Kindergarten–Grade 4 meet daily in homeroom.
The mathematics program emphasizes flexible thinking, skill building, and developing confidence with the ultimate goal of attaining deep, conceptual understanding. Students are encouraged to find an entry point to a problem based on their knowledge and work toward a solution. This open-ended and creative approach to problem solving engages students, inspires learning, and encourages risk taking. Teachers use the Everyday Math program as the foundation for their curriculum and supplement it as they see fit. The following math values guide Maret’s instruction:
• Intentional Exploration: Teachers begin units with open-ended investigations to help students see patterns, raise questions, and make discoveries.
• Differentiation: Teachers present and offer students a variety of ways to approach a problem. They add scaffolds or increase rigor to meet students at their individual level.
• Ownership: Children’s individual approaches to problem solving are acknowledged and valued. They are given choices about how to approach their work, opportunities to share their thinking, and real-world situations in which to apply their knowledge. Students come to see themselves as mathematicians.
• Communication: Students often work in partnerships and groups and learn from each other through
• Flexibility: Children are encouraged to find multiple approaches to solving a problem with the goal of ultimately finding the most efficient/ideal strategy.
• Justification: Teachers require students to reflect on the strategies they use to solve a problem and explain their reasoning orally and in writing.
With a focus on the use of manipulatives, students develop a strong sense of numbers, understand patterns, explain their reasoning, and practice flexible thinking when solving problems.
In first grade, students are introduced to place value and using addition and subtraction. They begin to develop skills in communicating their reasoning and problem solving. They learn to choose from multiple strategies when solving problems and how to represent their understanding. They continue their exploration of time, money, patterns, and data.
Second GradeStudents deepen their understanding of place value and strengthen their fluency in addition and subtraction to work with larger numbers. They continue to develop skills in effective mathematical communication by explaining their thinking and describing the processes they use to come to conclusions. Students explore real-life scenarios through such activities as making change with money, and collecting and representing survey data. They consider multiple approaches to solving problems, develop a variety of strategies for future problems, and learn from their classmates’ points of view.
Third GradeWith an initial focus on addition and subtraction, students demonstrate mastery of facts and learn to use various methods (trade-first, borrowing, counting up, etc.) to find solutions to problems with multi-digit numbers. Students are introduced to single-digit multiplication and division. They are encouraged to illustrate their work in multiple ways and use manipulatives to practice grouping. Students explain their thinking, present their work, and double-check their computations.
Fourth GradeStudents begin the year with a focus on place value, estimation, and addition and subtraction through the ten-thousands. Building upon their automaticity with basic facts, they multiply and divide by two digits through conceptual models, including partial products multiplication and partial quotient division. They explore fractions and decimals through real-life examples. Students’ thinking broadens to abstract reasoning, regularly writing equations with variables to represent the unknown. They continue to justify their thinking using pictorial, verbal, and written responses for problem solving. Everyday problems and data provide opportunities for the students to analyze, organize, estimate, and calculate.