We teach phonics through Orton-Gillingham lessons.  This approach focuses on  phonograms (letters or combinations of letters that represent sounds).  For example, “s” is a phonogram that says /s/ as in sat or /z/ as in has.   Lessons each week include a number of components.

• Visual drills - Students look at phonograms and tell the sounds that they make.  This includes all phonograms previously taught.
• Auditory drills - Students listen to phonograms and tell the letter or letters that represent the given sound.
• Blending drills - Students look at phonograms that make up words (beginning, middle, and ending sounds),  tell the individual sounds, and then blend the sounds together and say the word (real words and nonsense words).  All phonograms previously taught are included in the blending drills.
• Vowel intensive - Students listen to sounds and syllables and identify the vowel. 
• New concept - Most weeks a new concept (phonogram) is introduced and practiced.  Approximately every four weeks, there is a review week. 
• New concept dictation - Everyone (teacher and students) pounds and taps given words to determine the phonograms, and spell the words.  Students are directed to check their spelling with the teacher paper (projected on the screen) and make any necessary corrections.  Then, students rewrite the words.
• Red words - Words that do not follow patterns that we have learned are taught as red words.  Red words are observed, discussed and practiced in kinesthetic ways.  Students learn to chunk the letters into 2 and 3 letter groups.  T`his helps them learn to spell these words from memory.  For example, “am … ong” spells among.
• Syllabication - Students follow routines to separate larger words into syllables, and to read the words.
• Practice Test - Students independently pound and tap given words to determine phonograms, spell dictated words, and write dictated sentences.  Students check their work when we go over the words and sentences.
• Test - Students independently pound and tap given words to determine phonograms, spell dictated words, and write dictated sentences. 

Written work (concept dictations, red words, practice tests, and tests) is done in a spiral bound workbook that is kept at school.  

 

Review weeks are a little different.  Several components from regular weeks are included in review weeks.  These include:

• Visual drills
• Auditory drills
• Blending drills
• Vowel intensive
• Red words review

There are other special components of review week lessons.

• 1st Test - Students independently pound and tap given words to determine phonograms, spell dictated words, and write dictated sentences.   This written work is done in the spiral bound workbook that is kept at school.

• Concepts are reviewed numerous times throughout the week.

• 2nd (midweek) and 3rd (end of the week) Tests - Students independently pound and tap given words to determine phonograms, spell dictated words, and write dictated sentences.  The 2nd and 3rd tests are written on loose pages, and come home in the Weekly Folder.

Reading Comprehension Strategies 

Reading comprehension strategies help you understand what you are reading. Good readers use these strategies during reading. 

Schema – Making Connections – Using your background knowledge and 

experiences to make connections to the text. 

• Text-to-Self: When you relate your life to the text that you are reading. 
• Text-to-Text: When the text you are reading reminds you of another text. 
• Text-to-World: When the text you are reading reminds you of something in the real world. 

Examples: 

• That reminds me of . . . 
• It made me think of . . . 
• I read another book where . . . 
• This is different from . . . 
• Remember when . . . 

Visualization/Sensory Images - Creating mental images, “motion 

pictures” in your mind. Using your senses to see, hear, taste, smell, and feel the author’s words. 

Examples: 

• In my mind I see . . . 
• I can smell, hear, or taste . . . 
• I can picture . . . 

Questioning/Wondering – Asking questions during reading to help you learn 

more about what you are reading. Rereading to help understand and find answers to your questions. 

Examples: 

• I wonder . . . 
• What is this about . . . 
• Why is this happening . . . 
• What did that mean . . . 

Inferring – Looking at picture clues and text clues to make meaning. 

Examples: 

• I think . . . because it said . . . 
• I think . . . because in the picture I see . . . 
• I predict . . . 
• This must mean . . . 

Determining Importance – Reading to find the main ideas, what the author 

considers important, and the theme to help with understanding of the text. 

