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Mathematics

Elementary Math Program

Learning Standards

Mathematics instruction in APS is aligned to the five Process Standards for Mathematics developed by the National Council of Teachers of Mathematics and promoted by the Virginia Department of Education.

Mathematical Problem Solving

Students will apply mathematical concepts and skills and the relationships among them to solve problem situations of varying complexities. Students also will recognize and create problems from real-world data and situations within and outside mathematics and then apply appropriate strategies to determine acceptable solutions. To accomplish this goal, students will need to develop a repertoire of skills and strategies for solving a variety of problem types. A major goal of the mathematics program is to help students apply mathematics concepts and skills to become mathematical problem solvers.

Mathematical Communication

Students will communicate thinking and reasoning using the language of mathematics, including specialized vocabulary and symbolic notation, to express mathematical ideas with precision. Representing, discussing, justifying, conjecturing, reading, writing, presenting, and listening to mathematics will help students to clarify their thinking and deepen their understanding of the mathematics being studied. Mathematical communication becomes visible where learning involves participation in mathematical discussions.

Mathematical Reasoning

Students will recognize reasoning and proof as fundamental aspects of mathematics. Students will learn and apply inductive and deductive reasoning skills to make, test, and evaluate mathematical statements and to justify steps in mathematical procedures. Students will use logical reasoning to analyze an argument and to determine whether conclusions are valid. In addition, students will use number sense to apply proportional and spatial reasoning and to reason from a variety of representations.

Mathematical Connections

Students will build upon prior knowledge to relate concepts and procedures from different topics within mathematics and see mathematics as an integrated field of study. Through the practical application of content and process skills, students will make connections among different areas of mathematics and between mathematics and other disciplines, and to real-world contexts. Science and mathematics teachers and curriculum writers are encouraged to develop mathematics and science curricula that support, apply, and reinforce each other.

Mathematical Representations

Students will represent and describe mathematical ideas, generalizations, and relationships using a variety of methods. Students will understand that representations of mathematical ideas are an essential part of learning, doing, and communicating mathematics. Students should make connections among different representations C physical, visual, symbolic, verbal, and contextual C and recognize that representation is both a process and a product.

Textbooks

The textbooks and online text resources are just one aspect of the media and methodology used to create rich instructional units.

鶹ӳ uses the following purchased resources to support the teaching and learning of the Virginia Department of Education Standards of Learning for Mathematics.

  • Savvas Realize/enVision
    Do the Math (Intervention)
    Bridges (Intervention)
    Kathy Richardson (Intervention)
    Project M2 and M3: Mentoring Young Mathematicians

Elementary Math Resources

Summer Reviews

Below please find summer mathematics reviews.? Please select the grade/math course that your child completed during the previous school year.

Please note that these summer reviews are designed to help students review the Virginia Standards of Learning for a particular grade level.? Successful completion of these summer reviews does not indicate a child has mastered the content for that particular grade level.

Elementary

Secondary Math Program

Learning Standards

Five Process Standards of Mathematics (Developed by the National Council of Teachers of Mathematics and Promoted by the Virginia Department of Education)

Mathematical Problem Solving Students will apply mathematical concepts and skills and the relationships among them to solve problem situations of varying complexities. Students also will recognize and create problems from real-world data and situations within and outside mathematics and then apply appropriate strategies to determine acceptable solutions. To accomplish this goal, students will need to develop a repertoire of skills and strategies for solving a variety of problem types. A major goal of the mathematics program is to help students apply mathematics concepts and skills to become mathematical problem solvers.

Mathematical Communication Students will communicate thinking and reasoning using the language of mathematics, including specialized vocabulary and symbolic notation, to express mathematical ideas with precision. Representing, discussing, justifying, conjecturing, reading, writing, presenting, and listening to mathematics will help students to clarify their thinking and deepen their understanding of the mathematics being studied. Mathematical communication becomes visible where learning involves participation in mathematical discussions.

Mathematical Reasoning Students will recognize reasoning and proof as fundamental aspects of mathematics. Students will learn and apply inductive and deductive reasoning skills to make, test, and evaluate mathematical statements and to justify steps in mathematical procedures. Students will use logical reasoning to analyze an argument and to determine whether conclusions are valid. In addition, students will use number sense to apply proportional and spatial reasoning and to reason from a variety of representations.

Mathematical Connections Students will build upon prior knowledge to relate concepts and procedures from different topics within mathematics and see mathematics as an integrated field of study. Through the practical application of content and process skills, students will make connections among different areas of mathematics and between mathematics and other disciplines, and to real-world contexts. Science and mathematics teachers and curriculum writers are encouraged to develop mathematics and science curricula that support, apply, and reinforce each other.

Mathematical Representations Students will represent and describe mathematical ideas, generalizations, and relationships, using a variety of methods.? Students will understand that representations of mathematical ideas are an essential part of learning, doing, and communicating mathematics.? Students should make connections among different representations C physical, visual, symbolic, verbal, and contextual C and recognize that representation is both a process and a product.

Textbooks/Resources

鶹ӳ uses the following purchased resources to support the teaching and learning of the Virginia Department of Education Standards of Learning for Mathematics. Textbooks and online text resources are just one aspect of the media and methodology used to create rich instructional experiences for our students.

  • Savvas Realize
    IXL
    DeltaMath
    Bridges (Intervention)
    Do the Math (Intervention)

Course Progressions

 

 

thumbnail of Middle School Math Progression 041224


thumbnail of High School Math Progression 041224

Course Recommendations

Data Points that are Considered in the Mathematics Course Recommendation Process for Rising 6th Graders Include:

  • Virginia Standards of Learning (SOL) Grade 4 Mathematics Assessment Score
  • Virginia Standards of Learning (SOL) Grade 5 Mathematics Assessment Score
  • Cognitive Abilities Test (CogAT) Quantitative Score
  • Cognitive Abilities Test (CogAT) Nonverbal Score
  • Grade 5 End-of-Year MAP Growth Math Assessment Score

Note:? APS administers the CogAT at the elementary school level. The test is divided into three sub-tests: Verbal, Non-Verbal, and Quantitative. For math course recommendations, the two subtest used are quantitative and nonverbal. The Advanced Academics Coach (AAC) at each childs elementary site can provide additional information about CogAT.

Many strong math students are usually recommended for Math 6. And, Math 6 is a rigorous course! The majority of APS students will spend a year in Math 6 in order to gain a solid mathematics foundation, as outlined by the 2016 curriculum, before potentially receiving a compacted curriculum the following year. The Grade 6 mathematics standards include content that was historically taught in higher level math courses.


Data Points that are Considered in the Mathematics Course Recommendation Process for Rising 7th and 8th Graders Include:

  • Virginia Standard of Learning (SOL Score from Currently Enrolled Math Course)
  • Grade Level End End-of-Year MAP Growth Math Assessment Score
  • Grades from Quarter 1, Quarter 2, and Quarter 3 of the Currently Enrolled Math Course

Secondary Math Resources

Summer Reviews

Due to the nature of High School summer review packets (teachers may collect these, evaluate these, and may assign a grade) keys are not posted for High School Credit courses’ summer review packets.


Contact Us

Office of Mathematics

Syphax Education Center
2110 Washington Boulevard
Arlington, Virginia 22204

Office Phone Number:? 703-228-6135

Mathematics Contacts by School

Elementary School Coaches

Middle School Coaches

High School Coaches