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Mathematics

Mathematics

In Wayland, we believe that math is not just a subject—it's a vital part of our everyday lives. Throughout their K-12 journey, we empower students to develop strong mathematical foundations that go beyond memorization and calculation.


Our approach emphasizes conceptual understanding, encouraging students to make connections between various strands of mathematics to make sense of math. 

  • Number Sense
  • Operations and Algebraic Thinking
  • Measurement and Data
  • Probability and Statistics
  • Geometry 

 We foster a learning environment where students engage in critical thinking, analytical reasoning, and creative problem-solving. We understand that in today's highly technological and rapidly changing world, it's essential for students not only to arrive at correct answers but also to communicate their thinking effectively using rich academic language.In our classrooms, we promote a growth mindset, where mistakes are embraced as valuable learning opportunities. Students are encouraged to persevere in problem-solving, critique the reasoning of others, and develop strong analytical reasoning. We believe that all students can experience both challenges and success, fostering an inclusive environment where everyone feels mathematically empowered.In Wayland, we are dedicated to equipping all students with mathematical skills to make sense of math and the mindset needed to navigate their world, inform their choices, and take control of their futures. Join us on this mathematical journey, where learning is not just about finding answers but also about understanding and communicating the beauty of mathematics.

Elementary School Mathematics

Welcome to K-5 Mathematics. The elementary mathematics program in Wayland Public Schools is based upon student-centered learning and developing mathematical thinking and reasoning skills in an environment that is inclusive of all types of learners. We provide a balanced experience with different types of activities designed to apply mathematical knowledge and skills to solve real-world problems. We use Bridges in Mathematics as our core curriculum to develop:

  • Conceptual understanding – making sense of the math, reasoning about and understanding math concepts and ideas.  
  • Procedural fluency – knowing mathematical facts, computing and solving problems.  
  • Capacity – solving a wide range of problems in various contexts by reasoning, thinking, and applying the mathematics they have learned. 

In Wayland, elementary math instruction:

  • Is collaborative and social, giving students the opportunity to construct meaning and make sense of concepts for themselves. 
  • Uses questioning strategies that draw out student thinking and promote discourse while creating a safe learning environment. 
  • Incorporates visual models and manipulatives to deepen conceptual understanding.
  • Requires students to persevere when faced with challenges.

Differentiated instruction and intervention are key to student progress. During the WIN (What I Need) block, we use various components of the Bridges curriculum and Bridges Intervention program so that all students have dedicated time to:

  • Focus on extending concepts, 
  • Refine and practice skills, and/or
  • Build fluency

  • In Kindergarten, instructional time should focus on two critical areas: (1) representing, relating, and operating on whole numbers, initially with sets of objects; and (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics.

  • In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes.

  • In Grade 2, instructional time should focus on four critical areas: (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes.

  • In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes.

  • In Grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.

  • In Grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume.