When learning a new skill, students first "invent their own algorithms"
"During the early phases of learning an operation, Everyday Mathematics encourages children to invent their own algorithms …
before they develop or learn systematic procedures for solving problems." (Teacher's Reference Manual, p. 32)
even though
"… it is unlikely that children will invent a multiplication
algorithm of their own." (Teacher's Edition, p. 709)
Heavy calculatordependence results
"Across Kindergarten through Grade 6, the authors of Everyday Mathematics do not believe it is worth students' time and effort to fully develop highly
efficient paperandpencil algorithms for all possible wholenumber, fraction, and decimal division problems. … The mathematical payoff
is not worth the cost, particularly because quotients can be found quickly and accurately with a calculator." (Teacher's Reference Manual, p. 111)
coupled with much peerdependence.
Every lesson calls for smallgroup and partner activities.
With the most calculatordependence, with much peerdependence, and usually the fewest practice problems of all eight 3rd grade Math
Student and Teacher's Editions submitted by major publishers for 2008 local Texas adoption, Everyday Math RETARDS SKILLBUILDING.
Consistent with this defective pedagogy,
3rd grade Everyday Math:
DOES NOT TEACH ADDITION WITH REGROUPING 
 Uses cumbersome, timeconsuming, less efficient, more laborious, nonstandard "partial sums" method instead
(Teacher's Edition pp. 137138; Teacher's Reference Manual, pp. 102103)

UNDERDEVELOPS MULTIPLICATION NUMBERFACT AUTOMATICITY 
 Admits that 3rd graders will not develop automaticity in mastering x3, x4, x6, x7, x8 and x9 multiplication number facts; says they will build multiplication numberfact automaticity involving "x0, x1, x2, x5 and x10" but that they will "use strategies" to multiply "remaining facts," i.e., x3, x4, x6, x7, x8 and x9 (Teacher's Edition, p. A28)
BIG FLAW IN A 3rd GRADE MATH PROGRAM 
DISCOURAGES PRACTICE OF STANDARD ALGORITHMS FOR MULTIPLICATION AND DIVISION 
 Briefly mentions but in practice ignores the standard algorithm for multiplying 2 or more digits by 1 digit, with or without regrouping; uses cumbersome, timeconsuming, less efficient, more laborious, unduly complicated
"extended facts," "partial products," and "lattice" methods (Teacher's Edition, pp. 608611, 732733, 761763; Student Reference Book, pp. 74EF)
 Confesses that "a formal introduction to division algorithms is not included" (Teacher's Reference Manual, p. 112)
 Never drops crutches (e.g., counters, arrays, drawings) in division
