Saint Hilary School’s well-rounded approach to Mathematics instruction emphasizes a balance of mastery in computation, problem-solving, and number sense. These domains are interdependent. Developing number sense depends on learning to compute. Solving problems depends on computation, and deciding whether an answer is reasonable, an important aspect of problem solving, draws on a student’s number sense. Affinity in each of these domains allows our students to apply mathematical concepts in multiple contexts and fosters creativity in mathematical thinking.
In grades Junior
Kindergarten through Six, Saint Hilary School uses the University of Chicago
School Math Project’s, Everyday Mathematics Program. The original Everyday Mathematics authors identified the following
guidelines for teaching to help children build a strong mathematical foundation
in their elementary years. These principles led to the features that guide the Everyday Mathematics program and
are a hallmark of its success today:
- · Move from nearly exclusive emphasis on naked
number calculation to developing conceptual understanding and
problem solving skills in arithmetic, data, probability, geometry, algebra, and
- · Link mathematics to everyday situations.
- · Link past experiences to new concepts and provide
for ongoing, spaced review.
- · Make considerable use of partner and small-group
- · Include hands-on activities and explorations
throughout the K–6 program.
- · Build fact power through daily oral
practice, conceptual activities, and games.
- · Encourage use and sharing of multiple strategies.
- · Provide a wide variety of assessment opportunities.
- · Encourage home-school partnerships.
Hilary School and the Everyday Math Program fully embrace the California Common
Core State Standards. This includes the Standards of Mathematical Practice, which we strive to support and develop in all students.
Students who are thinking mathematically:
1. Make sense of problems and
persevere in solving them
2. Reason abstractly and
3. Construct viable arguments
and critique the reasoning of others
4. Model with mathematics
5. Use appropriate tools
6. Attend to precision
7. Look for and make use of
8. Look for and express
regularity in repeated reasoning
While the Everyday Math program is
technically a Pre-K to Sixth Grade curriculum, we use the University of Chicago
School Math Project’s seventh grade curriculum in the seventh grade. The
program does have the ambitious goal of preparing each student to be placed in
the equivalent of a high school course in Algebra One in their eighth grade
year. For this reason, many standards of higher grades are introduced in lower
grades. The majority of our students are placed
in Algebra One in their eighth grade year, and this course is offered with all
of the rigor and demanding content of a high school Algebra course. The great
majority of students who pass this class achieve advanced placement as freshmen
in high school. In addition, we also offer the grade level course, Eighth Grade
Math, which also uses curriculum from the University of Chicago School Math
Project. The goal of this course is to further develop students’ understanding
of mathematical concepts and acquisition of a greater command over the skills
in their repertoire. The students in this course are continuing their
transition from more concrete levels of functioning to the abstract.
For more information about
the Everyday Mathematics program visit:
For more information about the Everyday Math program and the
Common Core, visit:
For more information about the Common Core, visit the California
Department of Education CCSS Web Page:
http://www.cde.ca.gov/re/cc/ (select “Students/Parents” tab)
Specifically look for the “K-8
California's Common Core Standards Parent Handbook,” “Shifts for Students and
Parents,” and “CCSS and Parents and Guardians.”
For more information about the Standards of Practice, visit: