University of Chicago School
Mathematics Project Research (USCMP)
Children come to school knowing more than
they currently get credit for.
Children can learn much more than what is
usually expected of them.
Mathematics means more when it is rooted in
real-world problems and situations.
What Everyday Mathematics Does:
Acknowledges children’s experiences and intuitions
Provides problem solving experiences in real-life
contexts while allowing for diversity and various
Promotes practice through meaningful games and
Integrates content throughout the curriculum
Provides repeated exposures, ensuring that children
encounter and apply concepts over time, deepening
mathematical understanding (begin, develop, secure)
What Everyday Mathematics Does Not Do:
Encourage one word answer or strategy
Teach by telling
Encourage rote practice or memorization of
rules in isolation
In Everyday Mathematics you can expect to
a problem-solving approach based on
an instructional approach that revisits
frequent practice of basic skills, often through
lessons based on activities and discussion,
not a textbook
mathematical content that goes beyond basic
SPIRALING CONCEPTS AND SKILLS
Mastery of concepts Topics are introduced in
and skills comes with an informal way and then
presented numerous times
repeated exposure in different contexts with
and practice, not just gradually more formal,
one lesson. directed instruction.
When students revisit topics, they make new
connections and gain different insights.
Students regularly review and practice new
concepts through activities, games, and
An instructional approach that revisits
Write each fraction Write a 10-digit
Math Boxes as a whole number number that has
or mixed number. 9 in the tens place
17/4 = ____ 3 in the millions
24/3 = ____ 1 in the thousands
Daily activity in student 5/2 = ____
journal providing 9/8 = ____ _______________
children with continuous
practice and review of Use a full circle True or False?
protractor to draw
all mathematical and label an angle
5,894 is divisible
by 6. ___
content learned up to MAD, whose 6,789 is divisible
measure is 105
that point. degrees.
by 2. ___
9,024 is divisible
by 4. ___
Lessons based on activities and discussion,
not a textbook… SRB
Students record, organize,
and demonstrate their
learning in a math
Focus is on learning
information is aimed at
Students use a variety of
Student Reference Book
related to lesson
content and game rules.
Students will learn and practice all of the basic
facts in many different ways without having
an overwhelming number of drill pages.
Addition/Subtraction and Multiplication/Division Facts
Everyday Mathematics offers many opportunities for
teachers to meet the varying needs of each student.
The program is flexible in that it is possible to adjust
or modify most activities according to student needs.
A differentiated classroom is a rich learning
environment that provides students with multiple
avenues for acquiring content, making sense of
ideas, developing skills, and demonstrating what they
Challenging Advanced Math Skills
Lessons move students beyond basic arithmetic and
nurture their higher-order and critical thinking skills.
Students are challenged to think flexibly, articulate
their understandings, and explain problem-solving
Options for enrichment, extension, and game
variations provide a challenge to highly capable
Breadth and depth of mathematics and brisk pacing
provides challenges for students eager to explore
topics such as algebra or data and chance.
Everyday Mathematics Games
One of many forms Increase mental
for practicing facts flexibility and
and other skills number sense
Integral component Games are to be
of Everyday revisited and played
Mathematics, not on a regular basis
Everyday Math Mottos
“Trust the Spiral”
“Know some, grow