Math Curriculum Standards and Objectives

We have been using NCTM Standards for 7 years but we are now adopting the AERO standards based on QF Math Consultation Group recommendation. QF is developing a math curriculum that is based on common standards and is using approaches to teaching and learning that fit the needs of all students in all QF schools.

In the lower Elementary (grades 1-3), students take 5 periods of math; 45 minutes each. In the upper Elementary (grades 4 -5), students take 6 periods of math; 45 minute each.

We are adopting the Singapore Math teaching and learning strategies and using “Math in Focus” textbooks and workbooks by Houghton Mifflin Harcourt as tools. Singapore math is about students solving problems, thinking deeply, sharing their ideas, and learning from one another. Conceptual, procedural, and factual understanding is developed through problem solving and carefully structured practice.

In Elementary school, teaching students to be critical thinkers presumesan environment where teachers create opportunities for learners to build upon their knowledge and experience, understand how data and information can be used to develop, recognize, and/or critique general patterns of knowledge.

Teachers use different strategies including centers, math games, puzzles, reading stories, singing, competitions, in addition to Mathletics and many other online resources and software provided by the school.

Collaborative learning is done through planning collaborative activities. Students have better opportunities to learn if they work as pairs or groups which promotes their interest in math as well as their social and communication skills.

Formative assessment is an ongoing process and takes place in class through questions and answers and guided practice. It is meant to check students’ understanding and guide planning. Summative assessments come in different forms and are designed to collect data about students’ levels of achievement.

Our curriculum is also developed with vertical articulation based on backward planning and we have tailored our program in terms of rigor to meet our students’ needs. A clear scope and sequence chart is developed to mark the skills that students should master by the end of each grade level.