The Mathematics Department believes that every student has a right to and is worthy of an excellent mathematics program that is guided by the following principles:
Effective teaching that engages students in meaningful learning through individual and collaborative experiences that promote their ability to make sense of mathematical ideas and reason mathematically.
All students have access to a high-quality mathematics curriculum, effective teaching and learning, high expectations, and the support and resources needed to maximize their learning potential.
Curriculum that develops important mathematics along coherent learning progressions and develops connections among areas of mathematical study and between mathematics and the real-world.
Integrates the use of mathematical tools and technology as essential resources to help students learn and make sense of mathematical ideas, reason mathematically, and communicate their mathematical thinking.
Ensures that assessment is an integral part of instruction, provides evidence of proficiency with important mathematics content and practices, includes a variety of strategies and data sources, and informs feedback to students, instructional decisions, and program improvement.
Educators hold themselves and their colleagues accountable for the mathematical success of every student and for their personal and collective professional growth toward effective teaching and learning of mathematics.
Ultimately, the goal of our department is to prepare, empower, and inspire life-long learners and leaders.
Mathematics learning is an active process where learners build their own mathematical knowledge from personal experiences combined with feedback from partners, colleagues, teachers, and themselves. The learning should focus on developing understanding of concepts and procedures through problem solving, reasoning, and dialogue. In order to promote deep learning of mathematics, core set of high-leverage practices and essential teaching skills are necessary. We prepare lifelong learners and leaders by planning opportunities for them to explore and solve contextual and mathematical problems. We empower lifelong learners and leaders by giving them an active role in making sense of the mathematics using varied strategies and representations, justifying solutions, making connections to prior knowledge or familiar contexts and experiences, and considering the reasoning of others. We inspire lifelong learners and leaders by encouraging them to persevere in solving problems and supporting their productive struggle in learning mathematics. By supporting learners as they work on challenging tasks without taking over the process of thinking for them, we believe that all individuals can reason by forming, expressing, and exchanging ideas in speech and in writing. The experience of learning should be collaborative, dialogic, descriptive and supportive for all. This rapport opens the door to strengthen the learners’ skills, conceptual understanding and ethical responsibility to build capacity and become well-rounded, mature global leaders.
It is our responsibility to create an environment that promotes life-long learning where all of our students are capable of learning and achieving at high levels. In our mission to bring our vision to life and strengthen our District’s Strategic Plan Goal #1, Rigorous Academic Programs, we are implementing a research-based instructional model in Mathematics. Click on Conceptual Based Model to see how a high-level task unfolds in classroom instruction during a mathematics lesson.
We believe that tasks that demand engagement with concepts and that stimulate students to make purposeful connections to meaning or relevant mathematical ideas lead to a different set of opportunities for student thinking. The Conceptual-Based Model creates an opportunity for learners to explore and engage in rigorous learning and maintain a high level of dialogue to synchronously develop an individual’s conceptual understanding, procedural fluency, and problem solving skills. By using tasks of sufficient depth, we are asking learners to justify why a particular statement is true to assess a learner’s understanding. As students develop an understanding of ideas, strategies, and representations, teachers gain insight into what students know and what they can do. This awareness allows teachers to consider ways in which to advance student learning based on their particular understanding. When students are given the opportunity to engage in their learning, teachers uncover students’ learning styles, capacities and interests which allows for flexibility in pedagogy and strategies used to promote individualized learning.
New Jersey Student Learning Standards in Mathematics:
In 2015, the Common Core State Standards in Mathematics (CCSSM) underwent an additional review in New Jersey. In May 2016, the New Jersey State Board of Education renamed the standards in the adoption of the New Jersey Student Learning Standards (NJSLS). These standards consist of Standards of Mathematical Content and Standards of Mathematical Practice. The content standards are a balanced combination of understanding and procedure where the practice standards are habits of mind and ways in which developing students increasingly engage in mathematics as they grow in mathematical maturity. The NJSLS provides guidance and direction, and helps focus and clarify common outcomes.
