NYCDOE Everyday Mathematics: Sharing Resources
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NYCDOE Everyday Mathematics: Sharing Resources


Addressing Students' Diverse Needs

Special Education teachers have adapted, created and used many instructional tools and strategies to help make the curriculum accessible to the diverse needs of their students.  Some suggestions and samples follow.


Tools for Mathematics Vocabulary Building

  • Vocabulary ring
    .jpg download

  • Frayer Model template and samples
    .pdf download

  • Card template for word wall
    .pdf download | .doc Download

  • Sample student-generated cards for word wall
    .pdf download



Foldables, created by Dinah Zike, are student-made organizers that act as study tools to help students arrange math content information in an easily accessible format.

  • Sample foldable
    .pdf download

Individual Student Reference folders

Teachers can create individual reference folders for their students with pages containing important mathematical tools and ideas. This reduces copying time and enables students to have a key resource available to them at all times. Included in the folders can be

1. Glossaries: Vocabulary found in Everyday Mathematics lessons can be turned into additional learning experiences for children.

2. Algorithms and Operations Strategies: The following tools are from Grade 1 and Grade 2 Math Masters books.

  • Number Grids
    .pdf downloadCopyright © 2004 McGraw-Hill, Max Bell et al.

  • Fact Triangle Grade 1
    .pdf downloadCopyright © 2004 McGraw-Hill, Max Bell et al.

  • Fact Triangle Modified
    .pdf download

3. Problem-Solving Strategies:

  • Problem-Solving Strategies: a List
    .pdf download | .doc Download

  • Step-by-Step Problem-Solving Guide
    .pdf download | .doc Download

  • Problem-Solving Teacher Sample
    .pdf download | .doc Download

  • Problem-Solving Student Template
    .pdf download | .doc Download

4. Graphic Organizers

  • Situation Diagram: Parts-and-Total
    .pdf downloadCopyright © 2004 McGraw-Hill, Max Bell et al.
  • Situation Diagram: Start-Change-End
    .pdf downloadCopyright © 2004 McGraw-Hill, Max Bell et al.
  • Situation Diagram: Quantity-Quantity Difference
    .pdf downloadCopyright © 2004 McGraw-Hill, Max Bell et al.
  • Situation Diagram: Array Multiplication
    .pdf downloadCopyright © 2004 McGraw-Hill, Max Bell et al.


Give students mini-sticky notes on which to write numbers to be placed on the diagrams. Students find the missing parts.

Language and Literacy Needs

Teachers can promote understanding of mathematical concepts by utilizing strategies that also support language and literacy growth/development, such as:

  • Using mini-sticky notes for margin notes in the Student Reference Book
  • Using Think-Pair-Share
  • Doing a Shared Reading of math problems
  • Making and using overheads of Student Math Journal pages for modeling
  • Thinking aloud to model problem-solving strategies
  • Doing choral readings of instructions in the Student Math Journal pages
  • Using tools such as highlighters and mini-sticky notes
  • Developing content-related vocabulary by highlighting vocabulary used in the Everyday Mathematics lessons, including the math journal pages
  • Displaying math word wall (by unit or content strand) - see Sample Word Wall
    .pdf download
  • Using Quality Teaching for English Language Learners (QTEL) strategies (talk to the text)
  • Conferring
  • Using Turn and Talk
  • Increasing  wait time after a question is asked
  • Using revoicing  and other techniques from the book Classroom Discussions by Chapin, O'Connor & Anderson
  • Aligning New York State vocabulary lists with appropriate EM lessons
  • Having students use rubrics to score their own short and extended response sample questions
  • Displaying charts with strategies and examples of completed work

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