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Mathematics

The Lower School mathematics program is a rich combination of traditional computation skills (arithmetic), applied mathematics (math that we need and use in everyday life), and divergent mathematics (math that involves multiple strategies and answers). Always at age-appropriate levels, we teach the ability to conceptualize quantitative ideas, the understanding to identify/ formulate mathematical relationships, and the means to solve increasingly complex problems.

Trevor’s math standards were developed by the National Council of Teachers of Mathematics, and are structured through the Dimensions Math Program, the newest iteration of Singapore Math. Through this engaging and challenging curriculum, topics are covered in a spiral manner; each grade-level curriculum builds upon that which was learned in previous years, with each year diving deeper into a concept. Students develop a strong number sense and the ability to understand concepts mentally, rather than just algorithmically. By structuring lessons to move from the concrete to the abstract, teachers develop each student’s foundational understanding, upon which they can then apply higher-level conceptual concepts.

Topics include number systems and number sense, graphing, fractions, probability, decimals, percents, geometry, measurement, and estimation. Manipulative materials, traditional workbooks, and teacher-made materials fully engage students. Through individualized assessment and attention, we challenge students to the highest level of their mathematical abilities and ensure that they head to Middle School with a solid foundation in the important mathematical skills and concepts necessary for their success.

Grade 1 Mathematics

In 1st grade, students develop skills and explore concepts regarding number sense and operation through a variety of activities, games, and strategies. Throughout the year, 1st graders work with numbers up to 100. An emphasis is placed on the ability to demonstrate mathematical thinking, as well as to identify math facts for numbers up to 20 automatically. They also explore the connection between addition and subtraction by solving story problems and by studying number bonds.
Grade 2 Mathematics

Second graders use a variety of mathematical materials to explore our number system through inquiry-based activities and multiple experiences that guide them through concrete concepts to increasingly abstract ones. As the students explore the base-10 place-value system, they begin to understand larger numbers to 1,000 and use multiple mediums to express large numbers. They continue to develop automaticity of single-digit math facts through experiential activities and classroom discussions of their successful strategies. Students practice a wide variety of techniques for adding and subtracting large numbers, using mental math and on-paper computation. They also investigate the algorithmic method for addition and subtraction, and see how place value helps them regroup between columns. In addition, 2nd graders explore measurement, learning both the metric and imperial systems. Throughout the year, math topics, such as number theory, graphs, fractions, time and money, are integrated.
Grade 3 Mathematics

Third-grade students practice solving multidigit and multistep word problems by applying various strategies, such as creating visual representations, using known facts, and employing the standard algorithms for addition, subtraction, multiplication, and division. Long division and dividing with remainders are introduced. During the geometry unit, students calculate area and perimeter, identify the characteristics of regular polygons, and study the attributes of specific triangles. In the fraction unit, students recognize fractions as parts/wholes, place fractions on a number line, and add fractions with common denominators. They learn how to communicate mathematical reasoning to support their solutions, review their work for miscalculations, and begin to understand the possible real-world applications that exist all around us. Concepts are introduced and practiced through a variety of strategies and games, with an emphasis on understanding operations and how/when they are applied.
Grade 4 Mathematics

In 4th-grade math, students focus on mathematical reasoning, as well as thinking flexibly with numbers, widening their approach to a problem, and deepening their number sense. During math, they work independently, with partners, in small groups, and as a whole class to solve problems while strengthening their verbal and written mathematical skills. Some critical areas of study are: place value; multidigit addition, subtraction, multiplication and division; fractions; geometry; measurement; and data analysis. Fourth graders also work closely with the math specialist on extension challenges and intervention lessons based on formative and summative assessments.
Grade 5 Mathematics

The 5th-grade math program moves through numerous units. The first unit begins with a review of place value to 1 billion. Students use mental math to multiply and divide numbers within 1 billion by 10, 100, and 1,000. From there, students move on to the order of operations where they solve multistep problems involving parentheses and all four operations. The first unit ends with building mastery of multidigit multiplication and division, including multistep word problems.

In the second unit, students study fractions, using differentiated activities to explore equivalencies and the conversion of mixed numbers and improper fractions. With this foundational understanding, 5th graders learn to add, subtract, multiply, and divide fractions and mixed numbers. They explore a variety of strategies for performing these operations and apply them to solve multistep fraction-based word problems.

The third unit starts by creating a connection between fractions and decimals. From there, students review and learn how to round, order, and compare decimals to the thousandths place. Thereafter, students begin to add, subtract, multiply, and divide decimals, using standard algorithms.

For the remaining units of the school year, students work on geometry, graphing, measurement, and data analytical skills. In these chapters, students are exposed to volume, line plots, coordinate planes, and using properties of angles, lines, and shapes to classify triangles and quadrilaterals. So that students understand and master all these concepts, they complete daily classwork and homework, have exposure to challenging problems, and work on collaborative projects with peers throughout the entire year.

