The TERC Investigations curriculum is the foundation for mathematics exploration in our classroom and throughout Fayerweather. The Investigations approach helps children develop flexibility and confidence in tackling problems. Children are encouraged to make predictions' explore materials, articulate questions, share discoveries, and postulate theories as part of the mathematical experience. Math games, such as Double Compare and Tens Go Fish, played at school and at home reinforce and build understanding of mathematical concepts. Groupings for instruction are determined by the developmental appropriateness of the content. For example, building numerical skills and computational strategies are taught by grade level. Data collection, measurement, and geometry are often covered as a whole class. Through the use of daily routines, children are immersed in math that is real and useful. Each day at Morning Meeting, for example, a child records the Number of the Day (how many days we've been in school). Attention is given to understanding place value and where it fits on the number chart.

Our math activities are set up in such a way that there is not always one "right" method, or line of thinking to follow. We encourage children to make predictions, explore the materials, and then articulate the questions, discoveries-, and theories that emerge out of their experiences. Helping the children to construct an understanding of number relationships is our primary goal. A problem such as 12 + 12 might be approached in various ways. One child might begin by using numerical reasoning where they may break apart numbers in different ways. For example, they might use their knowledge that 10 + 10 = 20, and 20 + 4= 24. Another child might use direct modeling/one to one correspondence where they might count out 12 objects, then add 12 more objects, and then count them again from one. Another child might use his or her skill of counting on from 12 using cubes, pictures or their fingers. While another student, might approach the problem using her understanding of place value by thinking about two tens and four ones. Often it is assumed that learning algorithms is "learning math," but learning math involves actively adding amounts, collecting data, using concrete materials, and finally, learning the algorithm to record (and apply in future similar cases) what has been mastered conceptually.

This year we are very excited to be using the newly updated TERC curriculum. The math concept areas to be covered during the 1-2 years include:

• Addition, Subtraction and the Number System
• 2-D and 3-D Geometry
• Data Analysis
• Measurement
• Patterns, Functions and Change
• Fractions