4th Grade Part C, Creative, Interactive Elementary Math...Together, We Can Do This!

The goal of this initial class, Week 1, is simply to introduce and learn the format and interactive program which will be used for an 11 week course.  Students will interact, be able to ask questions and gain experience using my interactive program.  I will introduce all aspects of my one hour per week class period; fact fluency, computational fluency and the specific targeted skills for a particular class, and then explain how students can use their interactive math program to practice what they learn between scheduled classes. The following 10 weeks are detailed in "Class Experience."  Subsequent week courses cover all 5 strands of mathematics: Operations and Algebraic Thinking, Numbers and Base Ten- Whole Numbers and Decimals, Numbers and Base Ten-Fractions, Measurement and Data, and Geometry.  Again, this course can stand alone, provide extra support or be a part of sequential learning, depending on the need or desire. Conceptualization of math topics is always key, producing an outcome of understanding, efficiency and accuracy with computation, using standard algorithms.  Mathematical problem-solving strategies will be taught as well. 

After fact fluency and computation checks (also key learning goals) are completed, the remainder of the class will focus on the concept outlined for the designated week.  Students will develop understanding by working with the teacher.  With my oversight and student/teacher dialogue, the student will be prepared to move forward independently for the assigned homework.  I will monitor student work over the course of the week to ensure that mastery is taking place.  Points of confusion or clarification would be addressed in the next class, if needed.

Homework will be assigned weekly and I will monitor students between classes, and even communicate with them through the program itself while they are working.  I will designate mid-weekly class check-ins.  Generally speaking, homework that is assigned on a Monday, for example, would not be due until the following Monday.  However, this can be flexible when circumstances require it. Assignments will be differentiated, and there are always ways to remediate, practice grade-level concepts, or move ahead.

The student will be assessed by the completion of their assigned online work.  Grading is instantaneous and visible by the teacher, as well as by the parents. Missed problems will be explained instantaneously via the program.  I can also monitor student work remotely as they work and offer suggestions in real-time.  This aspect does not require video conferencing.  It is done through my digital math platform, a simply awesome feature. That time would be arranged via email and a determined time to watch the student work could be established. There will be no waiting from class to class to see progress. Misconceptions that may result will provide teacher/student dialog in the next class.  Again, the classwork will be differentiated.  Students who need more time on a concept will receive it. Those who need more challenge can move ahead, if desired.  I will monitor all aspects of success and struggle and parents will be able to see their student's progress as well.  Students will be required to strive for an 80% on each learning target that has been taught and then assigned.  This demonstrates a baseline of mastery of the concept for the teacher. If desired, students can move beyond 80% as the questions often become more rigorous.  A diagnostic aspect of my program will allow me to see areas of strength and weakness and communicate with parents regarding specific points of need or challenge.

1 hour per week in class, and an estimated 2 - 4 hours per week outside of class.