Examples: 

• The big idea is . . . 
• The most important ideas are . . . 
• So far, I have learned that . . . 
• The author wants me to know . . . 

Synthesize –Combining new ideas from what I read with what I already know 

to create something new and different to help myself understand what I am reading. Putting it all together – the gist of the story. 

Examples: 

• This is about . . . and I think . . . 
• This means . . . to me 
• The author’s theme and/or reason for writing this is . . . 

Monitor Comprehension/Fix-up – Using “fix-up” strategies when I come 

to a word I don’t know or a part I don’t understand to help understand what I am reading. 

Examples: 

• Reread to make sense 
• Watch out for the distracting voice 
• Read around words to help with meaning 
• I am confused by . . . so I reread, stop, and think 
• Slow down and reread 

Retelling – Use story elements and beginning, middle, end structure to retell 

the text. 

• Characters, Setting, Problem, Events, Solution, Heart/Message of the story 
• Beginning, Middle, End 
• Somebody . . . wanted . . . but . . .so . . . 
• Story Frames 

Writing At heme 

• Write letters and cards to family members and friends, and encourage them to write back!. 
• Encourage your child to write stories about their favorite things. 
• Keep a journal of Summer activities. 
• Read comics in the newspaper and let your child create their own. 
• Create a newspaper and write articles about weekly activities. 
• Use fun writing tools such as markers, gel pens, crayons, pencils, etc. 
• Let your child create a shopping list before going to the store. 
• Gather kids in the neighborhood to write a play. 
• Advanced readers and writers might enjoy Mad Libs, while parents could create their own version of Mad Libs for beginning readers and writers. 
• Take turns writing back and forth to your child! Leave a note by their bed or in their lunchbox. 
• Play word games such as Wheel of Fortune and Hangman. Hangman is an especially great way to pass time in a doctor's office or restaurant! 
• Have a place in your home where you display your child's writing! 
• Encourage your child to plan their writing and revise drafts before publishing! 
• Publish your child's writing! Not only does it make them feel special, but it also makes a wonderful keepsake. StoryJumper.com allows you to order hardcover books of your child's writing! You could also use programs such as Microsoft Photo Story to publish a digital version of their book! Simply scan in your child's drawings and record them reading their story. Publish and you can immediately send it to family and friends or burn to a disc to watch on television! 

Follow this link to print Everyday Math homelinks from home.

Select the unit number and then whichever homelink(s) you need.

http://everydaymath.uchicago.edu/parents/2nd-grade/em4-at-home/

Dear Families,

Re:  Everyday Math Assessment – Unit 1

Students will be assessed on concepts, strategies, and games that were taught during the unit.  Including:

• Count by 1s, and fill in missing numbers in a number pattern.

Ex.     28, ____, 30, ____, ____

          131, 132, ____, ____, ____

• Fill in numbers on a number line.
• Place specific numbers on a number line.
• Explain how you knew where to write the number.
• Skip count by 2s beginning with even numbers. 

Ex. Start at 0, 10, 34, or 60.

• Skip count by 5s beginning with multiples of 5. 

Ex. Start at 0, 25, 30, or 75.

• Skip count by 10s beginning with multiples of 10. 

Ex. Start at 0, 60, or 90.

• Tell whether numbers are odd or even.  Explain how you know a number is odd or even.
• Name 10-complements (the number that go with the given number to make 10 in total).  Ex.  7 + ___ = 10
• Show numbers with tally marks.  Ex.  29 =
• Count coins.
• Fill in numbers on a number grid.
• Write <, >, or = to compare numbers and coin values.

Ex.     15 ___ 51              5¢ ___ N                        Q Q ___ D D D D

• Explain how you know which one was greater.
• Solve broken calculator problems.  Pretend certain keys are broken on a calculator.  Write several different ways of getting the calculator to display a given number (without using the broken keys).

Ex.     Broken keys are 1 and 4.  Display 14 on the calculator.

