had a weekly lottery , and the children recieved a ticket for each assignment returned. I f we had less then 50% returned there was no lottery.
laa2teach - I store mine in clear plastic containers
SJ/1 - melissa, i do not keep a homework chart. I do not want to punish 1sters for lack of involved parents. I do write a note to parents reminding them that homelinks need to be returned. I even have my students do some of their homelinks in a ministudy hall and all the parent has to do is look it over and sign it.
shayde - Sparrow, what kind of lottery prizes do you use?
BT - One of the best parts of the program is that children are not taught there is only one way to solve a problem. The third grade games did not involve alot of pieces. Usually the cards and a sheet shared by several children. That wasn't a problem. I did do several parent nights and taught as if the parents were the children and played the games. Parents then wanted to order decks of the cards.
melissa/1/in - SJ- I like the note idea.
Jo - Thanks! I know what that meansAre the assessments tedious? I teach full day K.
melissa/1/in - Does anyone send games home?
sparrow - The it was usually a 2 or 50c candy bars.
melissa/1/in - I think the K program is different. I heard it was more like an idea book. I could be wrong though.
SJ/1 - Jen, I will pick students to share based on the fact that they solved the problem in different ways. If other students have used that method,I may ask "who else has used that stratagy?" or record everyone's name by the stratagy that was similar to one on the chart.
BT - I often send home parent copies of the game directions and they can play them at home. This can involve the whole family.
sparrow - opps I meant to say 2 or 3 candy bars that cost about 75c.
Jen of PA - ok, thanks SJ
Jo - OK and thanks again!
shayde - BT, does the 3rd grade program cover division and decimals?
Michael/3/PA - Yes Shayde!
Michael/3/PA - definitely covers decimals. I personally don't think it does a great intro of division though
melissa/1/in - BT, that's a good idea.
SJ/1 - Jen, I keep charts up so that students can refer to them in future problem solving situations. It does promote trying different stratagies. Like Debbie Millers "making the thinking visible"
melissa/1/in - THe 1st program goes WAY above our state standards.
shayde - Michael, how long have you used EM and what level?
Jen of PA - that's SUPER SJ! I love the idea!
Michael/3/PA - This was my 1st year teaching EM to 3rd graders. They have all had the program in 1st and 2n
BT - Oh, I wish I could return to it. Enjoy.
SJ/1 - melissa, you will find that time and money will be much easier to teach. you will also find that you will be teaching things in money that you would not have thought possible.
melissa/1/in - Michael, did you see a difference in the students? Were they about where you expected them to be academically?
sparrow - SJ, what do you teach about money?
shayde - Michael, can you pinpoint any other weak areas for 3rd grade? In your humble opinion?
melissa/1/in - SJ - I'm nervous, but I'm going to trust the program.
Deb - I was wondering if anyone used "Problem Solving with Story Boxes" from the box it bag it folks
Michael/3/PA - repetition of basic facts... we (my team and I) did a lot of that on our own
melissa/1/in - I've never heard of that.
SJ/1 - melissa, I am not a trust the program kind of gal. I think you will be faced with some tough decisions. EM now is saying that they are weak in the problem solving area. They are promoting Exemplars as a supplement.
shayde - Thanks, all! gtg
Jen of PA - Deb, what is the box it bag it folks
Michael/3/PA - SJ - yes, our district was "pushing" the exemplars too. We (my team and I again) made up problem solving packets for our kids to use
Deb - the math vendor, it is from the math their way approach, then it went to box it bag it, and thay have a text with resources called "Problem Solving with Story Boxes" and I wondered if anyone had any experience with it?
ES - SJ/1Where are upi getting the info on problem solving? I belong to their list serve and this is the first I have heard that.
Michael/3/PA - we have the stuents solve using a T chart. On the left is the work and on the right is the corresponding explanation of what they did and WHY they did it.
SJ/1 - I went to a EM 2 or more years users workshop.
Deb - hold on I will get the web
Jen of PA - ok Deb
melissa/1/in - I hadn't heard that either.
Michael/3/PA - Jen - where in PA are you?
Jen of PA - Michael, the T chart is great
AD - While I appreciate that you are not a "trust the program kind of gal," I am one of the authors and want to make it very clear that EM is not weak in the problem solving area and has never stated so.
Jen of PA - north of Harrisburg, you?
