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# Comprehensive 4th/ 5th Grade Math: Full Year Complete Core Curriculum! (Ongoing)

This comprehensive ongoing course covers all 5th grade Common Core place value, multiplication, division, decimal, and fraction concepts. (It is also appropriate for 4th or 6th graders who need enrichment or remediation.)

There are no upcoming classes.

45 minutes

per class

Twice per week

every week

9-12

year olds

3-9

learners per class

per learner - per class

### How does an "Ongoing" course work?

Meets on a weekly schedule, join any week, no need to catch up on previous material

Live video chats, recorded and monitored for safety and quality

Discussions via classroom forum and private messages with the teacher

Automatic payment every Sunday, cancel any time

Great for clubs and for practicing skills

### How Outschool Works

### There are no open spots for this class.

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## Description

### Class Experience

This class is taught in English.

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?

Please review my teacher biography for further information. In short, I have taught math in grades 3-6 for 18 years, full time.

Homework and additional individual practice will be provided at the end of class per student request. This is completely voluntary and not required.

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.

Tests, letter grades, and report cards will not be provided, but feedback will be provided consistently during class.

1 hour 30 minutes per week in class, and maybe some time outside of class.

This class does not contain any media or third-party sites.

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.

## Teacher

Corrie Ostrem, M. Ed, B.S. Elem. EdHighly Experienced, Certified, Elementary and Middle School Teacher

145 total reviews

756 completed classes

#### About Me

Hello Learners! My name is Corrie Bowman Ostrem and I have been a full-time, certified teacher for 20 years teaching grades 2-7. I have a Bachelor of Science degree in Elementary Education and a Master of Education in Curriculum and Instruction...