Possible answers include:  9 + 5,      8 + 6,      20 – 6,      5 + 5 + 2 + 2

• Draw coins (capital letters: Q, D, N, P) to show given amounts. 

Ex.     38¢

Possible answer:  D D D N P P P

• Draw coins (capital letters: Q, D, N, P) to show given amounts.  Use the fewest coins possible.

Ex.     38¢

          Answer:  Q D P P P                  

As this is an odd-numbered unit, students will be asked to solve an Open Response problem, and to explain their thinking (how they figured it out).  To solve this problem, they will need to apply skills and concepts from the unit.        

I hope you find this information helpful as you are working with your child at home.

Sincerely,

Mrs. Gruenewald

Dear Families,

Re:  Everyday Math Assessment – Unit 2

Students will be assessed on concepts, strategies, and games that were taught during the unit.  Including:

• Adding numbers up to 10 + 10 and solving problems with the unknown in all positions.
• Ex. 5 + 5 = ___            ___ = 9 + 6            7 + ___ = 12

• Using the Make 10 strategy and explaining how it works.
  • Ex. 7 + 5 = ?  Use the fact 7 + 3 = 10 to help solve the original (7 + 5) problem.

• Using doubles helper facts to solve near doubles problems.
  • Ex. 6 + 5 = ?  Use the doubles fact 5 + 5 = 10 or 6 + 6 = 12 to help solve 6 + 5 = ?

• Given an addition fact, name a helper fact.
  • 8 + 9 = ?

Possible answers: 8 + 8 = 16, 9 + 9 = 18, 8 + 2 = 10, or 9 + 1 = 10

• Write an addition fact and turn-around fact for a domino.
  • 2 + 6 = 8         6 + 2 = 8 is the turn-around fact for 2 + 6 = 8 fact

• Write 5 names for a number.
  • Ex. 15       Possible answers include: writing the number name, addition facts that equal the number, subtraction facts that equal the number, tally marks, coins, tens frames with counters drawn, etc.

Ex. “fifteen”, 14 + 1, 16 – 1, D N (coins), llll      llll      llll

• Tell whether a number is odd or even. Tell how you know.
• Writing a number model for an even number as the sum of equal addends.
  • 8 = 4 + 4
• Write a number model to match a number story.
  • Mrs. G. had a bag of 12 marbles.  She was holding 8 marbles.  She grabbed the rest of the marbles.  Write a number sentence that has the total number of marbles as the sum.  8 + 4 = 12
• Given a specific number fact, explain how it could be used to solve another number fact. (This is similar to the Make 10 and Doubles strategies, but extends student understanding to larger 2-digit numbers.)
• Represent numbers in a 10 frame in multiple ways.
  • Show 5 in two different ways in 10 frames.  Then explain how the counters show the number.   3 + 2 = 5      1 + 4 = 5
• Given “sample student” work, students should be able to tell whether they agree or disagree with what the sample student did.  If there was an error, students should be able to tell what the sample student needed to do differently.

• Given “sample student” strategies for solving a math problem, tell how the strategy works.  If there was an error, students should be able to tell what the sample student needed to do differently.

As this is an even-numbered unit, students will be given a Cumulative Assessment. Students will need to apply skills and concepts taught in previous units to solve problems on the cumulative assessment.

I hope you find this information helpful as you are working with your child at home.

Sincerely,

Mrs. Gruenewald

Dear Families,

Re:  Everyday Math Assessment – Unit 3

Students will be assessed on concepts, strategies, and games that were taught during the unit.  Including:

• Given a fact triangle, write the fact family.

___ + ___ = ___

___ + ___ = ___

___ - ___ = ___

___ - ___ = ___

• Solve a round of the game Salute!

Ex.     The Dealer says “13”.  (Note:  The dealer always announces the sum.)  Partner A has a 4 on his forehead.   What number does Partner B have on his forehead?  Explain how you know.

• Solve a round of the game Subtraction Top-It!

