Welcome to Your Fairfield Public School Elementary Math Information Center!

The Fairfield mathematics curriculum is based on a framework of important ideas.

Students must interact with mathematics that has rigor, is rich in content, is relevant, and is presented in such a way that the learner builds on prior knowledge.

Students engage in mathematics through posing and solving meaningful problems, developing models, and working with thought-provoking questions, conjectures, and investigations.

Students engage in mathematics through an active learning process working together and sharing ideas and approaches with each other.

Students must also have ample opportunities to practice skills for proficiency.

Students must develop multiple problem solving approaches as they investigate mathematical content and then apply strategies to solve a wide variety of problems.

Students must talk and write about mathematical ideas everyday so that they can clarify their thinking and develop confidence in themselves as mathematicians.

The curriculum builds upon and extends the work with arithmetic and number concepts found in previous grade levels. The primary focus at the elementary level is to develop a deep understanding of number and place value. This does not preclude other mathematics strands of geometry, measurement or data, but rather reinforces the understanding of number in a variety of contexts. Big ideas are developed not only through the year in any given grade level, but also developed with greater sophistication as students progress through the grades.

The curriculum includes increased emphasis on algebraic thinking and involves students in the study and use of patterns and relationships. Students will use logic and mathematical reasoning to justify solutions as the authority of correctness lies in the logic and structure of mathematics. Students are expected to use a variety of problem-solving tools; calculators, computers and software, and manipulatives to solve problems. It is important for students to be fluent with basic facts as they progress through the grades. That being said, it is equally important not to deny students opportunities to solve more sophisticated problems using a variety of tools at their disposal if they are not yet proficient with basic facts. The understanding of number is critical as students will need to use estimation to determine the reasonableness of their solutions on a daily basis regardless of the tools they use to problem solve.

Students are encouraged to make conjectures about mathematical relationships and seek varied strategies for analyzing information. The development of alternative strategies for finding solutions to problems is encouraged. It is important to build a repertoire of approaches for solving problems. Students compare and analyze strategies and determine which is most efficient given a set of numbers in a problem situation.

All students are expected to communicate their mathematical ideas and justify their reasoning as they problem solve. They will represent their thinking by building models, using illustrations, charts, tables, graphs and numbers. Students are encouraged to make generalizations about strategies they use with questions like; “Will this strategy always work?”, or “How can you apply that strategy to solving a different problem?” As students begin to visualize patterns and relationships, they are encouraged to represent their thinking symbolically, including numerically.

Mathematics is ever-present in the 21st century and is a critical life skill for our students. Arithmetic and procedural mathematics is important but not sufficient for today's students. Students need to be active problem solvers and mathematical thinkers to be prepared to address the issues and problems in the work place and world in which they live.

Welcome to Your Fairfield Public SchoolElementary Math Information Center!The Fairfield mathematics curriculum is based on a framework of important ideas.

The curriculum builds upon and extends the work with arithmetic and number concepts found in previous grade levels. The primary focus at the elementary level is to develop a deep understanding of number and place value. This does not preclude other mathematics strands of geometry, measurement or data, but rather reinforces the understanding of number in a variety of contexts. Big ideas are developed not only through the year in any given grade level, but also developed with greater sophistication as students progress through the grades.

The curriculum includes increased emphasis on algebraic thinking and involves students in the study and use of patterns and relationships. Students will use logic and mathematical reasoning to justify solutions as the authority of correctness lies in the logic and structure of mathematics.

Students are expected to use a variety of problem-solving tools; calculators, computers and software, and manipulatives to solve problems. It is important for students to be fluent with basic facts as they progress through the grades. That being said, it is equally important not to deny students opportunities to solve more sophisticated problems using a variety of tools at their disposal if they are not yet proficient with basic facts. The understanding of number is critical as students will need to use estimation to determine the reasonableness of their solutions on a daily basis regardless of the tools they use to problem solve.

Students are encouraged to make conjectures about mathematical relationships and seek varied strategies for analyzing information. The development of alternative strategies for finding solutions to problems is encouraged. It is important to build a repertoire of approaches for solving problems. Students compare and analyze strategies and determine which is most efficient given a set of numbers in a problem situation.

All students are expected to communicate their mathematical ideas and justify their reasoning as they problem solve. They will represent their thinking by building models, using illustrations, charts, tables, graphs and numbers. Students are encouraged to make generalizations about strategies they use with questions like; “Will this strategy always work?”, or “How can you apply that strategy to solving a different problem?” As students begin to visualize patterns and relationships, they are encouraged to represent their thinking symbolically, including numerically.

Mathematics is ever-present in the 21st century and is a critical life skill for our students. Arithmetic and procedural mathematics is important but not sufficient for today's students. Students need to be active problem solvers and mathematical thinkers to be prepared to address the issues and problems in the work place and world in which they live.