GO MATH

 

Course Overview:

The HVRSD mathematics curriculum serves as the guidebook as our educators develop mathematical processes and proficiencies within our students. These processes include problem solving, reasoning and proof, communication, representation, and connections. The proficiencies we cultivate include adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).  The HVRSD has established a focused and coherent curriculum that treats topics in a manner that will enable students to develop deep understanding of the content; one that teaches for depth of understanding to help students learn. Our curriculum uses requisite NJSOL Math standards as the starting point. Through a comprehensive system of mathematics instruction our teachers help students succeed with our current more focused and rigorous mathematics standards. Our Kindergarten curriculum nurtures skills in the following domains: Counting and Cardinality, Operations and Algebraic Thinking, Number and Operations in Base Ten, Measurement and Data, and Geometry with specific units in each.

 

 

In Kindergarten, instructional time focuses on two critical areas: (1) representing and comparing whole numbers, initially with sets of objects; (2) describing shapes and space, with more learning time in Kindergarten devoted to numbers than to other topics.

1. Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as counting objects in a set; counting out a given number of objects; comparing sets or numerals; and modeling simple joining and separating situations with sets of objects, or eventually with equations such as 5 + 2 = 7 and 7 – 2 = 5. (Kindergarten students should see addition and subtraction equations, and student writing of equations in kindergarten is encouraged, but it is not required.) Students choose, combine, and apply effective strategies for answering quantitative questions, including quickly recognizing the cardinalities of small sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away.

2. Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. They identify, name, and describe basic two-dimensional shapes, such as squares, triangles, circles, rectangles, and hexagons, presented in a variety of ways (e.g., with different sizes and orientations), as well as three-dimensional shapes such as cubes, cones, cylinders, and spheres. They use basic shapes and spatial reasoning to model objects in their environment and to construct more complex shapes.