4s – 7s

Our Math curriculum is guided by a constructivist approach that provides children with hands-on experience through which they build mathematical understanding and skill.  Students begin to explore mathematical concepts in the 4s through sorting, classifying, and grouping objects, as well as work with patterns and shapes that continue into the 5s year.  Number recognition and counting skills (including one-to-one correspondence: the understanding that, when counting, each number said represents an object counted) occur in self-directed Open Work, choice, and play times as well as in purposefully planned Math activities and games in the classroom.  Daily routines are a large part of Math work in the 4s and 5s, where counting classmates in school or responses to a morning poll question such as “Are you wearing boots today?” provide data for students to analyze and discuss (skills that develop through the 5s year).  Work with place value seeded in the 5s increases, and computation work begins formally in the 6s as students begin to work with addition and subtraction facts and construct number sentences to represent their mathematical thinking, with the support of a range of math tools and manipulatives.  Games continue to be a frequent way that skills are practiced, and flexibility and engagement is a regular aspect of Math work in the classroom.  Students explore the distinct mathematical strands of number and operation, patterns and functions, data and probability, geometry, and measurement. Assessment of their mathematical skills and reasoning happens through daily teacher observations, analysis of children’s work, and performance assessments built into the curriculum.  By emphasizing flexible thinking and connections, Greene Hill’s math program provides a foundation that allows students to continue to grow as problem-solvers and strategic thinkers in Math as well as other areas of their academic lives.   

8s – 10s

As students move into the upper grades of the Lower School, Math work provides opportunities for them to continue to solidify their mastery of facts and to utilize a range of strategies to solve more complex problems.  Work with data, measurement, and geometry continues, and the traditional algorithms for solving mathematical problems (for example, stacking numbers) are introduced once students have a solid conceptual understanding of the operations and the ability to check and explain their work.  Flexibility in problem-solving and continuing to develop and express mathematical understandings are ongoing aspects of Math class, and games, hands-on projects, and collaborative and creative activities give students a range of opportunities to build these skills along with confidence that helps them see themselves as capable of working with math in school and in their daily lives.  As in the lower grades, assessment for this age group happens through daily teacher observations, analysis of children’s work, and performance assessments built into the curriculum.