Michael/3/PA - ah - outside of Philadelphia here
Michael/3/PA - yes Jen - the T chart is what PSSA is looking for as well
Deb - http://www.mlc.pdx.edu/RES.html and click on problem solving
Jen of PA - Michael, oh really? I hadn't heard that....hmmm.....
melissa/1/in - deb, is that for the box it bag it?
Deb - it looks good, but I just wondered if anyone was using it and could say something to inspire me to spend the $$
ES - I have to agree about the problem solving. I"ve taught fourth grade 21 years and the last two with EM are the first time I have ever felt really sure of what they are thinking and how they solve problems.
Deb - No not for box it bag it, it is a supplemental resource for problem solving, it looks quite good actually
Michael/3/PA - as a 3rd grade teacher we went to workshops and did prep to make sure our kids were well prepared. This was the 1st year of giving PSSA to 3rd graders.
Deb - The resource that I gave the web for is K-2, but they have other upper grade stuff. There is a sample lesson on Frogs, it looks great, I just wanted to hear a teacher say something about it.
Jen of PA - Michael, that explains why our 3rd grade teachers were doing the T chart
Michael/3/PA - haha -- yep
Deb - Re; Exemplars, we are doing that also, a rather structured process, but collaborative in nature and thus, good
melissa/1/in - What exactly is Exemplars?
Deb - Well, T charts are excellent, Debbie Miller talks about them, and I think it is very worth while, I am 1st, and want to do more with them myself
Jen of PA -
Deb - Well exemplars are units of instruction that are thematic, they are standards based, and rather extensive, Tiggs and Wiggins has a model for them, so do many others
Deb - In our district, their is a protocol that we must follow, it is structured, but in the end extremely worthwhile
melissa/1/in - Is it math and science based?
Deb - Well, in general, you would think Sci/Math and Social Studies would be the themes, and of course the language arts in inside of it.
Deb - I think I should clarify, the theme would be a science theme or a Social Studies Theme, and Math and Language arts would be part of the lesson structure used within the exemplar
SJ/1 - melissa, they may even be seasonal. They are very open ended problems that can be solved in a variety of ways.
melissa/1/in - Not to sound silly, but how do you have time to do EM, Exemplars, & still teach them how to read?
Deb - are you answering to the problem solving SJ?
SJ/1 - exemplars
Deb - Melissa, your language arts block is all about the strategies, you want to thematically plan in order to get all the content areas involved in your curriculum design
melissa/1/in - Are exemplars something the district purchases? Is it a book? A kit? A program?
Deb - You are not sounding silly, the question is very important, thus the reason for thematic planning, and the exemplar is the way to systematically ensure that you have all the content standards and are planning in such a way that (you will hate me for saying this) that------- no child is left behind, thus you are planning by differentiating
melissa/1/in - Agh! No child left behind.
SJ/1 - exemplars are purchased/cdrom or magazine type issue
Deb - No exemplars are not a program, not a kit, it is a framework, or outline for systematically ensuring that you are structuring your theme to meet the standards.
Deb - SJ, I don't mean to contradict you, but it is not a purchased item
SJ/1 - Our district has not purchased Exemplars. We have decided to
melissa/1/in - So what comes in/on the magazine or cdrom?
SJ/1 - oops! we have decided to use problems from Investigations.
Deb - Although I can well imagine that someone has jumped on the band wagon and wrote some and is trying to publish them and get someone to buy them.
Deb - We are using Bridges Math, K-2 and Investigations grades 3-5, which is one reason why I went to the site I referenced and found these problem solving resources, and thus was making the inquiry when I came into the room.
melissa/1/in - Okay, then how do I learn about it? Or should I just relax since it's my first year with EM?
SJ/1 - here is a link to the exemplars site. http://www.exemplars.com
Deb - the site explained ----Problem Solving with Story Boxes guides invite children to be problem posers as well as problem solvers. Each guide features based on familiar situations like riding the school bus and eating at a restaurant. Children move from solving teacher-posed problems to creating their own picture problems. They create and share their own strategies for adding, subtraction, grouping, and partitioning. Problem Solving with Story Boxes complements Box It or Bag It Mathematics.
Deb - SJ, don't be confused by someones web site and the concept of exemplars. Exemplars are rather like the concept of "kleneex", we use the term loosely, but you might get Puffs, or some other item and still have a kleenex, Exemplars are the same.
