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Mathematics


Children learn math in daily scheduled classes that include instruction, guided practice and activity-based investigations that place math in the context of our daily lives.

  • The heart of OWN Mathematics is the establishment of a positive learning environment. Children share what they already know, and explore a variety of strategies for problem solving and representation in an open-ended and collaborative manner.
  • OWN Mathematics is specifically designed to address NYS standards. OWN uses TERC Investigations in Number, Data, and Space (K-4) and Glencoe Math (5-8). Each course of study has a text, as well as a library of math trade books and reference books.
  • Mathematics content focuses on developing fluency with the number system, including representations, relationships, and operations with whole numbers and fractions. Students also learn estimation and computation strategies. They explore measurement, geometry, money and time. Algebraic thinking skills are part of the program at all levels.
  • Literacy skills are embedded in the mathematics program. Students write, draw, and talk about math. Teachers guide student discussions about mathematics, prompting the children to explain concepts and describe processes. Attention is paid to developing fluency in the specific language of mathematics.
  • Teachers guide students to collect and record first-hand data, to represent and analyze it. Children learn to identify patterns, describe relationships, make connections. The OWN math program is designed to encourage students to think creatively, develop their own problem-solving strategies, and work cooperatively.
  • Math Journals provide structure for instruction in specific writing skills, ranging from simple record keeping to writing clear explanations of how they reach solutions or solve problems.
  • Assessment is an ongoing process, using a variety of strategies that range from the very informal formative assessments to formal summative assessments. Assessment is embedded within the investigations.

 

Scope & Sequence

Primary Objectives

Kindergarten

The OWN Mathematics Curriculum for Kindergarten is rooted in the NYSED Standards for Mathematics and the national standards of the National Council of Teachers of Mathematics. By the end of Kindergarten all students will:

  • count numbers 0-50
  • order and compare numbers 0-30
  • represent quantities and relationships in three or more ways, including drawings, number sentences and verbal descriptions.
  • demonstrate the ability to solve addition and subtraction problems using a variety of methods
  • recognize and describe regular and irregular polygons, and composite shapes (square, circle, rectangle, triangle)
  • Use a variety of manipulatives to create patterns using attributes of color, size, or shape, and recognize, describe, extend, and create patterns that repeat
  • Understand and use ideas such as over, under, above, below, on, beside, next to, and between
  • Name, discuss, and compare attributes of length (longer than, shorter than)
  • Relate specific times such as morning, noon, afternoon, and evening to activities and absence or presence of daylight
  • demonstrate ability to gather data and an understanding of strategies for representing and analyzing data

The set of three NCTM curriculum focal points and related connections for mathematics in Kindergarten are addressed in contexts that promote problem solving, reasoning, communication, making connections, and designing and analyzing representations. Children integrate their understandings of geometry, measurement, and number.

  • Number and Operations and Algebra: Representing, comparing, and ordering whole numbers and joining and separating sets
  • Measurement: Ordering objects by measurable attributes
  • Geometry: Describing shapes and space

 

Grade 1

The OWN Mathematics Curriculum for Grade 1 is rooted in the NYSED Standards for Mathematics and the national standards of the National Council of Teachers of Mathematics. By the end of Grade 1 all students will:

  • fluently count numbers 0-100
  • order and compare numbers 0-30
  • represent quantities and relationships in three or more ways, including expressions, number sentences, concrete and graphic models, and verbal descriptions.
  • demonstrate understanding of the meanings of addition and subtraction
  • know basic addition facts, related subtraction, and complements of ten
  • describe the attributes and properties of regular and irregular polygons, and composite shapes
  • identify and develop patterns, including visual, auditory, numerical
  • demonstrate understanding of the meaning and use of units of measure
  • demonstrate ability to gather data and an understanding of strategies for representing and analyzing data

The set of three NCTM curriculum focal points and related connections for mathematics in grade 1 are addressed in contexts that promote problem solving, reasoning, communication, making connections, and designing and analyzing representations.

  • Number and Operations and Algebra: Developing understandings of addition and subtraction and strategies for basic addition facts and related subtraction facts.
  • Number and Operations: Developing an understanding of whole number relationships, including grouping in tens and ones.
  • Geometry: Composing and decomposing geometric shapes.

 

Grade 2

The OWN Mathematics Curriculum for Grade 2 is rooted in the NYSED Standards for Mathematics and the national standards of the National Council of Teachers of Mathematics. By the end of Grade 2 all students will:

  • demonstrate an understanding of place value
  • order and compare multi-digit numbers to 100
  • count back by 1s, 5s, and 10s from 100 using a hundreds chart
  • represent quantities and relationships in three or more ways, including expressions, number sentences, concrete and graphic models, and verbal descriptions.
  • demonstrate mastery of addition facts, related subtraction, complements of ten
  • explain the role of zero in the number system
  • explain the commutative and associative properties of addition with whole numbers
  • demonstrate an ability to add and subtract multi-digit numbers with regrouping
  • develop fluency with efficient procedures for adding and subtracting whole numbers
  • understand meanings of addition and subtraction and explain why the procedures work
  • skip count by 2s, 5, 10s, 100s; skip count by 3s to 36 and by 4s to 48
  • describe the attributes and properties of polygons, and composite shapes
  • identify and develop and explain patterns, including visual, auditory, numerical
  • demonstrate understanding of the meaning and use of units of measure
  • demonstrate an ability to gather data and use strategies for representing and analyzing data

The set of three NCTM curriculum focal points and related connections for mathematics in Grade 2 are addressed in contexts that promote problem solving, reasoning, communication, making connections, and designing and analyzing representations.

