Mathematics begins in sixth grade with a non-tracked introductory course and moves into tracked courses in seventh and eighth grades. Our curriculum meets the demands of both the American and French mathematics standards. 

The course sequence includes Mathematics 6, Mathematics 7, Algebra 8 or includes Mathematics 6, Algebra 7, and Geometry 8. Students are offered the opportunity to take math in French, if French is their advanced language, following the first course sequence.

Over the course of three years, our mathematics courses teach our students how the pieces of the puzzle fit together as one, creating better critical thinkers. Students come into sixth grade from different levels, backgrounds, and curricula. One of the goals of Mathematics 6 is to introduce a common body of concepts and skills. The curriculum promotes a solid foundation in mathematical concepts with goals of thinking quantitatively, communicating mathematically, and reflecting on the application of mathematics in the real world.

The Mathematics 7 course reinforces and develops the skills learned in sixth grade in more challenging and unfamiliar situations, and prepares the students for eighth grade algebra. It is a diversified course with connections to finance, architecture, design, proportions, and algebraic relationships, and allows students to discover the uses of pre-algebra and geometry mathematics in a variety of real-world contexts.

Algebra is a high school course designed for both seventh and eighth grade students. When the course is taken depends on the student’s ability to solve challenging problems logically, their motivation and attitude towards mathematics, along with their overall reasoning skills. The algebra course in seventh grade is designed for students who thrive on challenging problems and expectations and are able to take risks when solving rigorous problems from multiple perspectives. Algebra in both grades covers topics dealing with linear through quadratic equations.

Geometry is a follow-up to seventh grade algebra. Students often work collaboratively to build confidence,

share ideas, and learn using inquiry and communication in an open-minded and compassionate environment.

They are expected to work out challenging problems from multiple perspectives, integrating previous algebraic knowledge and sharing and arguing those solutions in a congenial, collegial way. Students frequently use logical reasoning skills to write proofs and apply geometric knowledge to real-life situations. Topics range from properties of polygons to basic trigonometry.

The mathematics program focuses on three principles:

Communication: Students are supported and given encouragement to see mathematics as a language for solving problems.Students are made to communicate their thought process , using language, including mathematical language , mostly in writing, but also at times orally. Students demonstrate in their explanations how they move between different forms of representations mathematically.

Global awareness: Students are encouraged to see how math concepts have everyday uses. The mathematical process of finding an answer is looked at from various viewpoints. Math classes are taught knowing that a connection between the disciplines makes for better and more meaningful understanding. Students are given work with various and varied forms of units, in both the metric and standard systems, for example. The mathematics curriculum was created using both American and French standards.

Holistic education: Mathematics is taught using a variety of methods to create an experience for each student to grow in their own knowledge of the subject. Students are encouraged to see how math is used in their everyday life and to express themselves mathematically through written work and projects that promote artistic applications. Students are encouraged to use their creativity and curiosity to make their mathematical knowledge more meaningful.

Math students at Gilkey International Middle School

  • Investigate the application of mathematical concepts to solve real world problems.
  • Work collaboratively to build confidence, share ideas, and inquire.
  • Communicate in an open-minded and compassionate environment.
  • Are thinkers and risk-takers as they challenge themselves with rigorous problems, and learn to justify their results.
  • Are principled in their work and respect the learning taking place in the classroom.
  • Are reflective in their work connecting mathematics to real-life.


Aims and objectives

In order for students to

  • Develop inductive and deductive reasoning skills
  • Apply their knowledge to real-world situations
  • Become more confident in their knowledge of complex problem- solving skills
  • Recognize how mathematics permeates the world around us
  • Use a variety of tools to further skills and knowledge
  • Appreciate multicultural and historical perspectives of mathematics
  • Recognize the interconnectedness of the strands of mathematics
  • Enjoy mathematics and develop patience and persistence when solving problems

They will :

  • use various branches of mathematics to demonstrate range of understanding of concepts that may be either familiar or unfamiliar.
  • use appropriate skills to recognize and describe patterns or relationships in challenging problem-solving situations.
  • use mathematical language (notation, symbols, terminology) and representation (formulas, diagrams, tables, graphs) appropriately and fluidly in both written and oral communication.
  • use lines of reasoning that are clear and logical when explaining their thinking.
  • explain the significance of their results, justify the degree of accuracy their results, processes, or methods for problem solving, and suggest improvements when appropriate.
  • apply their problem solving techniques to issues outside the school environment.



At the Gilkey International Middle School teachers commit to a variety of summative assessment tasks clearly tied to learning objectives, skills, and criteria. Before an assessment or along with it, teachers will hand out clearly described tasks and criteria for assessment. All units of work include formative assessments leading to the summative piece.