Mathematics

Kindergarten to Grade 2

Instruction in mathematics at the primary grades has been planned with careful consideration for the needs and nature of children. Young children need to develop mathematical skills that include the knowledge and use of number facts as well as the ability to do quantitative thinking. Children need the opportunity to develop their abilities to use and do mathematics.

The primary grades mathematics program encourages children to be actively involved in mathematics skills through measuring, observing, data handling, sorting, counting, and graphing. These experiences are linked to reading, language arts, science, and social studies. There is a strong emphasis on verbal problems, mental problem solving, estimation, and use of calculators.

Knowing how young children acquire skills, we support their learning with the use of a wide variety of materials including: rulers, tape measures, geometry templates, money, and calculators. When appropriate, children also use pattern blocks, weighing scales, and number blocks.

Children are supported in learning basic facts through a variety of practice activities with the goal of producing good "number fact reflexes." Their "Fact Power" is developed in association with real life uses of numbers.

The program is planned with the expectation that children will grow in their ability to take responsibility for their own mathematics learning. When they do, their interest in mathematics remains very high.

Students in grades K-2 study mathematics using Everyday Mathematics developed by the University of Chicago School Mathematics Project. Teachers have aligned lessons with the district-adopted mathematics proficiencies. Additional emphasis is placed on number sense and mastery of number facts.

Grade 3 and Grade 4

The learning of mathematics in grades three and four is planned to reinforce the developing cognitive abilities of children in this age span. The use of physical models to support and extend their thinking is encouraged. Students' abilities to solve problems, especially involving common-life situations, are reinforced. They work independently and in small groups to confirm their knowledge and to develop long-term math projects. On-going practice to maintain and extend skills for using number facts and basic operations is built into math instruction; students work with activities to develop a growing understanding of the mathematics underlying the familiar operations.

Students are supported in learning how to use numbers and numeration to solve problems. They develop and apply an understanding of geometry and spatial relationships. They are guided in exploring data and in using patterns and sequences. As their understanding grows, they explore the procedures and algorithms employed to facilitate mathematical operations.

Students in grades three and four need opportunities to turn their intuition for numbers into systematic understanding. To facilitate this growth, they are encouraged to construct knowledge and concepts for themselves. The mathematics program provides experiences to capture and extend the enthusiasm of students for learning mathematics. In grades three and four, materials from the University of Chicago School Mathematics Project, Everyday Mathematics, are used as the primary source for classroom learning activities. Mastery of number facts and number sense continue to be emphasized.