Math in Shoreline
Curriculum Used:
Common Core State Standards
K through 6th grade: enVision Math by Pearson 7th and 8th Grade: Digits by Pearson High School Core Math Program: Prentice Hall 2011 Algebra/Geometry/Algebra II Series by Pearson
Make sure and check out all the links and documents located at the top left of this page. Below are a few common items.
Shoreline Math Olympiad Information
Shoreline Secondary Math Course Pathway
Shoreline School District Mathematics Philosophy and Guiding Principles Fall 2008
Students will master rigorous mathematical content tied to the Common Core State Standards leading to success in algebra and beyond. Curricular Content: • Mastery of whole numbers, fractions, geometry, and measurement, the critical foundations of algebra • Access to an authentic algebra class, no later than 9th grade • Curriculum that is focused, coherent, and aligned to state standards Learning Processes: • Conceptual understanding, computational fluency, and problem solving skills, jointly supporting one another • The belief that success in learning math is largely a result of effort, not inherent ability or talent. Support and strategies for communicating this belief is provided for students, parents, and teachers. • An understanding that readiness to learn is a concept that is dependent on students’ prior learning, not age. Instructional Practices: • A balance of studentcentered and teacherdirected instruction • Explicit instruction for students with math difficulties • Systematic interventions that address social, affective, and motivational factors on a small and large scale, including extra time and support during the same course to preteach or reteach content Instructional Materials: • A common curriculum that is coherent, accurate, and easily aligned to the common core state standards. Teaching and Teacher Education: • Ongoing professional development for teachers that includes math content and supports the math standards • Highly qualified teachers that are motivated to teach math • Instruction using high quality researchbased best practices, with training provided by the district Assessment: • Tools that measure growth in mathematical understanding • Common district assessments to reinforce shared expectations of learning for all • Valid instruments of high quality • A balance between formative and summative assessments, in a variety of formats (paper, pencil, observations, nonverbal, verbal) • Assessments aligned with larger state/college expectations
