ISS Department Photos & Caption by BRIENNE MCGUINNESS-MAUR

Math

cgarcia67_1 — 2025-09-22 11:39:37 UTC

Sequence & Patterns students in Ms. Garcia & Ms. Grandstrand's class worked through this math activity of different representations of sequences.

Algebra 1 with Ms. Goldstein & Ms. Klepacki

rgoldstein18_2 — 2025-09-29 12:27:03 UTC

POST ON 10.24.25

bmcguinness31 — 2025-09-29 13:56:22 UTC

2025 Transition Day: If you are a Senior with an IEP or 504 services, join us in planning for your future!

ELA 3

mdixon161 — 2025-10-03 12:49:50 UTC

Mx. Dixon's class got the chance to check out some hand picked independent reading book selections from Mr. Knowlton, HSFI librarian. Non-fiction, graphic novels, thrillers, romance, the library has it all!

Math Meets Monsters: Systems of Equations Come to Life! - POST ON 11.12.25

rgoldstein18_2 — 2025-11-10 19:59:20 UTC

This week in Ms. Goldstein’s and Ms. Klepacki’s Algebra 1 class, students tackled an enrichment challenge designed to extend their learning on systems of equations. But instead of just solving for x and y, each solution revealed a fun feature to add to their monster faces!

As they graphed, matched, and drew, students practiced interpreting solutions as points of intersection while expressing their artistic sides. The room buzzed with excitement, collaboration, and laughter! Proof that math can be both rigorous and wildly creative. Their monster creations show just how brightly our students’ math skills (and imaginations) can shine!

Modeling Motion with Functions 🚀POSTED

rgoldstein18_2 — 2025-12-17 19:35:29 UTC

In this lesson, students collaborated in groups to analyze the motion of a toy rocket and a drone using graphs. They used function vocabulary to describe and compare linear and parabolic functions, explaining how each graph represented a real-life scenario. Students identified and labeled key features of each graph, including intercepts, slope, maximums, and minimums, and connected these features to the motion of the objects over time. Through discussion and shared reasoning, students justified their interpretations, refined their explanations, and made meaningful connections between algebraic representations and real-world contexts. This collaborative, vertical work structure supported strong mathematical discourse, deeper conceptual understanding, and active engagement for all learners.

Diagnosing Sequences in Ms. Goldstein & Ms. Klepacki’s Algebra 1

rgoldstein18_2 — 2026-02-26 15:33:41 UTC

In Ms. Goldstein’s and Ms. Klepacki’s Algebra 1 classes at HSFI, students stepped into the role of math doctors. Each randomly assigned group was given a different visual representation of a sequence posted vertically around the room as a “patient” in need of diagnosis.

Students analyzed each pattern to determine whether it was arithmetic with a constant difference or geometric with a constant ratio. After identifying the type of sequence, they wrote the explicit formula and used it to calculate the 5th and 20th terms. This required students to move beyond simple pattern recognition and translate visual growth into precise algebraic language.

The vertical learning structure promoted collaboration, accountability, and academic discourse. Students stood together at the board, debated their reasoning, justified whether the pattern showed repeated addition or multiplication, and checked one another’s work before finalizing their diagnosis.

By connecting visual models to explicit formulas and long term predictions, students strengthened the exact skills needed for success on the Algebra Regents. This Regents ready activity built conceptual understanding while reinforcing procedural fluency and confidence.