Mathematics

Gifted and Talented (Mathematics) instruction in our classroom exceeds South Carolina College- and Career-Ready Standards.   We use an accelerated model in which 3rd Grade students will learn 4th grade Mathematics.  They will use 4th grade textbooks and resources.  Next year in 4th grade, GT students will learn 5th grade math.  In 5th grade, they will learn 6th grade math in preparation for advanced classes in middle school.

Students build on previous learning with more advanced topics of multiplication and division. Students learn what a fraction is and apply operations (addition, subtraction, multiplication, and division) with fractions.  They start to estimate, interpret graphs, and predict outcomes. They learn the basic concepts of Geometry.  

Don’t be surprised when your child must show their work and explain the steps, one at a time, needed to solve a math problem. There are several reasons why this is now common practice. The activity requires students to organize their work. It provides a “trail” for checking answers; shows exactly what was done; and allows for intervention exactly at the point where necessary. By showing their work, students are more accurate and avoid habits that could hinder their math progress.

Mathematics instruction in our classroom has two very important functions:

• First, it's to create problem solvers!  Figuring out how to solve a problem is more important than the answer itself.  Your child's ability to apply inquiry and logical reasoning to real-life situations is essential.
• Secondly, the function of mathematics is to enhance your child's intellectual capacity - that is to solve increasingly more complex problems as he/she learns.  Getting the right answer is important, but the easiest way is not always the best way - at least not at first.  Students may be taught more than one algorithm or more than one strategy to solve a particular kind of problem.  Knowing when to apply a given strategy requires that students know most or all of the required skills.  In other words, if students are taught only one way (the easiest) to solve a problem, it may be a limiting factor.  Once students have been taught and have learned multiple strategies/ways to solve a problem so that they may apply different strategies or skills to different kinds of problems, then it certainly is appropriate to apply the easiest strategy for a particular problem or situation!  

Please Note:  Student MUST know their multiplication facts (0-10) by the end of Quarter 1 (October 8, 2025)!  Graded periodic fact assessments will be administered throughout the year to maintain and check for fact fluency.  

Note:  Students need to complete at least 15 minutes of I-Ready MATH (Monday - Thursday) for a total of ONE HOUR each week AND successfully pass at least THREE LESSONS.