Students in preschool through the early elementary grades are naturally curious about math concepts. A child's desire to measure, estimate, count, order, and design are encouraged and given focus through individual stimulation and the classroom materials and environment which support a planned curriculum. The curriculum intends to help each child become competent in the usage of math concepts in everyday life and relating to other subject areas. The curriculum utilizes hands-on concrete materials and manipulatives as a basis to move on to more abstract reasoning. Manipulatives such as geoboards, pegboards, legos, pattern blocks, unit blocks, unifix cubes, and puzzles form the basis of children's experiential mathematical learning.

In preschool, teachers provide opportunities throughout the day for students to estimate, calculate, and work with materials that challenge mathematical and spatial problem solving. Math games and activities are offered appropriate to individual and group readiness.

Beginning in kindergarten, teachers use the "Math Their Way" curriculum resource and materials to focus on special topics with concrete materials and activities that relate to topics being discussed in class. As children are ready, teachers will introduce math workbooks (Laidlaw Math Series 1000 +) individually and in small groups to supplement small group and large group learning activities with manipulatives, problem solving sessions, and learning centers. The math curriculum is integrally related to other subject areas, particularly in describing and understanding science experiences. Small group computer logic sessions enhance children's ability to apply math concepts for reasoning and describing problems.

Math concepts are learned in an on-going "spiral": children expand their understanding of topics and ability to calculate with larger numbers as they grow. The topics listed will be touched upon by children at all levels in the early years at Londonderry. Some of the math topics covered as children are developmentally ready through their second grade year, include: Patterns and Relationships, Sorting and Classifying, Comparing and Contrasting, Measurement (linear, volume, weight), Counting Objects, Labeling amounts with Numerals, Ordering, Conservation of Number, Graphing, Place Value, Addition and Subtraction (1, 2, and 3 digit), Geometric Shapes and Designs, Money, Telling Time (by daily activities, by hour, half hour, quarter hour, and minute), Simple Fractions.

1. To help each child learn to compute, measure, and estimate to solve practical and theoretical problems.
2. To help each child learn basic skills for computation, measurement, graphing, and geometric design, as well as appropriate tools of technology to assist in calculation, such as calculators and computers.
3. To help each child learn to use numbers, number systems, and equivalent forms (such as graphical representations) to represent practical and theoretical situations.
4. To help each child apply the concepts of patterns, functions, and relations to solve practical and theoretical problems.
5. To help each child formulate and solve problems using mathematical processes for practical everyday situations and the reasons for using them.
6. To help each child be able to evaluate, infer, and draw conclusions from charts, tables, and graphs relating real world situations.
7. To help each child make decisions and predictions based upon the collection, organization, analysis, and interpretation of data.
8. To help each child develop an interest in and sense of competency in numbers and mathematical concepts, promoting a positive image in each child as a mathematical learner with sensitivity to issues of gender bias.
9. To help each student develop higher order and reasoning/problem solving skills through practical experiences and group discussions in math.