Integrated Math By Division

Integrated Math in the Lower School


The Lower School mathematics approach centers around the belief that all children are mathematical reasoners.
 
In addition to the “basics” we teach our students to have a growth mindset and to:

  • Become risk takers as they dive into problems
  • Use their initiative and believe in their own abilities to soar in math
  • Be creative and persistent
  •  Revel in the challenge of not knowing how to solve a problem but being able to call on strategies and skills you DO own to figure out the path to an answer

 
Our textbook is Investigations in Number, Data, and Space, published by Pearson

  • Focused, coherent and rigorous math curriculum developed at TERC
  • Supported and recommended by the National Science Foundation and National Conference of Teachers of Mathematics
  • Math program is designed to create positive and confident attitudes about math
  • Promotes reasoning and problem-solving
  • Builds fluency with procedures by establishing a strong foundation of conceptual understanding

 

Integrated Math in the Middle School

Building on the Lower School Investigations 3 curriculum, the MS curriculum, Connected Math Program 3 and Integrated Mathin 8th grade, focuses on student-centered, problem-based learning with rich investigations and problems that allow the students to use multiple perspectives and strategies.

The K-12 Integrated Math Program at RPCS encourages students to take risks, notice and test patterns, form conjectures, brainstorm strategies, analyze their responses for reasonableness, support their opinions and solutions, and consequently, develop solid problem-solving skills.
 
In Connected Math Program (CMP), students in grades 6 and 7:

  • explore mathematical concepts through problems presented in Investigations
  • Actively collaborate with their peers to answer the questions presented and derive solutions to real-life problems
  • Build on basic math facts learned throughout LS
  • Learn mental math and other strategies for quick computation as well as when and how to use calculators
  • Learn actively as they test ideas and conjectures, defend their thinking, or analyze other perspectives presented
  • Learn persistence and develop flexibility in their thinking and strategies

 
In Integrated Math in grade 8:

  • The text used for this course is a set of carefully sequenced problems, with a glossary of terms provided. As additional concepts/theorems emerge from the problems, teachers ensure that students keep track of these to build an accompanying reference
  • Students use a One Note notebook as a resource for class notes, practice problems, key ideas, and resources.
  • Students are not presented with a ‘recipe’ before each problem as they would be with a traditional textbook; instead, they use previous problems and ideas as resources to develop an approach to each problem, giving them deep experience and practice with critical thinking and problem-solving
  • Students receive support at Math Workshop which is held daily during study hall

 
The teacher’s role is to guide and facilitate student-led problem solving, helping students identify salient ideas and clarify their thinking. Teachers:

  • Ensure that students put up solutions to assigned problems
  • Facilitate discussion among students during investigations and presentations
  • Encourage questioning
  • Ensure that students clearly know the correct answer and KEY IDEA
  • Point out connections among problems- past and present
  • Extend problems or give additional examples, as needed
  • Summarize key concepts
  • Maintain a classroom atmosphere that promotes a growth mindset and respect and support for individual student learning styles

 

Integrated Math in the Upper School

Building on both the Lower School curriculum, Investigations 3, and the Middle School curriculum, Connected Math Program 3 and Integrated Math in 8th grade, the Upper School curriculum is student-centered, problem-based learning that emphasizes a conceptual understanding of mathematics through student-led discussions and presentations.
 
The K-12 Integrated Math Program at RPCS encourages students to take risks, notice and test patterns, form conjectures, brainstorm strategies, analyze their responses for reasonableness, support their opinions and solutions, and consequently, develop solid problem-solving skills.
 
In Integrated Math in grades 9, 10, and 11:

  • The texts used for this course are a set of carefully sequenced problems, with a glossary of terms provided. The texts for the three-year integrated program provides a thorough and rigorous exploration of algebra, geometry, trigonometry, and pre-calculus topics.
  • Students are not presented with a ‘recipe’ before each problem as they would be with a traditional textbook; instead, they use previous problems and ideas as resources to develop an approach to each problem, giving them deep experience and practice with critical thinking and problem-solving.
  • Students present their solutions each day in class. They have an opportunity to explain their thinking and address questions from their peers.
  • Students have access to support during Math Workshop or office hours which are held daily.


Math Electives (offered in 11th and 12th grades):

  • Personal Finance
  • Statistics and AP Statistics
  •  Calculus, AP Calculus AB, and AP Calculus BC
  • Assorted electives through the Tri-school Consortium

 
The teacher’s role is to guide and facilitate student-led problem solving, helping students identify salient ideas and clarify their thinking. Teachers:

  • Ensure that students put up solutions to assigned problems
  • Facilitate discussion among students during investigations and presentations
  • Encourage questioning
  • Provided frequent, low-stakes assessments to ensure that students know the key ideas
  • Help students identify connections among problems- past and present
  • Extend problems or give additional examples, as needed
  •  Summarize key concepts
  •  Maintain a classroom atmosphere that promotes a growth mindset and respect and support for individual student learning styles

 

"“What makes us strong math thinkers is the way we can implement it in the world. The job we may go for in the future may not even exist yet. We need to have the flexibility of thinking and the tools across the curriculum to adapt to whatever environment you find yourself. " Fitz Hardcastle, Math Department Chair