"We prepare students to engage in the world that is and to help bring about a world that ought to be."

Curriculum Detail

Faculty

  • Photo of Melanie Smith
    Melanie Smith
    Department Chair - Mathematics
    (212) 979-5030 x4367
    Columbia University - BS
    Teachers College Columbia University - MA
  • Photo of Cory Chung
    Cory Chung
    Teacher - Mathematics
    University of Pennsylvania, Graduate School of Education - M.S.Ed.
    Teachers College, Columbia University - MA
    New York University - BS
  • Photo of Anne Pearson
    Anne Pearson
    Teacher - Mathematics
    (212) 979-5030 x4361
    Teachers College - Columbia University - MA
    Cornell University - BS
  • Photo of Jessica Peterson
    Jessica Peterson
    Assistant Head of Middle School, Teacher - Science
    (212) 979-5030 x5108
    University of Michigan - BS
    Boston University - MS
  • Photo of Clayton Raithel
    Clayton Raithel
    Academic Center Director / Teacher - Mathematics
    (212) 979-5030 x4427
  • Photo of Rachelle Scolari
    Rachelle Scolari
    Teacher - Mathematics
    (212) 979-5030 x4396
    Georgetown University - BA
    Harvard Graduate School of Education - MEd
  • Photo of Monica Witt
    Monica Witt
    Math Specialist - Lower School/Middle School
    (212) 979-5030 x4412
    Villanova University - BChE
    City University of New York - MEd

Select Department Below

Mathematics

Mathematics is a universal language whose symbolic logic and precision of thought is shared by all cultures. Mathematics allows us to measure, quantify, organize, analyze and visualize relationships in the natural world, in the sciences and among abstract concepts. 

From the fundamentals of counting to the study of rates of change in calculus, we strive to teach our students not only to calculate, but also to appreciate the inherent beauty and elegance of mathematical patterns and processes. Mathematical truth can be seen as reflecting the Quaker values of simplicity and integrity. The discipline of mathematics fosters academic focus and concentration that can be applied to all of a student’s studies.
 
In the Middle School Math program, we emphasize the process over the answer. Teachers encourage students to discuss, reflect, review and solidify their understanding through conversation, retakes and corrections. Teachers utilize a variety of techniques, technologies and teaching tools to help students develop meaning and a depth of understanding. When appropriate, classes incorporate real-world data and material, and students apply skills and concepts to real-world applications. Through instruction, teachers expose students to new ideas, concepts and skills. Through inquiry and discovery, teachers help students develop their perseverance and take ownership of their work and learning. Through sharing and conversation, students develop into thoughtful mathematicians who can communicate their mathematical ideas verbally and in writing. We prepare students to be numerate citizens and strong problem solvers, helping them to “engage in the world that is and to help bring about a world that ought to be.”

  • Mathematics 5

    At Friends, we believe there are three important components to a well-balanced math curriculum:
    • Conceptual understanding
    • Basic skills/computation
    • Problem solving
    Each of these, equally important, will help our students to think flexibly and reason mathematically preparing them for the demands of the Upper School and beyond.
     
    With an emphasis on posing real-world problems for students to reason through and solve, and through carefully orchestrated math talk discussions, we explore the various strategies that can be used to solve a problem. In addition, we discuss and identify the most efficient techniques, which may or may not involve using an algorithm. The understanding must precede the speed in which kids can perform mathematical computations. Calculating with number sense means that we ask children to think, to look at the numbers first, and then to decide on the best strategy for solving. We also look for students to persevere while solving challenging problems.
     
    In Math 5, students build on the skills they developed in Grade 4 and throughout their time in the Lower School. We extend from operations with whole numbers to operations with fractions and decimals. Students will also explore data and geometry more deeply. Emphasis is placed on both the efficient use of procedures and conceptual understanding. Throughout each unit, students will be provided with the opportunities to strengthen computational and problem solving skills.

