Mathematics is a universal language that allows us to make sense of fundamental principles, thoughts, ideas, patterns, problems, and phenomena surrounding us and to communicate our understanding and resolutions of these concepts to others. In order to develop and enrich student understanding of mathematics, Fremont 14 will provide a comprehensive and cohesive mathematics curriculum in which mathematical topics are explored and analyzed with significant depth.

The environment in every mathematics classroom will provide the following: active and responsible engagement in the learning of mathematics, an atmosphere of risk taking, in-depth investigation and analysis of intriguing situations and problems, ample opportunities for reflection and interaction, and connections to everyday life.

Instruction in every mathematics classroom will provide a rich variety of cognitively appropriate strategies and resources so that all students have opportunities to experience both success and challenge.

**Wyoming Mathematics Content and Performance Standards**

Mathematics in Fremont 14 School District are aligned to the 2018 Wyoming Mathematics Content and Performance Standards. The Standards define what students should understand and be able to do in their study of mathematics. Familiarize yourself with the __2020 Wyoming Mathematics Content and Performance Standards__.

**Elementary School Math Standards****Middle School Math Standards****High School Math Standards**

“The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy). “

Source: http://www.corestandards.org/Math/Practice/

- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others.
- Model with mathematics.
- Use appropriate tools strategically.
- Attend to precision.
- Look for and make use of structure.
- Look for and express regularity in repeated reasoning

**Family Resources**

Get the Math (middle school and high school)

Johnnie's Math Page (grades K through 6)

Khan Academy (Mathematics)

Math Games for Learning (recommendations from MEC: Mathematics Education Collaborative )

National Council of Teachers of Mathematics Illuminations

PBS Learning Media (Mathematics)

ACT Academy Stop the Summer Slide (Grades 3-12)

**Teacher Resources**

Doing and Talking Math and Science

Fostering Math Practices (Routines for Reasoning)

Illustrative Mathematics (Tasks, resources)

Inside Mathematics (Videos, activities)

Math Teaching Toolkit (Videos, strategies, resources)

Three Reads Using a Problem Stem (Mathematical Practices)