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-
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
Kindergarten level is a rack and focuses on composing and decomposing of Boxes Teacher’s Guide to
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
Volume 1, Units 4, 5 and 6 The Double Decker
Lessons 6.1 – 6.5 are focused on The Double Decker Bus strengthens the Bus
the development of basic facts. automatization of basic facts by employing the use of
The Double Decker Bus can the arithmetic rack, which is based on the five and ten
replace many of these activities structures. This tool supports the use of doubles plus
or can be used as a supplement and minus (e.g., 6 +7 = 6 + 6 +1) and making tens
for further work. For added (e.g., 9 + 6 = 10 + 5).
support use the resource guide.
Subtraction (Grade 1)
Volume 1 ,Unit 5: Lessons 5.1 Organizing and Collecting is an important Organizing and
and 5.2 supplement to EDM because it introduces children to Collecting
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
Volume 1, Unit 3: Lessons 3.5 -One of EDM’s primary models for addition and Measuring for the Art
3.6 subtraction is the number line. This tool is not Show
Volume 2, Unit 9: Lessons 9.1 developed, however, it is simply presented and used
and 9.2 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.
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. Games for Early
Volume 1, Unit : Lessons 1.10 This unit is an important supplement because it Trades, Jumps and Teacher’s Lesson
Guide (Grade 2) and 1.12; and Unit 3: Lesson 3.8. emphasizes the algebra strand by focusing on Stops
equivalence, exchanging equivalent expressions,
solving for unknowns, undoing, and early functional
Volume 1, Unit 2: Lessons 2.6, In EDM the primary algorithm for subtraction is Ages and Timelines Teacher’s Lesson
Guide (Grade 2) 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.
Volume1, Unit 4: Lessons 4.8 The traditional paper/pencil algorithms for addition The T-Shirt Factory Teacher’s Lesson
Guide (Grade 2) and 4.9 and subtraction as well as place value to four places
Unit 6: Lessons 6.4 - 6.6 are the focus of The T-Shirt Factory. The context
Volume 2: Unit 10: Lessons 10.8 used, however, provides a rich opportunity for the
- 10.10 algorithms to be constructed with meaning whereas
Unit 11: Lessons 11.1, 11.2 the primary tool in EDM is base-ten blocks.
Volume 1, Unit 2: Lesson 2.7 -Teacher’s Lesson
Guide (Grade 3) 2.9
These minilessons can be used in This guide provides an important resource to support Minilessons for
place of some of the mental math the development of efficient computation strategies Extending Addition
and reflex minilessons in EDM. for double and triple digit addition and subtraction. and Subtraction
Volume 1, Unit 6: Lessons 6.7 – Groceries, Stamps, and Measuring Strips makes use Groceries, Stamps, and Teacher’s Lesson
Guide (Grade 2) 6.11 of realistic contexts to introduce big ideas and Measuring Strips
Volume 2, Unit 11: LEssons strategies related to multiplication. This is an
11.3 – 11.8 important starting place for developing multiplicative
Unit 12: Lessons 12.4 and 12.5 thinking.
Voume 1: Unit 4 Teacher’s Lesson
Guide (Grade 3)
N/A Volume 2, Insert this unit before The Big Dinner introduces the ratio table model for The Big Dinner
EDM unit 7 multiplication. This model is missing in EDM. The
ratio table is an important model that supports the
development of multiplicative thinking and leads to
Volume 2, Unit 9: Lessons 9.2 – Muffles Truffles provides an important addition to Muffles’ Truffles Teacher’s Lesson
Guide (Grade 3) 9.9, and 9.11 – 9.12 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.
Volume 1, Unit 3: Lessons 3.1 – This is a resource to support the development of all of Minilessons for Early Teacher’s Lesson
Guide (Grade 4) 3.3) the above. The minilessons within can also be used Multiplication and
develop the automatization of the basic facts. Division
These minilessons can be used
in place of some of the mental
math and reflex minilessons in
Volume 1, Unit 5: Lessons 5.5 – The Teachers’ Lounge provides an opportunity for The Teachers’ Lounge Teacher’s Lesson
Guide (Grade 4) 5.7 and Unit 6: Lessons 6.1 – 6.4 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
Volume 1, Unit 4: Lessons 4.1, and partial-quotient strategies for multiplication and Teacher’s Lesson
Guide (Grade 5) 4.2 and 4.5** division. Place value is also emphasized to lay the
foundation for the long division algorithm.
Volume 2, Unit 8: Lessons 8.3 Emphasizes the associative property and supports the The Box Factory Teacher’s Lesson
Guide (Grade 4) and 8.5) generalization of the relationship between surface area
Unit 11: Lessons 11.4 and 11.5 and volume in rectangular solids.
Volume 1, Unit 1: Lessons 1.2 – Teacher’s Lesson
Guide (Grade 5) 1.4
These minilessons can be used in This resource makes use of crafted strings of related Minilessons for
place of some of the mental math problems to ensure the development of efficient Extending
and reflex minilessons in EDM. computation for multiplication and division. The Multiplication and
minilessons within this resource emphasize mental Division
arithmetic and the use of the associative and
Volume 2, Unit 7: Lessons 7.1 - Research shows that it is important to build a Field Trips and Fund-Teacher’s Lesson
Guide (Grade 4) 7.3; 7.6, 7.7, and 7.9 connection between fair-sharing whole number Raisers
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 The California Frog-Teacher’s Lesson
Guide (Grade 5) – 10.3 by focusing on symbolizing with variables and Jumping Context
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.
Volume 2, Unit 12 Building on some of the ideas that were introducd but Best Buys, Ratios, and Teacher’s Lesson
Guide (Grade 4) not fully developed in Grade 4 (e.g., the clock model Rates
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
Teacher’s Lesson Volume 1, Unit 6: Lessons 6.8 - extensive work with fraction equivalence, the
Guide (Grade 5) 6.10 changing whole, and addition and subtraction of
fractions. It also makes use of the double open
number line model for addition and subtraction of
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 mental-development 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).