Skip to main content

Contact Us

Ebony Langford-Brown
Supervisor, Elementary
Email

Jennifer Loznak
Supervisor, Secondary
Email

Phone: 240.740.4001

Staff Directory

Academics → Mathematics → Elementary School

Elementary School

Goal

MCPS mathematics instruction develops confident mathematical thinkers who make sense of problems, use multiple strategies, communicate their reasoning, and apply mathematics to real-world situations.

Students in Prekindergarten through Grade 5 engage in rigorous, grade-level mathematics aligned with the Maryland College and Career Ready Standards. Instruction develops both conceptual understanding and procedural fluency while providing opportunities for problem solving, mathematical discourse, collaboration, and application.

Our Mathematics Curriculum

Beginning in the 2026–2027 school year, MCPS uses Amplify Desmos Math as its core mathematics curriculum for students in Prekindergarten through Grade 5.

Amplify Desmos Math engages students in meaningful mathematical problems that encourage them to:

  • Make sense of mathematical ideas and relationships
  • Develop conceptual understanding and procedural fluency
  • Explain and justify their mathematical thinking
  • Learn from the strategies and ideas of others
  • Apply mathematics to meaningful and real-world situations

Explore the Curriculum

What Mathematics Looks Like in the Classroom

Students learn mathematics by doing mathematics. During daily instruction, students have opportunities to:

  • Explore and Make Sense
    • Students investigate meaningful problems and make connections to what they already know.
  • Share Mathematical Thinking
    • Students explain their strategies, listen to classmates, compare approaches, and develop mathematical language.
  • Build Skills and Fluency
    • Students develop efficient strategies and procedural fluency alongside strong conceptual understanding.
  • Apply and Extend Learning
    • Students use mathematics in new situations, solve increasingly complex problems, and engage in opportunities for enrichment and extension.

Meeting the Needs of Every Learner

MCPS mathematics instruction is designed to provide access to grade-level learning while responding to students' individual strengths and needs.

Teachers use classroom evidence and assessment information to provide:

  • Flexible small-group instruction
  • Targeted support for unfinished learning
  • Enrichment and extension opportunities
  • Open-ended and complex mathematical tasks
  • Opportunities to apply learning in new and challenging contexts
  • Flexible grouping that changes based on student readiness and learning needs

Learn More: Providing Enriched Mathematics Instruction

MCPS moved to a new instructional model focused on building a stronger mathematical foundation and developing confident mathematical thinkers. We will follow the Maryland State Department of Education (MSDE) guidance on math instruction, including acceleration. Beginning next year, MCPS will implement a cluster model for mathematics instruction. Cluster grouping is a well-established, research-supported instructional strategy designed to provide all learners with appropriate challenges while maintaining equitable access in heterogeneous classrooms. Unlike traditional tracking models, cluster grouping is flexible, data-responsive, and designed to allow students to move into advanced learning opportunities as readiness emerges. Classes will be organized to reduce the extremely broad range of instructional levels within a single classroom. This will make it more manageable for teachers to plan instruction effectively, differentiate learning experiences, and provide timely support and enrichment.

Students are grouped in classes based on their learning needs. This helps teachers better support students, provide extra enrichment and acceleration when needed, and offer more effective support. These groups can change over time as students grow and learn.

This model began this school year (2026-2027) for Grade 4 students only, with additional grade levels the following year.

Parent Resource

For more information, refer to this document.

Frequently Asked Questions

For more information, see the FAQ.

Research