Ex.     A student draws a 17 and a 6.   Write the subtraction fact.

• Solve subtraction facts up to 20 – something.
• Ex.  15 – 7 = ___              ___ = 13 – 5                    ___ - 2 = 17
• Explain how you solved the problem. 

• Solve In/Out problems.

Ex.     Rule:  + 7                                   In                    Out                            

                                                          1                                    

                                                          3                                   

                                                          10                                  

                                                          21                                  

• Use the Making 10 strategy to solve addition problems and explain your thinking.

Ex.     9 + 6 = ?  9 + 1 = 10,     Then there are 5 “more” to add.  So, 10 + 5 = 15. 

That tells me that 9 + 6 = 15

• Solve -0 and -1 subtraction facts with the unknown in all positions.
• Ex.  10 – 1 = ___              ___ = 7 – 1                      9 - ___  = 8

Given “sample student” work, students should be able to tell whether they agree or disagree with what the sample student did.  If there was an error, students should be able to tell what the sample student needed to do differently.

• Given “sample student” strategies for solving a math problem, tell which strategies work and which strategies do not work.  If there is an error, tell what the student needed to do differently to get the correct answer.

As this is an odd-numbered unit, students will be asked to solve an Open Response problem, and to explain their thinking (how they figured it out).  To solve this problem, they will need to apply skills and concepts from the unit.           

I hope you find this information helpful as you are working with your child at home.

Sincerely,

Mrs. Gruenewald

Dear Families,

Re:  Everyday Math Assessment – Unit 4

Students will be assessed on concepts, strategies, and games that were taught during the unit.  Including:

• Telling time and drawing hands on clocks to show times (to quarter hour).

• Knowing the difference between A.M. and P.M. times and writing A.M. or P.M. to make statements correct. 

Ex.     I eat breakfast at 8:00 __   I go to recess at 2:30 __

• Counting base ten blocks (including 100s, 10s, and 1s).

• Writing numbers (such as base ten blocks) in expanded notation (also called expanded form).

Ex.     324 = 300 + 20 + 4

• Comparing numbers and writing <, >, and =.

Ex.     108    ___    180

          5 + 7 ___    6 + 6

• Explaining how you knew which number was larger and which symbol to use.
• Draw base-ten blocks (using “base 10 shorthand”) to add.

Note:  100s are drawn as hollow squares, 10s are drawn as sticks, and 1s are drawn as dots.   

Ex.     Show 36.  Add 15 more.  How many in all?

• Show amounts with base-ten blocks using the fewest number of blocks possible.
• Measure line segments to the nearest inch and nearest centimeter.
• Given “sample student” work, students should be able to tell whether they agree or disagree with what the sample student did.  If there was an error, students should be able to tell what the sample student needed to do differently.
• Given “sample student” strategies for solving a math problem, tell which strategies work and which strategies do not work.  If there is an error, tell what the student needed to do differently to get the correct answer.                       

As this is an even-numbered unit, students will be given a Cumulative Assessment. Students will need to apply skills and concepts taught in previous units to solve problems on the cumulative assessment.

I hope you find this information helpful as you are working with your child at home.

Sincerely,

Mrs. Gruenewald

Dear Families,

Re:  Everyday Math Assessment – Unit 5

Students will be assessed on concepts, strategies, and games that were taught during the unit.  Including:

• Write symbols (+ or - ) to make number sentences correct.

Ex.     14 = 8 __ 6                13 __ 9 = 4 

• Draw coins to show given money amounts.

Ex.     You buy a pear for 79¢.  Draw coins to show how you could pay the exact amount.

• Solve + 10 and + 100 addition problems with unknown in all positions.

Ex.     ___ = 160 + 10             500 + 100 = ___           150 + ___ = 160

• Solve – 10 and – 100 subtraction problems with unknown in all positions.

