At Perrymont Elementary School, we want our students to develop an appreciation for and interest in mathematics, learn to think and reason mathematically, and be prepared to face new mathematical challenges. We promote student mastery of computational skills and student conceptual thinking through increased attention to problem solving, communication, and reasoning. Our students are given opportunities to explain the procedures they use, justify their reasoning, judge the reasonableness of their solutions, and reflect on their thinking.
Daily review and reinforcement of previously taught skills, teacher-created pacing guides, and teacher-created formative assessments provide the support students need as they progress and move towards mastery of the content. Our students benefit from using concrete materials to explore mathematical concepts and work in small groups that allow them to learn from each other. The integration of technology further supports our efforts to promote the development of mathematical thinking and number sense.
Each student receives 60-70 minutes (varies depending on grade level) of mathematics instruction daily. Math classes in grades K-5 are heterogeneously grouped. Accelerated placement in math is offered to selected students in grades 2-5 beginning the first week of school. Accelerated placement in math is offered to selected first grade students beginning second semester. In order to meet the needs of all students, flexible small groups are offered to promote both remediation and acceleration.
Classroom teachers follow the Lynchburg City Schools’ timelines and use the adopted textbooks approved by the State of Virginia. Each six weeks, the LCS timelines are used to create pacing guides detailing by day the standard to be taught. Teacher-created formative assessments are used to support frequent monitoring of student progress.
Students’ strengths and weaknesses in math are assessed and analyzed every six weeks using the Lynchburg City Schools’ six-week assessments. Teachers use these results to identify by student the skills that need to be reinforced and/or re-taught. A Personalized Plan for Improvement is developed for each student who fails the six weeks math assessment.
Classroom teachers utilize technology to target individual student needs in the area of mathematics. Teachers continue to use QUIA, Compass Math, Harcourt Math, and Study Island. IXL, FASTT Math, and First in Math are used extensively and support more frequent monitoring of student progress.