Click here for the NJSLS in Mathematics for Grades K-8 and High School:
Scope and Sequence in Mathematics:
Click here for the Scope and Sequence in Mathematics for Grades K-8 and High School:
The Partnership for the Assessment of Readiness for College and Careers (PARCC) assessments are modern, high-quality assessments that are administered annually towards the end of the year in Mathematics in Grades 3-8, Algebra I, Geometry, and Algebra II. The state uses these high-quality assessments aligned to the New Jersey Student Learning Standards to test students of all achievement levels on what they are currently learning. The assessment helps ensure that all students, regardless of socio-economic status, have equal access to a world-class education that will prepare them for success after high school. It measures students’ current performance and point the way to what students need to learn by graduation so they are college and career ready.
Students’ performance levels are recorded as follows:
Level 5 – Exceeded Expectations
Level 4 – Met Expectations
Level 3 – Approached Expectations
Level 2 – Partially Met Expectations
Level 1 – Did Not Yet Meet Expectations
The following sub-claims are assessed in Mathematics:
Sub-Claim A – Major Content
Sub-Claim B – Supporting and Additional Content
Sub-Claim C – Reasoning
Sub-Claim D – Modeling
District Unit Assessments:
District Unit Assessments (DUAs) are common assessments district-wide that serve as an essential component of instruction. They are developed by content specialists and vetted by all mathematics teachers at specified grade levels. These assessments are administered to all students in the grade-level content or course across the district and are directly connected to the curriculum units of study. Teachers utilize the data from these assessments to guide and tailor their instruction daily, weekly, and/or by unit to meet the academic needs of their students. In addition, the district unit assessments provide parents, students, teachers, and administrators with information on how well the students develop an understanding of mathematical concepts, obtain proficiency in standards, and progress through the learning expectations. This information is used for multiple purposes such as: for grading, to improve student learning, to improve teaching practices and curriculum materials.
There are 3 District Unit Assessments administered in Grades K-8 Mathematics.
There are 4 District Unit Assessments administered in Grades 9-12 Mathematics.
Teams of teachers during Common Planning Time as well as Vertical Articulation Meetings will work collaboratively across grade levels in Mathematics to determine learning progressions across content and grade-levels to ensure that the curricula are aligned with expected learning outcomes.
New Jersey High School Graduation Assessment Requirements:
On August 3, 2016, the State Board of Education approved updated state regulations for the high school graduation
assessments requirements in both English language arts (ELA) and mathematics for the Classes of 2016 through 2021, and
beyond. These new state regulations (N.J.A.C. 6A:8-5.1) became effective on September 6, 2016.
This website works to serve you by increasing access to quality standards-based resources for teaching and learning mathematics, including interactive tools for students and instructional support for teachers.
This website focuses on PreK through 12 curriculum that carefully sequences the mathematical progressions into expertly crafted modules. It also provides educators with a comprehensive curriculum, in-depth professional development, books, and support materials.
This website allows you to explore graphing functions, plot data, evaluate equations and transformations. It focuses on helping students learn math and love learning math by using the powerful tool to experience all the curiosity, beauty, and sense that math has to offer. This site has assembled a collection of unique and engaging digital activities.
The website was developed in response to the Common Core State Standards in English Language Arts and Mathematics that many states have adopted. The resources include activities that parents can do at home to support their child’s learning; methods for helping parents build stronger relationships with their child’s teacher and tips for planning for college and career.
The mission of this website is to empower parents, teachers, and policymakers by providing unbiased information, trusted advice, and innovative tools to help them harness the power of media and technology as a positive force in all kids' lives.
This website is a free online collection of videos aimed at helping parents understand grade-level expectations in grades K-12. Milestones show students demonstrating what success looks like in mathematics, grade by grade. High school Milestones shows some real-world skills kids should know as well as the academic ones.
This website provides personalized online math practice and enrichment programs for Grades K through to Algebra/Geometry using a structured approach of practice, on-demand hints, video lessons and real-time results.
25 of our lucky NBMS students will be traveling to the Museum of Mathematics (MoMath) in December with math specialist and two math teachers. Students who earn $40 Zebra Bucks will submit those for a chance to win a seat/ticket to NYC for this great, hands-on math museum. Students earn the Zebra bucks through our PBIS which promotes responsible, respectful, and safe behavior. This program has been so successful this school year, that items in the Zebra shack have sold out!
We are looking forward to sharing the experience with you through pictures and activities.
Math Department Team
Deborah Graham, Supervisor of MathematicsVirginia Lagos, Supervisor of Mathematics