Ex.     ___ = 160 - 10             500 - 100 = ___          180 - ___ = 80

• Use an open (i.e., blank) number line to help solve addition and subtraction problems. Students need to write in the important numbers and show how they “hopped” on the number line to find the answer.

Ex.     A squirrel had 24 nuts.  It found 41 more nuts.  How many nuts does it have now?                 How to Solve the Problem:  Write 24 on the number line.  Draw arrows to show hopping by 10s and 1s on the number line.  Label the arrows +10 or +1 to shop how much you are adding with each hop.  Write the number you land on (the answer) on the number line.

• Solve number stories with the unknown in all positions. Write a number model. Use diagrams to help.

Ex.  Mrs. Gruenewald had 9 rocks.   She found 5 more rocks.  How many rocks does she have now?  (Answer:  9 + 5 = 14)

Ex.  The temperature in the morning was 50°F.  In the evening it was 20°F.  How much did the temperature change?  (Answer:  50 – 20 = 30)

• Given “sample student” work, students should be able to tell whether they agree or disagree with what the sample student did.  If there was an error, students should be able to tell what the sample student needed to do differently.
• Given “sample student” strategies for solving a math problem, tell which strategies work and which strategies do not work.  If there is an error, tell what the student needed to do differently to get the correct answer.

As this is an odd-numbered unit, students will be asked to solve an Open Response problem, and to explain their thinking (how they figured it out).  To solve this problem, they will need to apply skills and concepts from the unit.

I hope you find this information helpful as you are working with your child at home.

Sincerely,

Mrs. Gruenewald

Dear Families,

Re:  Everyday Math Assessment – Unit 6

Students will be assessed on concepts, strategies, and games that were taught during the unit.  Including:

• Given a picture graph, answer questions.

Ex.    

1. Who drew the most pictures?
2. Who drew the least pictures?
3. How many pictures did Ava draw?
4. How many more pictures did Sam draw than Torie?

• Given a number story, write a number model using “?” to show what you are trying to find out. You may draw diagrams to help.

 Ex.     Fish H is 50 inches long.  Fish L is 30 inches long.  How much longer is Fish H than Fish L?

           _____________________   Fish H is ___ inches longer than Fish L.

 Ex.     Meg needed 30 spoons for her class party.  She brought 36.  How many extra spoons did she have?

           _____________________   Answer:   ___ spoons.

•  Make ballpark estimates for addition problems. Then solve the problems.

Ex.     55 + 34 = ______                   (Answer: 60 + 30 = 90 OR 55 + 30 = 85)

• Use the “Partial sums strategy” to solve addition problems. You may use base-10 blocks to help.

Note:  With the partial sums strategy, you work from left to right adding up each digit column.  Begin with the largest value column (hundreds column for 3-digit numbers).  Then, you add all the sums together to get the answer.

• Given “sample student” work, students should be able to tell whether they agree or disagree with what the sample student did. If there was an error, students should be able to tell what the sample student needed to do differently.
• Given “sample student” strategies for solving a math problem, tell which strategies work and which strategies do not work. If there is an error, tell what the student needed to do differently to get the correct answer.

As this is an even-numbered unit, students will be given a Cumulative Assessment. Students will need to apply skills and concepts taught in previous units to solve problems on the cumulative assessment.

I hope you find this information helpful as you are working with your child at home.

Sincerely,

Mrs. Gruenewald

Dear Families,

Re:  Everyday Math Assessment – Unit 7

Students will be assessed on concepts, strategies, and games that were taught during the unit.  Including:

• Complete number sentences.

Ex.     65 + ___ = 70                 50 = 41 + ___

• Given data from a game of Basketball Addition, add up scores and answer questions.

Ex.                                           Team A                           Team B

                                      Player 1:       13                Player 1:       12

                                      Player 2:      6                   Player 2:      5

                                      Player 3:      14                 Player 3:      20     

                                      Player 4:      5                  Player 4:      6

                  Find each team’s score for the first half.

                  Which team was winning at half-time?

                  Find each team’s total score for the game.

