Everyday Mathematics The University of Chicago School Mathematics Project
About Everyday Mathematics

Assessment FAQs

What happened to BDS? Why is it missing from the Third Edition?

In the second edition of Everyday Mathematics the terms beginning, developing, and secure were used to describe both learning goals and also student performance in relation to these learning goals. Feedback from users of the second edition indicated that using the same terms to describe both the curriculum and student performance was confusing.

Teachers who have used Everyday Mathematics have various understandings of the terms beginning, developing, and secure. Some of these understandings are those that the EM authors intended; others are not. Rather than attempt to redefine existing terminology, the authors have chosen new terms. (Note that the new terminology does not reflect a fundamental change in the Everyday Mathematics approach. The new terminology is intended to clarify that approach and make it easier to implement.)

Related Links



Authors of Everyday Mathematics answer FAQs about the CCSS and EM.

View the archived webinar

Everyday Mathematics and the Common Core State Standards for Mathematical Practice

Andy Isaacs, director of EM revisions, discusses the CCSSM edition of Everyday Mathematics. Learn more

Everyday Mathematics Virtual Learning Community

Join the Virtual Learning Community to access EM lesson videos from real classrooms, share resources, discuss EM topics with other educators, and more.

Grade-Level Information

Access grade-specific resources for teachers, such as pacing guides, literature lists, and games.

Professional Development

The Center for Elementary Mathematics and Science Education offers strategic planning services for schools that want to strengthen their Pre-K–6 mathematics programs.

On the Publisher's Site

McGraw-Hill Education's website features supplemental materials, games, assessment and planning tools, technical support, and more.