In the mathematics curriculum, students progress developmentally in their conceptual understanding, from the concrete to the more abstract. Gradually, work becomes more symbolic as students learn to work with number problems. The mechanics of mathematics are used to create and solve problems. Logical thinking skills evolve into higher order thinking in problem solving. Younger students are given substantial opportunity to “learn by doing,” using manipulative materials. There is an emphasis on mathematics as it relates to daily life. By the end of Lower School, students are proficient in the four basic arithmetic operations of addition, subtraction, multiplication, and division using whole numbers. They have also begun to work with decimals and fractions, and are proficient in turning various word problems into mathematical equations.
The focus in Pre-Primary is on the use of manipulative materials to develop and internalize basic mathematical concepts. With the daily use of the calendar and weather charts, students are introduced to an understanding and recognition of numbers and counting. The program includes graphing, patterning, sorting, block building, measuring, sequencing, and dealing with money. Texts are from the Scott-Foresman series.
In Grade One, hands-on activities and games involving explorations with manipulatives instill an understanding of concrete and abstract concepts. Problem solving encourages independent thinking; multiple approaches to achieving solutions are demonstrated. Basic addition and subtraction are introduced, as are such concepts as equal to, greater than and less than, and even and odd numbers. Emphasis is placed on recognizing the patterns and relationships that make up the number system. Additional subject areas include place value, measurement, fractions, geometry, money, and time. Texts are from the Scott-Foresman series.
The Grade Two mathematics program continues work with Structural Arithmetic and introduces various devices of measurement, including clocks and rulers. The following skills are reinforced: manipulating number facts, determining place value, computing with regrouping to three digits, working with concepts of time and money, understanding fractions and word problems, and applying math skills to life situations. There is a basic introduction to the concepts of multiplication and division. Texts are from the Scott-Foresman series.
Students at this level are learning to work quickly and efficiently with the number system. Computation is emphasized. Students use basic mathematics skills, both computational and conceptual, including addition, subtraction, place value, multiplication, division, measurement, simple algebra and geometry, and beginning fractions. Texts are from the Scott-Foresman series.
Mastery of basic operations is reinforced, and additional strategies for problem solving are introduced. Concepts for fractions and decimals and the computations connected with them are integrated. The boys practice in all areas of the subject, including measurement and geometry, and learn to arrive at reasonable estimates. Mental arithmetic and math terminology are included. The ultimate goal is to help the boys become proficient and confident as they respond to mathematical instruction. Texts are from the Scott-Foresman series.