Franklin Lakes School District

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Mathematics » Mathematics Home

Mathematics Home

Supportive System for Math Learning & Understanding

Mathematics is the symbolic language of thinking and prepares students for all other curriculum content.  It represents the most international of all curriculum areas and influences not only students’ ability to problem solve in a mathematical context but also in every area of personal and civil life. The Franklin Lakes District recognizes the importance of mathematics and believes that students of all ages can and should develop positive mathematical identities and attitudes, as they become powerful math learners. The instructional goal of the mathematics program is to promote an understanding of mathematical concepts so that students can apply their skills and knowledge to novel problems and situations. In so doing, the program challenges students to attack all problems in a reasoned and logical manner. Computational skills and the ability to choose and apply abstract algorithms to problem solving are important components of the program.  In order for students to successfully meet the New Jersey Student Learning Standards for Mathematics, they must develop a strong number sense in order to conceptually understand why algorithms work and to recognize and appreciate the elegance with which equations can represent mathematical thinking. 

Image of white boardFollowing an extensive evaluation, our K-5 Mathematics program has recently been revised to incorporate a new resource, enVision 2020 as our primary curricular resource to support NJSLS-aligned instruction, grades K-5.
 
The Standards for Mathematical Practice are emphasized and develop throughout the grade levels, as are the Major Work of the Grade, per the NJSLS Mathematical standards.    
 
Please visit the documents below for an overview of our K-5 curriculum and unit calendars.
Image that says: I love math

Students enter the Middle School with various levels of mathematical readiness and are tested upon entry to determine what level of mathematics will best challenge them and meet their needs.  The Franklin Lakes District recognizes that young adolescent students learn mathematics at varying paces and with differentiated levels of mathematical motivation and curiosity.  A comprehensive rubric is utilized to determine the appropriate level for each student.  Students may enter the program in standard or advanced mathematics courses for their grade level.   Although the content of these levels is similar, the pacing and depth of study varies so that those students in the advanced classes are more deeply challenged.   Students in the standard Grade 8 program receive a classic pre-algebra curriculum to prepare them for success in high school algebra in Grade 9.  Students in the advanced Grade 8 program may be eligible for our high school level Algebra or Geometry courses depending on their progress through the course of study.

 

Please visit the documents below for an overview of our 6-8 Courses:

6-8 Standard & Advanced Math Unit Calendars

Accelerated Course: Algebra Curriculum: Scope & Sequence

 

In response to the District’s ​2018-19 Mathematics Programming Evaluation​, we are now positioned to take the first steps forward to improve our system for Math learning and understanding such that it supports ALL learners to engage with mathematics, deeply understand, and apply it. Toward this end, the next few years of professional work in K-8 mathematics will focus on the following long-term objectives:

  • Engage students in deep mathematics learning and understanding.
  • Build capacity and equip educators to hold ALL students to high expectations.
  • Partner with and equip families to support student success.
 

Our plan for improvement in math focuses on system-wide efforts across a number of critical areas. As depicted in the graphic above, these include:

  1. Philosophy/ Standard​s - Our mathematics philosophy for learning will be examined to emphasize deep learning and application of mathematics, development of 21st century competencies and character qualities.
  2. Teacher Contributions ​- Teachers of mathematics will engage in professional learning focused on practices that support deep learning of the NJ Student Learning Standards/ Mathematical Practices. Student engagement, equity and access to rigorous standards for diverse learners will serve as focal points for professional collaboration and articulation.
  3. Curriculum & Curricular Resource ​- Over the course of the next two academic years, the K-8 mathematics curriculum will be revised and a new curricular resource, enVision 2.0 (6-8) or enVision 2020 (K-5) will be rolled out with the intention of better supporting teachers as they engage diverse students in mathematics learning that is well-aligned to the NJSLS for Mathematics. The Grades 5-8 curriculum/ resource will be implemented in 2019-20. Grades K-4 will be implemented in 2020-21.
  4. Student Contributions ​- A visible sign that students are engaged includes their active efforts to monitor their own learning. Teachers of mathematics will incorporate opportunities to develop pro-learning habits including self-monitoring to become more independent learners. This will be accomplished through an emphasis on learning environments that value the importance of positive mathematics identities via investment of time and effort in helping students clearly understand the intentions of math lessons. From this, students will be able to evaluate their understanding and/ or proactively seek resources to improve or extend learning, thereby building the resilience to learn from mistakes, identify helpful resources, and problem-solve.
  5. Home supports - The new math resource provides parents/ guardians with many more options to help students practice via review of concepts/ skills learned at school. The resource, coupled with instruction that emphasizes student contributions to improve individual learning, better positions students and their families to learn outside of school hours - regardless of the availability, consistency, or strength of out-of-school support.