Mathematics in District 109

In District 109, we believe that every student is capable of success in mathematics and should be equipped with the skills to confidently engage with complex problems. In our classrooms, students will:

develop strong number sense and fact fluency to support conceptual and procedural understanding;
engage in mathematical discourse, effectively communicating their thinking and reasoning with peers;
analyze mistakes as opportunities for learning and recognize that multiple paths can lead to the same solution;
use math modeling to connect mathematical concepts to real-world problem-solving;
collaborate to explore ideas, challenge assumptions, and build shared understanding, and;
approach unfamiliar problems with confidence, formulating a plan and adapting strategies as needed.

K-8 Mathematics Instructional Model

Productive Struggle: The emphasis on productive struggle means students are encouraged to grapple with challenges, fostering resilience and a growth mindset in their mathematical journey.
Visual Representations: Students aren't just reading about concepts; they're seeing them in action, which helps build deeper understanding.
Collaborative Tasks and Math Discourse: The learning environment will foster opportunities for students to share their ideas and strategies with peers.
Responsive Feedback: As students work, they receive immediate, meaningful feedback that goes beyond just "right" or "wrong." This feedback helps them understand why things work and guide them to refine their thinking.
Interactive Digital and Hands-On Exploration: Students use a variety of tools to interact with mathematical ideas, see results, and discover patterns. The goal is to make abstract concepts concrete and understandable.
Real-World Problem-Solving: Students tackle engaging problems, often based on real-life situations. This encourages them to explore different strategies and find their own solutions, sparking natural curiosity.

Meet the Team

Sarah Hogan
Math Curriculum Specialist

Explore More

Instructional Resources & Lesson Design

K-5 Math Core Instructional Resources and Lesson Design

Amplify Desmos (K-5)
Bridges Number Corner (K)

Warm-Up: Every lesson begins with an engaging instructional routine focused on building fluency, previewing useful strategies, or sparking curiosity about the math topic.

Lesson Activities: Students engage in one or two hands-on activities that deepen their understanding of key math ideas. They work together to solve problems, explain their thinking, and make connections through guided discussion and exploration.

Synthesis & Show What You Know: Each lesson ends with a class discussion that brings together the day’s learning. Students reflect on their discoveries, and the teacher provides explicit instruction to highlight key mathematical ideas and clarify any misconceptions.

Practice & Differentiation: Daily practice includes a mix of fluency, review, and problem-solving to support skill development. Additional resources are available to provide extra support or challenge, depending on each student’s needs.

6-8 Math Core Instructional Resources and Lesson Design

Big Ideas Math (6-Algebra I)
Geometry for Enjoyment and Challenge (Geometry)

Launch: Activity to activate prior knowledge, engages students with fluency or strategy-building tasks, or review material.

Mini-Lesson: The teacher provides direct instruction on the lesson objective, modeling key concepts, procedures, and strategies. This focused teaching moment ensures all students have the foundational understanding needed to engage in the work phase.

Work Phase: Students tackle problems (individually, in pairs, or small groups) with guided support, while teachers monitor and facilitate learning.

Closure: Students share solutions and reflect, while the teacher highlights the lesson’s core message and provides additional opportunities for practice.

Math Placement

District 109 offers all students exposure to a rigorous sequence of mathematical concepts. Teams consistently review trends in student achievement data, as well as educational research on best practices in math instruction. In fact, many 109 graduates will complete Algebra 1 or Geometry before transitioning to Deerfield High School.

In grades K-4, the focus is on the mastery of both procedural and conceptual skills in mathematics. Having a strong foundation is vital for students when the acceleration process begins.

At the end of 4th grade, student data, skills, and learning behaviors are closely analyzed for placement into an advanced math pathway, This pathway is called the Geometry Pathway, as students who enter are working to complete Geometry by the end of 8th grade. This will set them up to enter into Algebra II as a freshman and the potential of the math sequence culminating with Multivariable Calculus as a senior.

Criteria for entrance at the end of 4th grade has been established based on the profile of students who have been successful in previous years. This pathway moves at a much quicker pace and involves both compacting and acceleration of standards. Criteria for placement is as follows:

Consistent performance at or above the 95th percentile (nationally) on NWEA Measures of Academic Progress (MAP) Math.
Meets, or preferably, Exceeds standards on the Illinois Assessment of Readiness (IAR)
Teacher provides strong feedback about student performance on pre/post assessments, mastery of standards, and habits of success.
Proficiency on a 5th grade standards math assessment (administered in the spring).

At the end of 5th grade, the same analysis of data occurs. Criteria for placement is as follows:

Consistent performance at or above the 95th percentile (nationally) on NWEA Measures of Academic Progress (MAP) Math.
Meets, or preferably, Exceeds standards on the Illinois Assessment of Readiness (IAR)
Teacher provides strong feedback about student performance on pre/post assessments, mastery of standards, and habits of success.
90% or above on an Algebra Readiness Assessment.

At the end of 6th grade, middle school teachers, administrators, and the Teaching & Learning Department again review placement recommendations in preparation for 7th and 8th grade. Students will continue on the advanced Geometry pathway, enter into an accelerated Algebra I pathway, or remain in a grade-level Pre-Algebra pathway. Parent input may also be collected throughout the process.

Download the DPS 109 Math Course Pathway (PDF)