Mathematics

The goal of the mathematics program in the Newton Public Schools is for all students to understand mathematical concepts and procedures; to be able to apply procedures, concepts, and processes to the solution of challenging problems in a variety of school, home and work settings; and to prepare students for continued study of mathematics and fields that require the use of mathematics.

To meet our goal, we have the following objectives, which reflect our commitment to the vision articulated in the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics:

Content strands identify the big ideas of mathematics – number and operations, patterns and algebra, geometry, measurement, data analysis and probability.  The process strands emphasize developing multiple strategies for problem–solving, strong reasoning and communications skills, and the habits of mind which will enable all students to use mathematics powerfully throughout their lives. 

Standards for Mathematical Practice

Specific learning goals of the content and process strands are delineated in the Newton Public Schools Mathematics Benchmarks.  The benchmarks are consistent with NCTM Principles and Standards, and with Newton’s commitment to active anti-racist education.  Students who meet the learning goals set by the Newton Mathematics Benchmarks will be very successful on all measures of mathematics achievement including the Massachusetts Comprehensive Assessment System (MCAS). 

Kindergarten through Grade 5

The foundation program for elementary mathematics in the Newton Elementary Schools isEveryday Mathematics. Based on research done at the University of Chicago School Mathematics Project, Everyday Mathematics is an excellent match for the Newton Public Schools.  The development of Everyday Mathematics was guided by the belief that children are capable of learning a great deal more mathematics than previously expected.  Therefore the curriculum includes topics from all mathematics content strands, and incorporates the simultaneous development of concepts and skills.  

By developing the curriculum one grade level at a time, the authors were able to carefully map out a sequence of instruction that interweaves concepts from each of these content strands throughout the curriculum. Because very few people learn a new concept or skill the first time they experience it, the curriculum is structured to provide multiple exposures to topics, and frequent opportunities to review and practice skills.  This is commonly referred to as the “spiral” of mathematics concepts.  More information about Everyday Mathematics can be found at the University of Chicago School Mathematics Project website:  http://everydaymath.uchicago.edu/.

In accordance with the core values of the Newton Public Schools, teachers are expected to provide a mathematics program which ensures that every child meets grade level benchmarks, and that every child is challenged at his or her appropriate level.  To that end, teachers develop a differentiated approach to mathematics instruction that includes whole class teaching, small group and partner work, and independent activities. 

Teachers have worked with the Elementary Mathematics Specialist and the Mathematics Curriculum Coordinator to develop materials to extend and challenge students as well as to help students who have experienced difficulty in acquiring the concepts and skills at their grade levels.   Print materials are available to all teachers through the professional resource library in their buildings.  Teachers also have access to instructional software, math games and materials for specific instruction in reading and writing in mathematics and problem-solving strategies. 

In addition to providing materials the supplemental materials for differentiated instruction, we provide professional development opportunities, including workshops, graduate courses, and citywide release days, throughout the school year to help teachers reach this ambitious goal. 

Student success in elementary school mathematics depends on a combination of teacher skill, a strong core program, and sufficient time for direct instruction, teacher-guided exploration of mathematical ideas, individual practice, class discussion and reasoning about mathematical concepts.  One hour of structured study of mathematics each day is the minimum necessary to reach this goal.

 

Benchmarks for each elementary grade:

Kindergarten	Grade 1	Grade 2
Grade 3	Grade 4	Grade 5

Grades 6-8

The goal of middle school mathematics in Newton is to build new mathematical ideas and experiences drawing from the connections and relationships with mathematics students learned in elementary school.  All students will engage in a three-year course of study that integrates all the content strands with the process strands and completes a full year of Algebra 1 by the end of eighth grade.  Instruction and curriculum in middle school mathematics develops basic skills and conceptual understanding as a unified whole.  Impact Mathematics: Algebra and More is the foundation textbook series of our middle school mathematics program. Detailed descriptions of topics in Impact Mathematics: Algebra and More can be found on the website: www.glencoe.com/sec/math/impact/index.php. 

At the end of sixth grade, teachers recommend students for placement in one of two levels for seventh grade mathematics – Math 7 or Math 7A.  Teachers’ recommendations are based on two factors: 1) the student’s mastery of the skills and concepts of sixth grade mathematics, and 2) the student’s work habits and motivation as demonstrated in mathematics class in sixth grade.  Most students will continue their study of mathematics in eighth grade at the same level as they studied in seventh grade, although students, teachers, or parents may recommend a change.  Each seventh and eighth grade course continues the use of Impact Mathematics: Algebra and More, as the foundation text.