Welcome to the CBSD Elementary Mathematics Website


  • Children come to school with a myriad of informal mathematical experiences which bear witness to their enthusiasm and curiosity in the mathematics classroom. As active learners, children continually seek to make sense of what is presented. Ultimately, they construct a personal theory about what mathematics is and what it means to do mathematics.

    The teaching and learning of mathematics begins in a math rich environment. The activities, tasks, and discourse provide a framework for the development of mathematical power in all learners. Mathematical power (NCTM, 2000) is unmistakable in learners that exhibit conceptual and procedural understandings. It is evident in learners that can communicate mathematically. Mathematical power is apparent in learners who can reason logically, problem solve, and exhibit a disposition to persevere with real-life problem solving situations.

    The Central Bucks School District math curriculum aims for mathematical power in all students and addresses the Pennsylvania and Central Bucks Mathematics Standards. Our courses of study actively engage learners in this pursuit. We pull from a variety of resources to teach our curriculum, but the resources our teachers use the most are from the Everyday Math Program. If you are interested in learning more about the program please visit the Everyday Math website ( http://everydaymath.uchicago.edu/ ). You will find a variety of information to help you understand the resources better. You will notice that your child will learn a variety of algorithms for addition, subtraction, multiplication and division including the traditional U.S. algorithms. Information on the non-traditional algorithms your child will be studying, including examples, is available on the Everyday Math Website ( http://everydaymath.uchicago.edu/educators/computation/ ). Students are heterogeneously grouped for mathematics throughout 4th grade. Enrichment is provided regularly through differentiated instruction in the classroom. A pull out enrichment group provided by our PEN teachers is available in 4th grade (see the 4th grade curriculum page for more details). An accelerated class is offered in both 5th and 6th grade (see the 5th and 6th grade curriculum pages for more details).

    NEW 2017-2018:  Fact Fluency Report Card Descriptor

    Starting in the 2017-2018 school year, there will only be one descriptor on the report card, grades 1 - 4, related to fact fluency.  The expectation for each grade is listed below.

    Students are expected to reach the mastery score in XtraMath that is listed in the table OR score the same percent correct on a 50 question paper and pencil assessment in 3 minutes for each of the given operations in the table. 

    94 – 100 XtraMath Mastery Score is equivalent to 47 – 50 correct out of 50 problems in 3 minutes; 80 – 93 XtraMath Mastery Score is equivalent to 40 – 46 correct out of 50 problems in 3 minutes; 50 – 93 XtraMath Mastery Score is equivalent to 25 – 46 correct out of 50 problems in 3 minutes; 50 – 79 XtraMath Mastery Score is equivalent to 25 – 39 correct out of 50 problems in 3 minutes; < 50 XtraMath Mastery Score is equivalent to < 25 correct out of 50 problems in 3 minutes.

    Grade

    Descriptor

    Trimester 1

    Trimester 2

    Trimester 3

    1st

    Meets Grade Level Fact Fluency Goal

    Meeting: Student is working on solving problems involving addition facts during their daily lesson and practice

    Limited Progress: Student is not working on solving problems involving addition facts during their daily lesson and practice

     

    Exceeding: 94 - 100 Mastery score in Addition

    Meeting: 50 – 93 Mastery Score in Addition

    Approaching:   Student is working regularly on their Addition facts and some progress is being made on fact mastery.

    Limited Progress: Student is not working on their Addition facts the expected number of times per week and progress is not being made on mastery of facts.

     

     

    Exceeding: 94 - 100 Mastery score in Addition and working regularly on subtraction facts

    Meeting: 94 - 100 Mastery score in Addition

    Approaching: 50 – 93 Mastery score in Addition

    Limited Progress: < than 50 Mastery score in Addition

    2nd

    Meets Grade Level Fact Fluency Goal

    Exceeding: 0-49 Mastery Score in Subtraction and 94 - 100 Mastery score in Addition

    Meeting: 94 - 100 Mastery score in Addition and working regularly on subtraction facts

    Approaching: 50 – 93 Mastery Score in Addition

    Limited Progress: < than 50 Mastery score in Addition

    Exceeding: 50-93   Mastery Score in Subtraction and 94 - 100 Mastery score in Addition

    Meeting: 94 - 100 Mastery score in Addition and 0-49 mastery score in subtraction facts

    Approaching: 50 – 93 Mastery Score in Addition and working regularly on subtraction facts

    Limited Progress: < than 50 Mastery score in Addition, and not working regularly on subtraction facts

    Exceeding: 94 - 100 Mastery score in Addition and Subtraction

    Meeting: 50 – 93 Mastery Score in Subtraction, 94 – 100 Mastery score in Addition

    Approaching: 50 – 93 Mastery score in both Addition and Subtraction

    Limited Progress: < than 50 Mastery score in either Addition or Subtraction

    3rd

    Meets Grade Level Fact Fluency Goal

    Exceeding: 50 – 93 Mastery Score in Multiplication, 94 - 100 Mastery score in Addition and Subtraction

    Meeting: 94 – 100 Mastery score in Addition and Subtraction and working regularly on multiplication facts

    Approaching: 50 – 93 Mastery score in either Addition or Subtraction

    Limited Progress: < than 50 Mastery score in either Addition or Subtraction

    Exceeding: 94-100 Mastery score in Addition, subtraction, and multiplication

    Meeting: 50-93 Mastery Score in Multiplication and 94-100 Mastery score in Addition and subtraction

    Approaching: 94-100 in addition and subtraction and less than 50% Mastery score in multiplication

    Limited Progress: Less than 94 Mastery score in either addition or subtraction

    Exceeding: 94 - 100 Mastery score in all operations

    Meeting: 50 – 93 Mastery Score in Division, 94 – 100 Mastery score in all remaining operations

    Approaching: Less than 94 Mastery score in 2 or more operations with no operations < than 50 mastery score

    Limited Progress: < than 50 Mastery score in any operation

    4th

    Meets Grade Level Fact Fluency Goal

    Exceeding: 94 - 100 Mastery score in all operations

    Meeting: 70 – 93 Mastery Score in Division, 94 – 100 Mastery score in all remaining operations

    Approaching: Less than 94 Mastery score in 3 or more operations with no operations < than 50 mastery score

    Limited Progress: < than 50 Mastery score in any operation

    Exceeding: 94 – 100 Mastery Score in all operations by end of 2nd trimester and has retained their knowledge of their facts through end of year.

    Meeting: 70-93 Mastery Score in all operations

    Approaching: 50 – 69 Mastery Score in any operation

    Limited Progress: < 50 Mastery Score in any operation

     

    Exceeding: 94 – 100 Mastery Score in all operations by end of 2nd trimester and has retained their knowledge of their facts through end of year.

    Meeting: 94 - 100 Mastery Score in all operations

    Approaching: 50 – 93 Mastery Score in any operation (all operations should be greater than 93 by end of year in 4th grade)

    Limited Progress: < 50 Mastery Score in any operation