Each student will ascend

Mathematics

Program Overview

The Board of Education approved Mathematics curriculum of the Morris School District adheres to the New Jersey Student Learning Standards as the foundational core.  Instruction is based on developing mastery of the NJ Student Learning Standards. Teachers focus on standards based instruction to drive planning, implementation and assessment of student learning.  Additionally, a specific effort to utilize data in the planning and implementation of lessons, units, and assessments is a core component in the Mathematics programs throughout the Morris School District.

 

Instructional Philosophy

The Mathematics instructional philosophy is grounded in working to provide students a design that meets them at their level of understanding.  Tools and resources are utilized at all grade levels to evaluate student understanding and teachers work to learn and grow in connection with their level as well as the expectations of the New Jersey Student Learning Standards.

Teachers are continually provided professional development/training to help them grow their instructional practice while also engaging in best practices for mathematics instruction.  The curriculum is the driving force for instructional design, but student needs related to support and enrichment play a major role in our instructional philosophy.  Much like the district vision and guiding principles, human relationships and an understanding of the needs of students are key components in working to develop a healthy and productive learner.

Grade Level Expectations

K-2

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 Everyday 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.  

3-5

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 Everyday 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.  

6-8

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)

9-12

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)

Resources

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 in Rubicon

ThompsonD-Supervisor

Mr. David Thompson
PK-12 Supervisor of Mathematics

Office:
Morristown High School
50 Early Street
Morristown, NJ 07960

973-292-2000 x2117
david.thompson@msdk12.net