The 2007 edition of Everyday Mathematics provides additional support to teachers for diverse ranges of student ability:
- In Grades 1-6, a new grade-level-specific component, the Differentiation Handbook, explains the Everyday Mathematics approach to differentiation and provides a variety of resources.
- The Teacher's Lesson Guide now includes many notes and suggestions that will help teachers differentiate instruction for diverse populations.
- Every lesson summary includes a list of Key Concepts and Skills addressed in the lesson. This list highlights the range of mathematics in each lesson so that teachers can better use the materials to meet students' needs. The Key Concepts and Skills are linked to the Grade-Level Goals and Program Goals and thus clarify how lesson activities connect to and support Everyday Mathematics long-range goals.
- Each lesson provides point-of-use ways to modify activities. These suggestions are called "Adjusting the Activity." If children are having difficulty with a certain activity or need to be challenged a bit more, teachers might find one of these modification suggestions helpful.
- At the beginning of each unit a "Multiage Classroom" chart can be found. Companion lessons from previous and future grade levels are given. If students have not had previous experience with Everyday Mathematics, teachers might find this information especially useful.
- At the beginning of Volume 1 of the Teacher's Lesson Guide a "Games Correlation Chart" can be found. (1-3 or 4-6 page xxxii) This chart is another source for enrichment and extra practice opportunities. Variations of games already played at a specific grade or games from other grade levels can be incorporated for each unit.
- Lessons have to be reorganized to include optional differentiation activities. Each lesson contains one or more of the following types of activities:
- Extra Practice, and
- English Language Learner Support.
- Readiness activities are typical of Everyday Mathematics' approach to differentiation: rather than attempting to "fix" students after a lesson has not gone well, Readiness activities are designed to avoid problems before they arise by preparing students to overcome predictable difficulties.
Finally, while the curriculum can provide general suggestions for modification, teachers must use their own professional judgment to adjust the curriculum to meet individual needs.
Advice from Teachers about Meeting Individual Learning Needs
Center for Research on Education, Diversity, and Excellence
National Association for Gifted Children
Center for Mathematics Education at EDC