                  Which team won the game?

 (Answers:    Scores for the first half:  Team A = 18, Team B = 17

                   Team winning at half-time: A

                   Total scores for the game: Team A = 38, Team B = 43

                   Team that won the game: B                                         )

• Tell which measuring tool and unit you would use to measure given objects. Explain your choices.

Ex.     Measure the length of a pencil.               

(Answer: ruler; inches or centimeters; the object is shorter than a ruler)

          Measure the length of a room.                

(Answer: measuring tape; feet or meters; the room is longer than a ruler)

• Estimate and then measure pictures to the nearest inch and centimeter (using a ruler).
• Tell whether you get a smaller/larger answer when you measure with inches/centimeters. Tell why. (Possible answer: You get a larger answer with centimeters, because they are smaller so it takes more of them.)
• Name something you might use as a personal reference for an inch/centimeter/yard/meter.

Possible answers:  

inch = width of 2 fingers OR my thumb from end to knuckle;

foot = my arm from my elbow to my wrist;

yard = a little less than my arm span or DAB position;

centimeter = my pointer finger from side to side;

meter = a little less than my arm span

• Given a tally chart, make a line plot.

• Play Hit the Target. Show how you can hit the target in 2 steps.  Then, show how you can it the target in 1 step.

Ex.     Target number: 90          Starting number: 48

• Given “sample student” work, students should be able to tell whether they agree or disagree with what the sample student did. If there was an error, students should be able to tell what the sample student needed to do differently.
• Given “sample student” strategies for solving a math problem, tell which strategies work and which strategies do not work. If there is an error, tell what the student needed to do differently to get the correct answer.

As this is an odd-numbered unit, students will be asked to solve an Open Response problem, and to explain their thinking (how they figured it out).  To solve this problem, they will need to apply skills and concepts from the unit.  

I hope you find this information helpful as you are working with your child at home.

Sincerely,

Mrs. Gruenewald

Dear Families,

Re:  Everyday Math Assessment – Unit 8

Students will be assessed on concepts, strategies, and games that were taught during the unit.  Including:

• Draw and name 2-dimensional shapes. (Focus on 3, 4, and 6-sided shapes.)

Ex. triangle, square, rectangle, parallelogram, trapezoid, and hexagon

• Recognize and draw shapes with right angles and parallel lines.
• Describe 2-dimensional shapes using geometry words including “sides” and “angles”.
• Identify 3-dimensional shapes (cubes, prisms, pyramids, cones, and spheres).

Note:  prisms and pyramids are named by the shape of their bases.  Ex.    A rectangular prism has a rectangle-shaped base, and rectangle-shaped faces.   A triangular prism has a triangle-shaped base, and rectangle-shaped faces.   A rectangular pyramid has a rectangle-shaped base and triangle shaped sides.  A triangular pyramid has a triangle-shaped base and triangle shaped sides.

• Given a 3-dimensional shape, describe it using geometry words such as “faces,” “base,” “vertices,” “apex,” and 2-dimensional shapes of faces (such as square, rectangle, or circle).
• Given a rectangle, partition it into a given number of rows with a given number of rectangles on each row.

Ex.  Partition the rectangle into 3 rows with 3 rectangles on each row.  Then, tell how many rectangles there are in all.

                                                                Answer:  9 rectangles

• Given a number story, draw an array to match the story.

Ex. Mrs. G. made 2 rows of pennies with 5 pennies in each row.  How many pennies did Mrs. G use?  Draw an array to match the story.  Write a number model.

Answer:            X X X X X             10 pennies              5 + 5 = 10  

                         X X X X X                                          2 x 5 = 10

• Given “sample student” work, students should be able to tell whether they agree or disagree with what the sample student did. If there was an error, students should be able to tell what the sample student needed to do differently.
• Given “sample student” strategies for solving a math problem, tell which strategies work and which strategies do not work. If there is an error, tell what the student needed to do differently to get the correct answer.

