MATHEMATICS: MATH CURRICULUM
Math learning at the Banneker draws on several curriculum resources to include the best teaching approaches and tools found in a variety of math programs. We find that it is impossible to fully meet the needs of all our students all of the time if we use only a single, pre-packaged curriculum. In addition, no single program is fully aligned with state standards, or presents material in a way that is ideal for all students’ development of understanding and skill. Expanding our resources gives our teachers greater flexibility, and allows our students to move ahead as quickly as they are able towards meeting grade level learning expectations.
The following are among the major sources being used from kindergarten to sixth grade to help build a well-rounded curriculum.
- Developing Number Concepts published by Dale Seymour Publications
- Investigations published by TERC
- Singapore Math
- Number Worlds published by McGraw Hill
- Rational Number Project, Units 1 and 2
- Envision Math published by Pearson
- IReady Mathematics published by Curriculum Associates
A system of assessing number concepts is being used in grades K-2 to ensure our students are gaining the conceptual understanding and quantitative reasoning that is so essential for their success in mathematics. This system and our primary curriculum EngageNY allows them opportunities to use manipulatives and visual models to solve math problems and gives them ample hands on experience to build a solid foundation in number sense. It is both rigorous and thorough. At each grade level we have established expectations so we can ensure continuity from year to year. We have units of instruction at each grade level which help insure continuity, rigor and alignment with the common core. We continue to expect that our children will know their addition facts to 20 by the end of second grade. They have access to computers where they practice the math skills learned in a lesson and allows teachers to track their progress. Whenever a student struggles with a specific skill intervention is provided by the teachers in the classroom, the intervention specialist or the coach.
3- 6 Math
Learning expectations in grades 3 – 6 have been aligned with state standards, revised so that students learn fewer topics per grade, and deepened so that students learn them well. Three major assessments, as well as more frequent end-of-unit assessments and in-class performance indicators allow us to target our reteaching efforts towards the topics and skills students really need. Customizing our math program this year also allows us to engage students around topics in which they are interested: For example, as the 2010-2011 year began, classrooms were able to build community by collecting, representing, and discussing data about students and staff.
All Grades, All Students, All Staff
We have high expectations for all of our students. We expect children to share and talk about their thinking and problem solving strategies to further everyone’s understanding of mathematical concepts. We invite children to challenge themselves and we expect them to accept that challenge. We believe that children are good knowledge builders and can gain vastly more skill and understanding than is often expected. We want children to discover and believe, as we do, that effective effort will lead to success in math for all.
- CLICK to learn more about Massachusetts math learning expectations. For 3rd and 5th grade expectations, click on the May, 2004 Supplement.