for 14 classes
1:1 Comprehensive 5th Grade Math Semester (Part 1 of 2) W/Certified Teacher
Completed by 1 learner
Ages 9-12
Live Group Class
Live video meetings
2x per week, 7 weeks
2-2 learners per class
45 min
What's included
14 live meetings
10 hrs 30 mins in-class hoursHomework
1 hour per week. Homework and additional individual practice will be provided at the end of each class. This short assignment (3-5 practice problems) are optional, but encouraged. Students will better absorb the material when they complete some individual, independent practice. The problems assigned will be discussed at the beginning of the following class.Assessment
Letter grades, and report cards will not be provided, but feedback will be provided to parents and students often. Formal tests and assessments can be provided at parental request.Grading
includedClass Experience
US Grade 5
Does you child need enrichment for their current math curriculum or additional practice and support? Perhaps they are a home-based learner looking for a certified and experienced instructor? This course offers one-to-one, private instruction on all of 5th grade math standards for the typical semester including topics in place value, decimals, and fractions. Students will engage in group discussions on topics and will learn through concrete (hands-on), pictorial (modeling), and abstract (equation based) activities. Developing a deep understanding of concepts and their relationships is the goal of this course. Although all standard algorithms (basic computation methods) will be taught, students will focus more on problem solving straggles and how to solve multi-step problems at the 5th grade level. Support for children who are struggling or extension for those advanced students will be provided. Differentiation for each learner is important in this class. Please email Corrie Bowman Ostrem to schedule other course dates and times. This course can also be offered over the entire school year or on other dates and times if preferred. Topics for the semester are as follows: Semester Theme: Place Value, Long Multiplication and Division, Decimals, and Fractions The semester will be broken down in to the topics described by the Common Core Standards for 5th grade: Full Course: 17 weeks (2 classes per week/ 34 total lessons) ***THIS CLASS IS PART 1 OF 2******* IT INCLUDES THE FIRST 14 LESSONS********* Section 1: (First 2.5 weeks: 5 Lessons): Place Value Concepts Lesson 1: Whole Number Place Value (to billions) and Decimal Place Value (to 10,000ths) Basics Lesson 2: Expanded, Word, and Standard Form (Whole Numbers and Decimals) Lesson 3: Ordering and Comparing Whole Numbers and Decimals Lesson 4: Rounding Whole Numbers and Decimals Lesson 5: Place Value Patterns: Rules with Zeros and 10s, 100s, and 1,000s Section 2: (5 Weeks/ 9 lessons): Multiplication and Division Methods and Concepts Lesson 1: Multiplication and Division Patterns Lesson 2: Multiplying Whole Numbers (Box Method) Lesson 3: Multiplying Whole Numbers (Standard Algorithm / 4 x 1 digit numbers) Lesson 4: Estimating and Multiplying Whole Numbers ( Standard Algorithm/ 2 x 2 digit and larger) Lesson 5: Multiplication Review (All Methods) Lesson 6: Long Division Basics (Box Method) Lesson 7: Long Division as Repeated Subtraction Lesson 8: Standard Algorithm of Long Division Lesson 9: Problem Solving Strategies (Mixed Operations) *****END OF THIS COURSE******* ********THE FOLLOWING IS INCLUDED IN PART 2*********** ********YOU MUST REGISTER FOR PART 2 SEPARATELY******** Section 3: (6 Weeks/ 12 Lessons): Decimal Concepts Lesson 1: Equivalent Decimal Amounts Lesson 2: Adding Decimals less than 1 with Mental Math (Commutative, Associative, Compatible Numbers, Compensation, and Number lines) Lesson 3: Modeling Decimal Addition and Subtraction on Open Number Lines and Expanded Form Lesson 4: Modeling Decimal Addition and Subtraction with Grids Lesson 5: Adding and Subtracting Decimals with the Standard Algorithm Lesson 6: Evaluating Decimal Word Problems Lesson 7: Estimating and Multiplying Decimals with the Standard Algorithm Lesson 8: Modeling Decimal Multiplication Lesson 9: Estimating and Dividing Decimals with the Standard Algorithm Lesson 10: Modeling Decimal Division Section 4: (4.5 Weeks/ 8 Lessons): Fraction Concepts Lesson 1: Fraction Basics (Vocabulary and Models) / Adding Proper Unit Fractions Lesson 2: Adding Fractions with Different Denominators (Modeling andFinding the Least Common Multiple) Lesson 3: Continued Practice with Adding Fractions with Different Denominators Lesson 4: Subtract Fractions With and Without the Same Denominators Lesson 5: Modeling Fraction Multiplication Lesson 6: Standard Algorithm for Fraction Multiplication Lesson 7: Modeling Fraction Division Lesson 8: Standard Algorithm for Fraction Division
Learning Goals
These Common Core Math Standards will be covered during this course.
*Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
*Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
*Read, write, and compare decimals to thousandths.
*Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
*Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
*Use place value understanding to round decimals to any place.
Perform operations with multi-digit whole numbers and with decimals to hundredths.
*Fluently multiply multi-digit whole numbers using the standard algorithm.
*Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
*Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
*Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
*Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2. Apply and extend previous understandings of multiplication and division.
*Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
*Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
*Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
*Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.
*Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
*Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1
*Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.
*Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
*Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?
Other Details
Parental Guidance
This class does not contain any media or third-party sites.
Supply List
A lined notebook and pencil are required daily. Students are encouraged to record and keep a record of all the class problems so they can refer to them later if needed. Additionally, colored pencils, markers, construction paper, scissors, and a ruler swill be used from time to time.
Language of Instruction
English
External Resources
In addition to the Outschool classroom, this class uses:
Sources
Content for this course will be created by the teacher, Corrie Bowman Ostrem. All materials created by the teacher are for use provided for use by the registered student only and are protected by Federal copyright law. At times, worksheets may be provided for student practice. Any materials from this course may not be given, shared, copied, uploaded, sold, or used any other third party or used in any other way other than as learning tools of this one course by the one, registered student.
Meet the teacher
Teacher expertise and credentials
Montana Teaching Certificate in Elementary Education
2 Degrees
Master's Degree in Education from Montana State University Billings
Bachelor's Degree in Education from Montana State University Billings
Please review my teacher biography for further information. In short, I have taught math in grades 3-6 for 18 years, full time.
Reviews
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