Mathematics

The elementary Mathematics curriculum is fully aligned to the New Jersey Student Learning Standards (NJ SLS) and exposes students to a variety of learning activities.  Teaching and learning is designed to engage students in critical thinking, discovery/inquiry, and investigation experiences.  

The New Jersey Student Learning Standards (NJ SLS) for Mathematics identify grade level expectations, skills, and goals. The Standards also engage students in expectations surrounding eight Standards for Mathematical Practice which describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.  These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. (Links to the NJ SLS standards, including the Standards for Mathematical Practice, are included in the Resources area)

As our foundation, the NJ SLS for Mathematics are the basis of our curriculum. The curriculum includes units that outline key skills and common expectations/assessments that teachers within each grade level will incorporate into their classrooms. Teachers utilize a variety of resources from Ready Mathematics to prepare lessons. 

Daily classroom practice expects that all teachers work to meet students at their proficiency level and involve them in learning activities connected to student data.  Teachers use data to set individual and classroom goals and design lessons to incorporate direct and indirect instruction.  

The elementary Mathematics curriculum is fully aligned to the New Jersey Student Learning Standards (NJ SLS) and exposes students to a variety of learning activities.  Teaching and learning is designed to engage students in critical thinking, discovery/inquiry, and investigation experiences.  

The New Jersey Student Learning Standards (NJ SLS) for Mathematics identify grade level expectations, skills, and goals. The Standards also engage students in expectations surrounding eight Standards for Mathematical Practice which describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.  These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. (Links to the NJ SLS standards, including the Standards for Mathematical Practice, are included in the Resources area)

As our foundation, the NJ SLS for Mathematics are the basis of our curriculum. The curriculum includes units that outline key skills and common expectations/assessments that teachers within each grade level will incorporate into their classrooms. Teachers utilize a variety of resources from Ready Mathematics to prepare lessons. 

Daily classroom practice expects that all teachers work to meet students at their proficiency level and involve them in learning activities connected to student data.  Teachers use data to set individual and classroom goals and design lessons to incorporate direct and indirect instruction.  

The Middle School Mathematics curriculum is fully aligned to the New Jersey Student Learning Standards (NJ SLS) and exposes students to a variety of learning activities.  Teaching and learning is designed to engage students in critical thinking, discovery/inquiry, and investigation experiences.  

The New Jersey Student Learning Standards (NJ SLS) for Mathematics identify grade level expectations, skills, and goals. The Standards also engage students in expectations surrounding eight Standards for Mathematical Practice which describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.  These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. (Links to the NJ SLS standards, including the Standards for Mathematical Practice, are included in the Resources area)

As our foundation, the NJ SLS for Mathematics are the basis of our curriculum. The curriculum includes units that outline key skills and common expectations/assessments that teachers within each grade level will incorporate into their classrooms. Teachers utilize a variety of resources to prepare high quality lessons. 

Daily classroom practice expects that all teachers work to meet students at their proficiency level and involve them in learning activities connected to student data.  Teachers use data to set individual and classroom goals and design lessons to incorporate direct and indirect instruction.  

The Middle School Program allows for students to be placed into Honors and other advanced levels of mathematics.  Each year multiple criteria are used to evaluate student progress toward meeting the grade level Standards.  These criteria allow for student placement to be targeted to measurable metrics. (Within the Resource area are links to course progressions and placement criteria for the Middle School)

The High School Mathematics curriculum is aligned to the New Jersey Student Learning Standards (NJ SLS) and exposes students to a variety of learning experiences within subject specific courses.  Teaching and learning is designed to engage students in high level critical thinking, discovery/inquiry, and investigation experiences.

At the high school level, the New Jersey Student Learning Standards (NJ SLS) for Mathematics identify subject specific expectations, skills, and goals. The Standards also engage students in expectations surrounding eight Standards for Mathematical Practice which describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.  These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. (Links to the NJ SLS standards, including the Standards for Mathematical Practice, are included in the Resources area)

As our foundation, the NJ SLS for Mathematics are the basis of our curriculum. The curriculum includes units that outline key skills and common expectations/assessments that teachers within each grade level will incorporate into their classrooms. 

Daily classroom practice expects that all teachers work to meet students at their proficiency level and involve them in learning activities connected to student data.  Teachers use data to set individual and classroom goals and design lessons to incorporate direct and indirect instruction.  

The High School Program allows for students to be be challenged at College Prep (CP) Honors (H) and Advanced Placement (AP) levels, in some instances.  Each year students and parents are provided with teacher recommendations for future course work levels and students work with their counselors to select their final level for the upcoming year.  (Within the Resource area are links to course progressions, Program of Studies, and other relevant resources for High School Students)

NJ SLS - New Jersey Student Learning Standards for Mathematics

Morris School District Curriculum

Middle School Mathematics Course Placement Criteria

Middle School Mathematics Course Progression Options

High School Course Progression Options

High School Program of Studies

MSD Mathematics Curriculum on Rubicon