97 McMahon Rd
Bedford, MA 01730
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Elementary Curricular Pages

Elementary Math - An Overview

The Elementary Mathematics curriculum of the Bedford Public Schools has been designed with the NCTM (National Council of the Teachers of Mathematics) Standards of 2000, the more recent Focal Points and the Massachusetts Mathematics Curriculum Framework (1996, 2000 and 2005 Supplements) in mind. The goals of these National and State Mathematics Standards are to guide instruction so that all students learn to value mathematics, become confident in their ability to do and to know mathematics, become mathematical problem solvers and learn to reason and communicate mathematically.

Over the years, the standards have raised the expectations of what students should accomplish in mathematics. They have defined what "mathematically powerful" students could accomplish by combining mathematical thinking, ideas, techniques and communication. A problem-solving approach to instruction, content integration, discussion of mathematics, justification of mathematical thinking, new questioning practices, use of manipulative materials and appropriate use of calculators and other technology are emphasized, along with developing computational accuracy and fluency.

The Bedford Public Schools Mathematics Curriculum strives to provide students with learning experiences that enable them to develop mathematical power. Children in Kindergarten through Grade 2 follow the Bridges in Mathematics Curriculum out of the University of Oregon, while students in Grades 3-5 follow the Everyday Mathematics Program, developed by the University of Chicago School Mathematics Project. To maintain continuity between the two programs, the "Number Corner" component of the Bridges program is also taught in Grade 3. Similarly, vocabulary and critical routines from the Everyday Math series is incorporated into the Grade 2 classrooms in the spring. Additionally, considerable care is taken in the fall of Grade 3 to build the competencies in the systems that characterize the Everyday Mathematics Program. Supplemental materials and resources are used where needed at all grade levels.

Assessments

Assessment practices vary from informal interviews and teacher observations with our youngest students, to more formal unit-based written assessments for older children. End of year written assessments beginning in Grade 1 allow us to track student progress over time, as well as providing needed feedback on the success of our program.

Homework

Homework, beginning Grade 2, is expected a few times a week in the early grades and four times a week by Grade 5 for practice and reinforcement of daily work. Children are also directed to web-based resources that help build automaticity in their responses to basic math facts, a critical component for success in later years of study

Elementary Science- An Overview

Our Philosophy

In Ready, Set, Science: Putting Research to Work (2007) authors Michaels, Shouse and Schweingruber describe a perspective on science suggested by the National Research Council as "both a body of knowledge and an evidenced-based, model-building enterprise that continually extends, refines and revises knowledge... science content and knowledge are inextricably linked."(P.17) Michaels, Shouse, and Schweingruber then go on to break down the essential components of a good science program as follows:

Understanding Explanations: recognizing that science is about complex, interrelated ideas, reasons for their relationships, and the use of those ideas to predict other natural phenomena.
Generating Evidence: Building, refining models, and defending experiments, and arguments with evidence. Asking questions, deciding on measures and collecting data produced by those measures to answer the questions generated. Finally, returning to the models or arguments and refining them based on new evidence.
Reflecting on Scientific Knowledge: Tracking and reflecting on their own evolving thinking.
Participating: Subjecting their original thinking to analysis and searching for interconnected, core explanations.

We, in Bedford, agree that the understanding and recall of basic facts and concepts is critical to creating an appropriate context for new ideas. We also contend that it is equally important to stimulate young children's independent thinking about what they are observing. In its essence, our Science Curriculum here in Bedford for this age group reflects our belief that to understand science, students need to think like scientists. They need to observe carefully, using all their senses, the world around them and to record what they see accurately over time. They need to be encouraged to ask good questions of the data they collect, to make judgments based on evidence and to risk making an error in an effort to explore new ideas. Finally, they need to learn to communicate their thoughts comprehensibly and to collaborate with a community of similarly "scientifically minded" thinkers in the search for meaning. In the process, we believe our children will learn the joy of discovery and a life-long commitment to scientific study.

Scientific Inquiry

Also central to our program is the commitment to provide all students with a challenging, engaging, and meaningful experience in science, regardless of the background skills or knowledge they bring to the task. As a result, our teachers consider the nature of the questions they ask their students and the ways they structure their lessons. Lessons that begin with a shared experience and proceed by eliciting the ideas and explanations of all children invite participation and creative thinking. They also provide teachers with a more complete picture of children's essential understandings and potential misconceptions. Finally, they ensure that all children will find success in the early years of science exploration.

Skills of Inquiry, Experimentation and Design

The Massachusetts Science and Technology/Engineering Curriculum Frameworks (October 2006) list the following standards for student learning in the elementary grades. We include this list here as an encouragement to parents and guardians to join our teachers in extending students' thinking beyond the classroom.

Our goal in Science in the following grade levels is to ensure that each child will be able to:

Grade PreK-2

Ask questions about objects, organisms and events in the environment.
Tell about why and what would happen if?
Make predictions based on observed patterns.
Name and use simple equipment and tools (e.g., rulers, meter sticks, thermometers, hand lenses, and balances) to gather data and extend the senses.
Record observations and data with pictures, numbers and written statements.
Discuss observations with others.

Grades 3-5

Ask questions and make predictions that can be tested.
Select and use appropriate tools and technology (e.g., calculators, computers, balances, scales, meter sticks, graduated cylinders) in order to extend observations.
Keep accurate records while conducting simple investigations or experiments.
Conduct multiple trials to test a prediction. Compare the results of an investigation or experiment with the prediction.
Recognize simple patterns in data and use data to create a reasonable explanation for the results of an investigation or experiment.
Record data and communicate findings to others using graphs, charts, maps, models and oral and written reports.