This Pre-Algebra flex curriculum is divided into 6 parts (a flex class is one in which the classes are pre-recorded and watched on the student’s schedule. NO LIVE INSTRUCTION). In each of these parts your child will be taught the skill and then asked to apply the skill in a discovery lesson. Skill learning will be circular within each part. Meaning a skill that you learned in Part 1 will be retaught with further learning in another part. Below is a breakdown of what you will see in this class.
Discovering Pre-Algebra Part 3
In this class we will be discovering statistics by collecting, displaying, and analyzing data. By the end of this class your student will be able to do the following skills:
-Demonstrate an ability to Analyzing data
-Apply basic concepts of Probability
-Identify types of data
This is a flex class which means that the classes will be recorded and watched at a time that is suitable for the student. Each week will consist of: 
3 recorded lessons or review lessons (with homework and homework help video)
Data Science lab guide video or Investigation lab guided video, 
Weekly warm up: this will be an interactive survey or game 
An optional graded assignment (6 of the 8 weeks)

GRADED ASSIGNMENTS:
4 Quizzes
4 Projects/ Presentations
Quizzes are to be turned in and will be graded. There will also be a discussion question in the classroom that reflects the objectives learned in the discovery lab. I encourage students to do these discussion question as they are designed to work on reasoning skills needed for Algebra one and Geometry.
If you want or need an evaluation at the end of this class, then all quizzes and projects will need to be completed. Quizzes/Project can be scanned, or a photo can be taken on any smart phone and sent to me. 

Projects:
Students will be given 4 projects in this class which they will record a presentation for. Each project will test their ability to collect, display, and analyze different types of data. There will be parts of this project where students will have to work with their follow classmates through interactive discussion in the classroom and by making videos of their data collected.

Before this class, your child should know the following
•	How to add whole numbers
•	How to subtract whole numbers
•	How to multiply whole numbers
•	How to divide whole numbers
•	How to add decimals
•	How to subtract decimals
•	How to multiply decimals
•	How to divide decimals
•	How to add fractions
•	how to subtract fractions
•	How to multiply fractions
•	How to divide fractions
•	       How to set up and solve a proportion
•	       How to work with percent problems

A review of percent and proportions will be done in this class.

Core Objectives for this class:
DEMONSTRATE AN ABILITY TO ANALYZING DATA BY:
-creating a survey or experiment and organize the results.
-Calculating the mean, median, mode, and mid-range of data.
-Describing how an individual data point can affect a measure of central tendency.
-Analyzing and modeling measure of spread of data by using a box plot.
-Analyzing and modeling measure of frequency by using either a frequency chart, histogram, or stem and leaf.
-Constructing and interpreting scatter plots and describe patterns of clustering such as positive correlation, negative correlation, or no correlation.
APPLY BASIC CONCEPTS OF PROBABILITY BY:
-Conducting experiments to approximate the probability of simple events.
- representing the probability of an event as a fraction, percent, ratio, or decimal.
-Understanding the relationship between theoretical and experimental probability.
-Calculating the theoretical probability of an event.
-calculating and modeling combinations of probability by using sample space and tree diagrams.
-Understanding the concept of AND and OR probabilities.
IDENTIFYING TYPES OF DATA BY:
-Understanding that patterns of association can also be seen in bi-variate categorical data by displaying frequencies and relative frequencies in a two-way table.
-Constructing and interpreting a two-way table summarizing data on two categorical variables collected from the same subjects. 
-Using relative frequencies calculated for rows of columns to describe possible association between the two variables.
- Understand the differences between quantitative and qualitative data.
- Understand data variability 

Learning schedule 
Week 1
Lesson 1: Types of data
Lesson 2: Basics of collecting data
Lesson 3: Measures of central tendency
Discovery one: Observing central tendency
Project one
Week 2
Lesson 4: Measures of variation
Lesson 5: Outliers and skews
Lesson 6: Measures of spread
Discovery two Two: Reading charts part 1
Quiz 1
Week 3
Lesson 7: Review of fractions
Lesson 8: Review Proportions
lesson 9 Review of Percentages
quiz 2
Week 4
Lesson 10: Box plots
Lesson 11: Comparing box plots
Lesson 12: Review of skills
Discovery three: Mode
Project 2
Week 5
Lesson 13: Measures of frequency
Lesson 14: Frequency charts
Lesson 15: Histograms
Discovery four: Reading charts part 2
Quiz 3
Week 6
Lesson 16: Scatter plots
Lesson 17: Population data
Lesson 18: Correlational of data
Discovery five: Populations
Project 3
Week 7
Lesson 19: Basics of Probability
Lesson 20: Theoretical and Empirical probability
Lesson 21: Combinations part 1
Discovery six: Empirical probability
Quiz 4
Week 8
Lesson 22: Tree diagram
Lesson 23 Combinations part 2
Lesson 24: Review of skills
Project 4

Before coming to Outschool, I worked at a community college for 4 years. During that time, my job consisted of instructing math classes and working with students below college level math and English. During this time, I saw a lot of students who were not prepared for the discovery and problem-solving element of math in college. Most students struggle with middle school math concepts in real-world applications. Without this foundation of math fluency and problem-solving student struggle with harder math concepts. As my child starts middle math the urgency of making sure she has a proper foundation of math became real. I decided to homeschool and joined this community of homeschoolers.
 I believe all students can succeed when they are taught in a style they understand. I would describe my style as Charlotte Mason or discovery, but I feel students need a mix of drill or classical method for foundational math concepts. If you believe that this style is how your learner understands, then I encourage you to sign up for my course.