The overarching objective of all mathematical instruction in Amherst County Public Schools is to create and lead an environment where every child is thinking critically, every day. Click on any of the links below to learn more about mathematics and its importance in ACPS.
The five core principles of attaining this is reflected through the Mathematical Process Goals as stated in the preamble of the Virginia Standards of learning. Those being:
GOALS
The overarching objective of all mathematical instruction in Amherst County Public Schools is to create and lead an environment where every child is thinking critically, every day. The five core principles of attaining this is reflected through the Mathematical Process Goals as stated in the preamble of the Virginia Standards of learning. Those being:
Mathematical Problem Solving
Students will apply mathematical concepts and skills and the relationships among them to solve problem situations of varying complexities. Students also will recognize and create problems from reallife data and situations within and outside mathematics and then apply appropriate strategies to find acceptable solutions. To accomplish this goal, students will need to develop a repertoire of skills and strategies for solving a variety of problem types. A major goal of the mathematics program is to help students become competent mathematical problem solvers.
Mathematical Communication
Students will use the language of mathematics, including specialized vocabulary and symbols, to express mathematical ideas precisely. Representing, discussing, reading, writing, and listening to mathematics will help students to clarify their thinking and deepen their understanding of the mathematics being studied.
Mathematical Reasoning
Students will recognize reasoning and proof as fundamental aspects of mathematics. Students will learn and apply inductive and deductive reasoning skills to make, test, and evaluate mathematical statements and to justify steps in mathematical procedures. Students will use logical reasoning to analyze an argument and to determine whether conclusions are valid. In addition, students will learn to apply proportional and spatial reasoning and to reason from a variety of representations such as graphs, tables, and charts.
Mathematical Connections
Students will relate concepts and procedures from different topics in mathematics to one another and see mathematics as an integrated field of study. Through the application of content and process skills, students will make connections between different areas of mathematics and between mathematics and other disciplines, especially science. Science and mathematics teachers and curriculum writers are encouraged to develop mathematics and science curricula that reinforce each other.
Mathematical Representations
Students will represent and describe mathematical ideas, generalizations, and relationships with a variety of methods. Students will understand that representations of mathematical ideas are an essential part of learning, doing, and communicating mathematics. Students should move easily among different representations: graphical, numerical, algebraic, verbal, and physical and recognize that representation is both a process and a product.
Curriculum
Instructional Foci as per grade band are as follows:
 Kindergarten, 1st Grade, & 2nd Grade
 In all classes the overarching emphasis in these classes is to focus on Number Sense.
 3rd Grade, 4th Grade, & 5th Grade
 In all classes the overarching emphasis in these classes is to focus on Estimation, Computation and Fractional Thinking.
 6th Grade, 7th Grade, & PreAlgebra
 In all classes the overarching emphasis in these classes is to focus on Proportional Reasoning and Algebraic Functions.
Instructional Modalities
In all classrooms teachers are encouraged to implement the ConcreteRepresentationalAbstract means of introducing new concepts. The steps in this process include:
 Concrete: The students can physically touch and manipulate objects to anchor their understanding.
 Representation / Pictorial: The students are drawing representations to model their thinking.
 Abstract: The students are doing “pencilpaper” math with an underlying conceptual understanding.
Instructional Strategies
Instructional strategies employed by teachers are either defined as being “Gradual Release” or “Guided Mathematics Groups”. These include:
Gradual Release
 In this model the teacher instructs directly, which might include Q&A and multimedia
 Students then work together in pairs or groups to investigate the new concept collaboratively
 The last phase before initial assessment is to have students work independently
 AKA: I do – We do – You do
Guided Mathematics
 In this model students work in small groups, rotating through stations to approach a concept from multiple perspectives.
 This gives teachers closer access to individual students for a more personal instruction.
Gradual Release 
Guided Mathematics 
 Starts with whole group mini lesson
 Students work in pairs or small groups to practice skill
 Students work independently
 Includes activators and exit slips

 Students preassigned to groups, by tiered data.
 May follow a whole group mini lesson or begin at start of lesson.
 Lesson guided by Rotation Chart

20192020 Mathematics Lead Team
Brittany Sites, Teacher – Amelon Elementary
Amy Dawson, Teacher – Amherst Elementary
Starr Harris, Teacher – Central Elementary
Greg Lipscomb, Teacher – Elon Elementary
Suzanne Bondurant, Teacher – Madison Heights Elementary
Melissa Carter, Teacher – Temperance Elementary
Linda Zabloski, Teacher – Amherst Middle
Teresa Howell, Teacher – Monelison Middle
Michele Stenman, Teacher – Amherst Education Center
Donna Ratliff, Teacher – Amherst County High
Mrs. Jill Guill, Instructional Specialist: Elementary Mathematics
Ms. Wanda Smith, Instructional Supervisor of Mathematics, Science & Gifted Education