  • Number and Operations: Developing an understanding of the base-ten numeration system and place-value concepts.
  • Number and Operations and Algebra: Developing quick recall of addition facts and related subtraction facts and fluency with multidigit addition and subtraction.
  • Measurement: Developing an understanding of linear measurement and facility in measuring lengths.

 

Grade 3

The OWN Mathematics Curriculum for Grade 3 is based on the NYSED Standards for Mathematics and the national standards of the National Council of Teachers of Mathematics. By the end of Grade 3 all students will:

  • Understand the place value structure of the base ten number system (to 1,000)
  • Understand and recognize the meaning of numerator and denominator in the symbolic form of a fraction
  • Use manipulatives, visual models, and illustrations to name and represent unit fractions as a part of a whole unit or a set of objects
  • Compare and order fractions and find their approximate locations on a number line
  • Develop fluency with single-digit multiplication facts
  • Demonstrate fluency and apply single-digit division facts
  • Estimate numbers up to 500
  • Describe and extend numeric and geometric patterns (=, -)
  • Define and use correct terminology when referring to shapes (circle, triangle, square, rectangle, rhombus, trapezoid, and hexagon
  • Identify and construct lines of symmetry
  • Use a ruler/yardstick to measure to the nearest standard unit
  • Read and interpret data in bar graphs and pictographs

The set of three focal points related to mathematics in Grade 3 include conceptual understanding, procedural fluency and problem solving.

The 5 content strands include Number Sense and Operations, Algebra, Geometry, Measurement and Statistics and Probability. The 5 process strands that are integrated into the math program include Problem Solving, Reasoning and Proof, Communication, Connections and Representation.

 

Grade 4

The OWN Mathematics Curriculum for Grade 4 is based on the NYSED Standards for Mathematics and the national standards of the National Council of Teachers of Mathematics. By the end of Grade 4 all students will:

  • Understand the place value structure of the base ten number system (to 10,000)
  • Recognize and generate equivalent fractions (halves, fourths, thirds, fifths, sixths, and tenths using manipulatives, visual models and illustrations
  • Develop an understanding of decimals a part of a whole
  • Read and write decimals to hundredths using money as a context
  • Use a variety of strategies to multiply 2-digit numbers by 2-digit numbers
  • Use a variety of strategies to divide 2-digit numbers by one-digit divisors
  • Evaluate and express relationships using open sentences with one operation
  • Describe and extend, and make generalizations about numeric (+, -, �, ") and geometric patterns
  • Classify angles as acute, obtuse, right and straight
  • Measure mass using grams
  • Measure capacity using milliliters and liters
  • Represent data using tables, bar graphs and pictographs

The set of three focal points related to mathematics in Grade 4 include conceptual understanding, procedural fluency and problem solving.

The 5 content strands include Number Sense and Operations, Algebra, Geometry, Measurement and Statistics and Probability. The 5 process strands that are integrated into the math program include Problem Solving, Reasoning and Proof, Communication, Connections and Representation.

 

Grade 5

The OWN Mathematics Curriculum for Grade 5 is based on the NYSED Standards for Mathematics and the national standards of the National Council of Teachers of Mathematics. By the end of Grade 5 all students will:

  • Understand the place value structure of the base ten number system (to 1,000,000)
  • Compare and order fractions including unlike denominators (with and without the use of a number line)
  • Understand the concept of ratio
  • Read, write and order decimals to thousandths
  • Understand that percent means part of 100, and write percents as fractions and decimals
  • Find the common factor and greatest common factor of two numbers
  • Use a variety of strategies to multiply three-digit numbers by three-digit numbers
  • Use a variety of strategies to divide 3 digit numbers by one- and two-digit numbers
  • Use a variety of strategies to add, subtract, multiply and divide decimals to thousandths
  • Define and use appropriate terminology when referring to constants, variables and algebraic expressions
  • Solve and explain simple one-step equations using inverse operations involving whole numbers
  • Classify quadrilaterals by properties of their angles and sides
  • Indentify and plot points in the first quadrant
  • Use a ruler to measure to the nearest inch, 1/2, 1/4, and 1/8 inch.
  • Calculate elapsed time in hours and minutes
  • Display data in a line graph to show an increase or decrease over time
  • List the possible outcomes for a single-event experiment