  • Mathematics 6

    Our Grade 6 Mathematics curriculum focuses on four important components:
    • Conceptual understanding
    • Basic skills/computation
    • Problem solving
    • Communication of strategies
    Each of these, equally important, helps students to think flexibly and reason mathematically, thus preparing them for the demands of the Upper School and beyond.
     
    By emphasizing real-world problems for students to reason through and solve, and through carefully orchestrated math discussions, we explore the various strategies that can be used to solve a problem. In addition, we discuss and identify the most efficient techniques, which may or may not involve using an algorithm (an established procedure). In mathematics, the understanding must precede the speed in which kids can perform mathematical computations. Calculating with number sense means that we ask students to think about the numbers and situation first, and then to decide on the best strategy for solving. We also look for students to persevere while solving challenging problems.
     
    The mathematics program in Grade 6 builds upon the skills and concepts that were introduced in previous years using the context of real-world problems, and with an emphasis on number sense and reasoning. Students extend their understanding and computational skills to negative rational numbers. The worlds of percentages and proportional reasoning are studied more deeply. Students explore exercises involving patterns and creating algebraic expressions. They continue to learn new ways to analyze data, and geometry is further explored through an interdisciplinary study of Islamic art.

  • Pre-Algebra

    In Pre-Algebra, students will solidify their computational skills while further developing their abstract mathematical reasoning. They explore algebraic concepts such as proportional thinking, representation of patterns and equations, and the application of formulas and mathematical properties. An emphasis is placed on collaborative problem solving and addressing real-world scenarios. Topics studied in Pre-Algebra include ratios, proportion and percent; operations with integers and rational numbers; probability; permutations and combinations; algebraic rules; representing and analyzing data; writing and solving algebraic equations; and geometry. Pre-Algebra students also participate in interdisciplinary projects, such as 3D printing a skyscraper in conjunction with seventh grade Technology and participating in cross-curricular activities with their Science and Language classes.

  • Algebra I

    The main goals of this course are technical skills and conceptual understanding of elementary Algebra. Topics studied include the following: properties of the integers, the rational and irrational numbers, simplifying polynomials, rational and irrational expressions, polynomial products and their factors, solving linear equations and inequalities in one variable, solving systems in two variables and quadratics in one variable and graphing linear functions. 

    Throughout the course, there is an emphasis on developing written and verbal communication skills. Through debate, inquiry, reasoning, and sense-making, students go beyond procedures and algorithms to build a strong understanding of the mathematical phenomena they study. Students are encouraged to take intellectual risks and to embrace difficulty as an opportunity for growth.

  • Algebra IA

    The main goals of this course are technical skills and conceptual understanding of elementary Algebra. Topics studied include the following: properties of the integers, the rational and irrational numbers, simplifying polynomials, rational and irrational expressions, polynomial products and their factors, solving linear equations and inequalities in one variable, solving systems in two variables and quadratics in one variable and graphing linear functions. 

    Throughout the course, there is an emphasis on developing written and verbal communication skills. Through debate, inquiry, reasoning, and sense-making, students go beyond procedures and algorithms to build a strong understanding of the mathematical phenomena they study. Students are encouraged to take intellectual risks and to embrace difficulty as an opportunity for growth.

    Algebra IA covers course topics in more depth and basic skills are introduced at a faster pace than they are in Algebra I.  Students are expected to utilize more precise math language in demonstrating their understanding.
Friends Seminary actively promotes diversity, equity, inclusion, and anti-racism in all its programs and operations, including admissions, financial aid, hiring, and all facets of the educational experience. To form a community which strives to reflect the world’s diversity, we do not discriminate on the basis of race or color, religion, nationality, ethnicity, economic background, physical ability, sex, gender identity or expression, or sexual orientation. Friends Seminary is an equal opportunity employer.
FRIENDS SEMINARY
222 East 16th Street
New York, NY 10003
P: 212-979-5030
F: 212.979.5034
Friends Seminary — the oldest continuously operated, coeducational school in NYC — serves college-bound day students in Kindergarten-Grade 12.