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### Upper Elementary Summer Math

#### Class Experience

###### US Grade 3 - 6

In this class I will be teaching important math skills for grades 3=6. I will be using the common core standards. In this class students are encouraged to ask questions and discuss and explain problems. Students will get many opportunities to participate in this class. My goal is to help my students love math.

12 lessons//6 Weeks

Week 1Lesson 1Multiplication 0-12In this lesson, we will practice and review groups and arrays. We will also practice multiplication tricks and learn the different multiplication properties.Lesson 2Multiplication and DivisionWe will practice writing multiplication equations as division equations and division equations as multiplication equations. We will practice solving division and multiplication equations.Week 2Lesson 3MultiplicationWe will practice multiplying by multiples of 10. We will also work on multiplying 2 digit times 1 digit and possibly 2 digit times 2 digit.Lesson 4DivisionWe will practice division with remainders.Week 3Lesson 5GraphingWe will look at and answer questions using different types of graphs.Lesson 6Elapsed TimeWe will solve word problems about elapsed time.Week 4Lesson 7MoneyWe will practice identifying, counting, and solving word problems involving money.Lesson 8Area and PerimeterWe will practice finding the area and perimeter of shapes.Week 5Lesson 9Factors and Greatest Common FactorsWe will practice finding the factors of numbers.Lesson 10FractionsWe will practice finding equivalent fractions using multiplication and division.Week 6Lesson 11FractionsWe will continue lesson 10Lesson 12FractionsWe will practice multiplying, adding and subtracting fractions.

- 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. 3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Glossary, Table 2.) 3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ? 3.OA.5 Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)3 3.OA.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order, i.e., Order of Operations.) 6.NS.B.3Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. 6.NS.B.4Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4(9 + 2). 6.G.A.1Find area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. 4.OA.A.1Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. 4.OA.A.2Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. 4.OA.B.4Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. 4.NF.A.1Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.) 5.NBT.B.5Fluently multiply multi-digit whole numbers using the standard algorithm. 5.NF.A.1Add 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.) 5.G.B.4Classify two-dimensional figures in a hierarchy based on properties.

## Homework Offered

## Assessments Offered

The students will be assessed through conversation and be asked questions every class. We will also have a mid-module assessment and another assessment at the end of the module.## Grades Offered

Students will need paper and pencil or white board and marker for every class.

Learners will not need to use any apps or websites beyond the standard Outschool tools.

We will use common core standards.

##### Teacher expertise and credentials

###### Missouri Teaching Certificate - Elementary Education

Hi, my name is Madison. I have a Bachelor's of Science Degree in Elementary Education with an emphasis in Social Science and Math. I have a 9 year old son and a 6 year old daughter. We love to play outside and create art with the things we find in...

###### Group Class

#### $22

weekly or $130 for 12 classes2x per week, 6 weeks

45 min

Completed by 3 learners

Live video meetings

Ages: 8-13

2-10 learners per class