As this is an even-numbered unit, students will be given a Cumulative Assessment. Students will need to apply skills and concepts taught in previous units to solve problems on the cumulative assessment.

I hope you find this information helpful as you are working with your child at home.

Sincerely,

Mrs. Gruenewald

Dear Families,

Re:  Everyday Math Assessment – Unit 9

Students will be assessed on concepts, strategies, and games that were taught during the unit.  Including:

• Given a shape (circle or rectangle), divide it into halves, thirds, or fourths. Name all the parts.

Ex. The parts when divided into fourths are named “1/4”, “1/4”, “1/4”, and “1/4”.   ALL the parts are  “4/4” or “whole.”

Ex. The parts when divided into thirds are named “1/3”, “1/3”, and “1/3”.  ALL the parts are  “3/3” or “whole.”

• Given an unusual shape shown with dots (like a grid), divide it into equal parts (halves, thirds, or fourths) by counting the “little squares.”
• Given a line segment, measure it to the nearest inch and centimeter.
• Given a 3-digit number, write its name in words.

Ex.     326             “three hundred twenty six”

• Given a 3-digit number, write it in expanded notation (also called expanded form).

Ex. 326                 300 + 20 + 6

• Write “<”, “>”, or “=” to compare numbers.
• Solve a number story with rows and equal numbers of things in each row.

Ex. Mrs. G. made 3 rows of pennies with 6 pennies in each row.  How many pennies does she have in all?  Write an addition number model.

Answer:  X X X X X X

              X X X X X X                    6 + 6 + 6 = 18

              X X X X X X

• Solve a number story with dividing things into equal groups.

Ex. Mrs. G. had 12 cookies.  She put them into 2 baggies.  Each bag had the same number of cookies.  How many cookies are in each baggie?  Write a number model.

Answer:  X X X X X X

              X X X X X X                    6 + 6 = 12

• Make ballpark estimates. Then solve problems (the actual problems).

Ex. 116 – 32 = ?            Answer:        110 – 30 = 80 (ballpark estimate)

                                                        116 – 32 = 84 (actual problem)

• Count coins.
• Show multiple ways to pay for items with coins.   89¢ 

Possible answer:  D D D D D D D D N P P P P       &        Q Q Q D P P P P

• Given “sample student” work, students should be able to tell whether they agree or disagree with what the sample student did. If there was an error, students should be able to tell what the sample student needed to do differently.
• Given “sample student” strategies for solving a math problem, tell which strategies work and which strategies do not work. If there is an error, tell what the student needed to do differently to get the correct answer.

As this is an odd-numbered unit, students will be asked to solve an Open Response problem, and to explain their thinking (how they figured it out).  To solve this problem, they will need to apply skills and concepts from the unit.  

I hope you find this information helpful as you are working with your child at home.

Sincerely,

Mrs. Gruenewald

How to Access Everyday Math Online Resources at Home

1. Go to www://clever.com/in/Livonia .
2. Choose “Log in with Google.”
3. Enter student’s email (if requested). You may be able to “save” your child’s profile on the computer. That could make this step easier in the future.

Remember that student emails are put together like this:

login @student.livoniapublicschools.org  (no spaces)

4. Enter student’s password (4 digit number).
5. Click on McGraw Hill icon (red icon).
6. Click launch button (teal green icon).
7. Click on today’s lesson (top left corner – large box) or the previous lesson (directly below today’s lesson; you will see a triangle that points to the left in front of the lesson number).

 

Continue to print homelinks at home.

8. Click on EM at Home (brown icon).

Click on Today’s Homelink (brown icon in center).

 

Login and Email Note:  You received your child’s login (and email) information and password on a bright pink sheet of paper at conferences.

Click "Interesting Web Resources" on my main webpage for access to numerouse on-line math resources and skill practice games.

If you would like a printable copy of consonant or vowel letter tiles for making words at home, please email me a request.  I can send you PDF files.