Deb - The best exemplars are the ones that you write for your own students, not the ones that are prepackaged.
SJ/1 - melissa, your district chose the math program for you to teach. Become familiar with it. Jot notes in the manual of the things that are strong and areas that concern you. Meet with other teachers and trainers and discuss those notes.
Deb - I have stepped in and changed your subject. Please forgive me, I really only wanted to know about these Problem Solving with Story Boxes. Have a great evening. Deb
melissa/1/in - This year several of us are piloting - not all of us. Although all 5 first grades at my school are doing it.
melissa/1/in - And then there were two!
melissa/1/in - Next year the district will decide if we want to use it.
SJ/1 - melissa, take time to talk to your first grade teachers. Discuss what you love and what you are struggling with! It will be of great help.
melissa/1/in - Hopefully we will all work together. There is just always too much to do, and not enough time.
SJ/1 - We are now to the point of rewriting some of the skills checklists...
melissa/1/in - Do you have problems with the time required?
melissa/1/in - Why are you rewriting?
SJ/1 - Time is still a great issue with all of us! We do not feel that we play the games enough. We do not feel that we share strategies enough.
SJ/1 - melissa, yes we are rewriting some parts of the quarterly skills
melissa/1/in - Do you mean share strategies between teachers, or in class discussions?
melissa/1/in - How many copies of each game do you have?
SJ/1 - we felt that many of them were broad and could be narrowed a bit. This would help reflect things that the student should be secure in....and allow for developing in a broader sense.
melissa/1/in - What do you do for the report cards? Our report card is aligned with the state standards.
SJ/1 - we did not feel that there was enough time to share student strategies.
SJ/1 - for report cards we used the quarterly skill lists in the program. Those are the ones were are tweeking a bit .
melissa/1/in - Anyone want to share their thoughts about EM? I'm new to the program. Any tips?
vick - I'm sorry for being so slow but this is my first time in the chat. I'm a 2nd. grade teacher for the last 10 years and I'd like to learn and share ideas with you
RH/1/ME - I've taught EM for a year.
RH/1/ME - Melissa, I assigned numbers to my students, which helped in labeling all of the tools and toolkits.
melissa/1/in - That's a good idea, I think I will do that. I'm worried about the tool kits.
RH/1/ME - I had my kids keep them right at their tables so they could get at them easily when we needed to.
vick - My math book is from Houghton Mifflin.
melissa/1/in - Did you have problems with that RH? Any lost supplies?
RH/1/ME - We didn't lose anything - I was happily surprised!
melissa/1/in - Well, thanks for the tips & the chat. I've got to go, both kids fell asleep on the couch!
vick - What I did with the manipulatives is that I asked parents to label each piece with their kid's name but I told them in the first meeting that some material might be lost.
RH/1/ME - So did you have your parents supply the manipulatives?
vick - Oh, yes we ask for a material toolkit with the books they buy for their children
vick - Well I haven't been able to tell you I'm in Monterrey Mexico and I work for an English school.
RH/1/ME - I was just going to ask you! We get most of our stuff through our budget and ask parents for very little
vick - Do you have to get your student's material?
RH/1/ME - I always wish we could get more through the budget - we've had cuts for this next year and will be asking parents for some things.
vick - Ok you just answered me. This is a private school so we ask for material and any necessary things we need at the beginning of the school year
RH/1/ME - Do you like the Houghton MIfflin program?
vick - So I had some lost material but the important one wasn't at all. You know workmats, place value, etc.
vick - Well, it is attractively decorated but the sequence isn't what I like.
RH/1/ME - We used Addison-Wesley and then Investigations, before deciding on Everyday Math
vick - And how do you find it?
RH/1/ME - I love it - my kids were challenged, but learned so much. We use EM in K-2 at this point in time.
vick - A few years ago I think we had that book but our school changed them because they wanted an updated edition.
RH/1/ME - The EM people have put out a second edition of the program and it is much more comprehensive now.
vick - Book companies fight each other to get their books in our school. Of course the administrators ask for our opinion. Is it a woorkbook or a book for second grade, I mean does it have hard cover, can the pages be cut out?
RH/1/ME - Thanks for the chat, Vick - my husband just got home from work and I've gotta go!