Albert Berishaj

Grade 5 Head Teacher

aberishaj@trevor.org
Bio
Albert earned his MS in Education from Bank Street College of Education and his BA from CUNY City College. He is an avid reader and sports enthusiast. Albert has been a part of the Trevor team since 2012. In the Lower School, Albert taught Threes, Kindergarten, 2nd Grade, 4th Grade, and 5th Grade teacher. He as the Head Mathematics Teacher in both 4th and 5th Grade. He also plays a major role in Trevor’s AfterSchool program, where he runs classes such as basketball, flag football, ultimate frisbee, and Pokemon Go. Albert chose to teach at Trevor and has remained here for its rich aspects of community. "Trevor doesn't feel like a job to me, it feels like a big family. I am thankful for all the opportunities I have been given here and all the connections I have made to students, families, and colleagues."
Emily Maryles

Grade 5 Head Teacher

emaryles@trevor.org
Bio
Emily earned her BS in Business and Economics from Lehigh University and her MA in Education, with a concentration as a Teacher of Students with Disabilities, from the College of Saint Elizabeth. Prior to Trevor, Emily taught grades K-6 at the Bergen Arts and Science Charter School, spending a majority of her time in second and third grade. In 2017, she joined Trevor as the Fifth Grade Math and Science teacher. Emily’s love of math and science started as a child during her time at Kent Place School. Now her most gratifying moments come from: creating a student-centered environment; finding impactful and new teaching methods to meet individual needs; and helping her students build reliable “roadmaps” for success in fifth grade and beyond.
Clodagh McCloskey

Grade 3 Head Teacher and Lower School Environmental Studies Curriculum Coordinator

cmccloskey@trevor.org
Bio
Clodagh began teaching at Trevor in 2008. She studied Creative Writing and Modern Dance at Bennington College, and General Education for Grades 1–6 at Hunter College School of Education. Clodagh is a Trevor alumna (Class of 1996) and says that she loves that “as Trevor teachers, we can bring our individual talents and perspectives to the table, imbuing our instruction with a wide variety of unique gifts.” For example, Clodagh enjoys incorporating her background in modern dance, writing, sewing/knitting, the arts, and organic gardening as an additional means to make academic material accessible and exciting to every student.
Barbara Schmidt

Lower School Mathematics Coordinator and Curriculum Coordinator

bschmidt@trevor.org
Bio
Barbara holds a BA and an MAT degree from Sacred Heart University. She comes to Trevor from Pressman Academy Day School in Los Angeles, where she was the Gifted Education Specialist in Language Arts and Math for five years and developed the curriculum and program for elementary school students. Prior to teaching in Los Angeles, Barbara was a general studies teacher in Grades 2—5 for Clinton Public schools in CT for seven years. During her teaching career, Barbara has served on various curriculum development committees, school accreditation teams (WASC), mentored teachers, and attended gifted curriculum conferences. In making the decision to join Trevor, Barbara is excited to join a community in which collaboration, rigor, and inquiry-based learning are important for growth, both with students and educators.
Tom Scholz

Grade 5 Head Teacher and Lower School Science Curriculum Coordinator

tscholz@trevor.org
Bio
Tom earned his MA in Elementary Education from the Teachers College, Columbia University, and his BS in Accounting from the University of Colorado at Boulder. Prior to joining Trevor in 2000, Tom taught 4th and 5th grade at PS 126 in Manhattan, and worked at The Children’s Science Center in Cape Coral, FL and The Children’s Museum in Boston. He especially enjoys MiniTerm for its ability to engage students, inspire teachers to create innovative curriculum, and facilitate collaboration with colleagues.
Eric Soloff

Grade 2 Head Teacher

esoloff@trevor.org
Bio
Eric holds a BA from The University of Michigan and an MS in Education from Bank Street College of Education. Eric has been working as part of the 2nd-grade teaching team since 1986. He is grateful that his three sons Zef, Jasper, and Cassidy were able to experience the breadth of a Trevor education and that they are proud alumni. They have formed lifelong friendships at Trevor and developed habits of mind that nurture them as young men applying their skills in the world. An aspect of Trevor that Eric has always treasured is the school’s vision of teaching as an act of creativity. He values the opportunity that Trevor has encouraged to consistently explore, create, and refine the 2nd-grade curriculum, adapting to his students, technology, and to new innovations in the field of education.
Emily Supron

Grade 4 Head Teacher

esupron@trevor.org
Bio
Emily Supron earned her BS in Education Studies and Spanish, cum laude, from Skidmore College and her MS in Education from Hunter College. She comes to Trevor from Ethical Culture Fieldston School, where she was an Associate Teacher in both 2nd and 3rd grades. She also worked as an after-school mathematics tutor for 4th-grade students. Emily is thrilled to join Trevor, captivated by its dynamic, student-centered approach and innovative focus on project-based learning.
Michelle Wu-Buchenholz

Grade 1 Head Teacher

mwu@trevor.org
Bio
Michelle joined Trevor in 2010 from The Spence School, where she taught Kindergarten. She earned her BA in Social Work and AS in Liberal Arts from NYU, and her MA in Early Childhood Special Education from NYU Steinhardt School of Education.