Math

At Perrymont Elementary School, we want our students to develop an appreciation for and interest in mathematics, learn to think and reason mathematically, as well as to be prepared to face new mathematical challenges. Each student receives a minimum of 75 minutes (varies depending on grade level) of mathematics instruction daily. Math classes in grades K-5 are heterogeneously grouped. 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.

There are several key components to math in all grade levels: daily spiral review, use of manipulatives, small group teaching, and technology. Daily spiral review is used in all grade levels as a way to reinforce previously taught skills and practice current skills. Through division created and teacher created assessments teachers are able to target deficit skills to incorporate into their spiral review. This way students are practicing all of the skills they have learned that year on a daily basis so that students’ 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. Each teacher has Hands-On Standards manuals that help teachers incorporate manipulatives into small group lessons. The integration of technology further supports our efforts to promote the development of mathematical thinking and number sense. Classroom teachers utilize technology to target individual student needs in the area of mathematics. Teachers continue to use Study Island, Flocabulary, and IXL math programs.

Classroom teachers follow the Lynchburg City Schools’ pacing guides and use the adopted textbooks approved by the State of Virginia. Each quarter, the LCS pacing guides are used to develop lesson plans which address the Virginia Standards of Learning. Teacher-created formative assessments are used to support frequent monitoring of student progress.

Students’ strengths and weaknesses in math are assessed and analyzed during the second and third quarter using division assessments called Benchmarks. Teachers use these results to identify by student the skills that need to be reinforced and/or re-taught. A plan for improvement is developed for each student who fails the Benchmark math assessment.