Math

Embracing the idea that math involves reasoning and problem-solving skills to foster curiosity, persistence and attention to detail, the sixth grade course strives to strengthen and extend work with integers, fractions and decimals, then move into percentages and three-dimensional geometry while establishing a solid foundation for the abstract language and mechanics of Pre-Algebra. While our mathematics teachers use a variety of resources to teach our students, the primary source is the Math in Focus program, formerly known as Singapore Math. 

In either Pre-Algebra or Advanced Pre-Algebra, seventh graders continue to develop an appreciation for the aesthetics of mathematics, with special emphasis placed on the processes used to solve problems rather than on the answer itself.

Most eighth graders take either Algebra I or Advanced Algebra I. Both cover the same material, but the advanced course does so at an accelerated pace and with higher expectations. Each course presents material to both interest and challenge students while using real-life applications to make the learning more relevant.

Placement in Advanced Math Classes

Penn Charter’s math program strives to provide an appropriately challenging math experience for each and every student. Our offerings in sixth, seventh, and eighth grade are accelerated relative to most middle schools, as all of our students will have completed mathematics through at least Algebra 1 by the end of their eighth grade year. Rigor is present in every math course, regardless of its level.

For students who crave even greater mathematical challenges and who possess the ability and drive to succeed at a higher level, we offer advanced level courses in seventh and eighth grade (Advanced Pre-Algebra in seventh and Advanced Algebra 1 in eighth). Placement in these courses is based on a number of factors: grades earned in the current year, teacher recommendations, strength in executive functioning and self-regulation, and, most importantly, a student’s demonstrated love and enthusiasm for math. Our advanced courses move at a faster pace, explore concepts more deeply, and demand a level of academic maturity above and beyond that of our Pre-Algebra and Algebra 1 courses, and for all of these reasons teachers will give a great deal of thought to their recommendations. 

Ideally, our math teachers and advisors have multiple conversations with students in the spring in order to help the student and the family select the appropriate level of math for the following year. We encourage parents to engage in these conversations by speaking with their child, and/or contacting their child’s math teacher or advisor. The final determination of course level will be made by the math department and the Middle School administration at the end of the school year, after yearlong grades have been calculated, so that the entirety of a student’s body of work can be considered. Most often, students moving into an advanced course have earned grades in the A range and have demonstrated all of the qualities cited above. Parents of all Middle School students will be informed of their child’s math placement by the end of June.

In rare instances, we have students for whom mathematics is a particularly intuitive and joyful experience. In these cases, we consider permitting students to “skip” a level mathematically. Our Math Department, Middle School teachers and administrators carefully consider each student’s social, emotional and intellectual readiness before approving math placement of this nature. Sometimes, a student’s social and emotional readiness does not match their cognitive readiness, and we may opt to keep the student with their current peer group.

Students who demonstrate the requisite ability and drive to pursue such an opportunity need to first discuss this issue with their math teacher in the spring. If the teacher feels that such a move might be appropriate, the student, parents and the math department chair will work together to devise a concrete plan of action for the summer. This plan should include tutoring or formal coursework approved by the math department, regular check-ins throughout the summer with Doug Gorham, and a placement test taken no later than the end of the second week of August. The plan needs to be in place by the close of the previous school year so that adequate summer work can be completed. Lastly, in order for the student to advance an extra level, summer tutoring and/or coursework needs to be satisfactorily completed and the student must demonstrate a strong mastery of the material included on the placement test administered in August.