This class covers topics typically covered in 1st and 2nd grade curricula.  These two levels overlap greatly.   Combining the ages gives the younger students the benefit of learning a greater amount from their more mature peers both academically and socially, as well as developing a solid foundation for the next year.  It gives the older students the benefit of solidifying topics previously taught, and encouraging them to be more vocal in their explanations.  They will learn by "teaching" their younger peers, developing that "math confidence" that is so important. 

This class would be appropriate to take once as a 1st or 2nd grader, or 2 years in a row.  It may also make a good supplement for a student that needs to fill in a missed gap. 

This is the first of 4 quarters that will be offered.  There are 4 8-week quarters that look as follows in the 24/25 school year: 
1: Geometry and Arrays (8/5 - 9/27)
2. Data and Patterns (10/14 - 12/12 with a week off for Thanksgiving)
3. Number Sense (1/6 - 2/28)
4. Money, Time,  & Measurement (3/24 - 5/17)

We'll meet twice a week for 8 weeks.  There are two Monday/Thursday sections, and two Tuesday/Friday sections.   **LABOR DAY falls on a Monday in Quarter 1, so the Monday classes will be held that Wednesday instead.**

For this first quarter, Geometry & Arrays is divided into 3 Units of study: 
1. Identifying and Classifying Shapes
2. Combining and Partitioning Shapes
3. Arrays 

Why this order?  Why these units? 

All math can be visual math, and there is no better way to start thinking of math visually than with geometry.  This first course lays the foundation for the rest of the year by doing the following: 
1. Practicing Spatial Reasoning Skills
2. Counting and Skip Counting
3.  Joining and Separating

The course goes even further by introducing concepts foundational to both fractions (when partitioning shapes) and multiplication (in the form of arrays and repeated addition). 


What about Learning and/or Developmental Disabilities? 

If your student has any disabilities that you think may affect their experience in class, and you are comfortable doing so, please message me so I can be sure their individual needs are being met.  As a parent of a child with a few types of special needs, I understand how important individualized instruction is, so regardless of what you disclosed to me, I am always striving to identify and meet those needs.  I have done every bit of research on dyscalculia as I was able to find, and during the previous school-year conducted 1:1 tutoring almost exclusively for students with dyscalculia.  Many students also had this diagnosis overlapped with ADHD, and some with ASD as well.  But a bigger hurdle than any of those labels was the dreaded "math anxiety".  I have found that creating a low, low stress environment that celebrates experimentation and mistakes, and focuses on building confidence, really helps to dissipate that anxiety.  If my students are having fun, they are learning.  I try to make my classroom as fun and light as I can. 


What is the benefit of a group class over 1:1? 

As I said, I taught 1:1's almost exclusively last school year, but have been teaching 1:1's most of my OS career.  1:1 is great, and they are a wonderful supplement especially to a group class.  The students get a ton of attention and the curriculum really is catered just towards them.  However, that peer interaction is missing.  I love playing games with my students, but the games they play with me have to be games of luck, or I'm just going to beat them every time (I have a bit more math experience).  And that was fine when I was teaching chess, but not when I'm trying to build a student's math confidence.  In a group classes, they can play games with their peers, they can have rich math discussions where they don't know who is right or wrong right away.  They'll have to prove their theories to each other, find and correct mistakes, and work together to problem-solve.  These interpersonal skills are important for all parts of life, but the ability to actually TALK about math puts a student so far ahead of many who struggle to sort out their thoughts.  You've seen the questions that end with that dreaded word.  "Explain."  I want my students to be able to have that confidence to explain their thought-process, and know that their thought process is valid. 


This is a younger age group, how involved should you be as a parent?

Please check the lesson descriptions for recommended or required supplies.  Required supplies will be capitalized.  It is up to you if you'd like to provide the recommended physical supplies, but I strongly encourage it.  Adding that tactile piece is incredibly valuable for most learners.  For a few learners, it's a distraction.  I would recommend attempting the manipulatives if you can, and are around in case any redirection is needed.  (For example, they may get carried away playing with manipulatives and stop engaging in class). 

There are two instances where homework is assigned.  One is coloring, the other is taking pictures.  They are easy, but the next class would not be a success if they weren't completed, so if you could please help them with those, it would be a huge benefit!

If you can be available, or have an adult within earshot to help with any technical issues that may arise, that is always great.  But please, and I'll capitalize it, not to yell but so nobody skims past, DO NOT CORRECT YOUR CHILD if you see them get an answer wrong or make a mistake.  I teach by asking questions and helping learners to find their own mistakes to create a really solid connection in the brain.  They need to discover mistakes as much as possible. Or, as I said before, they can identify the mistakes of their peers.  I do not want any students to hesitate to answer if they don't have the confidence to do so.  So please, take that pressure off if possible and don't sweat it when they get something wrong.  And finally, per Outschool policy, and for the safety of other learners, stay off camera and keep siblings away as well.  This helps the other learners feel safe. 


What is my teaching style? 

As I mentioned, I want my students comfortable, happy, and having fun.  I talk to them like people and stay fairly casual.  I like to joke around and laugh.  Sometimes my sense of humor is a little dry and kids will struggle to see if I'm really joking. ;-)  I try to find ways to connect with my students, and connect their interests to the math we're learning.  I incorporate games wherever I can, and love to ask questions to make my learners think.  There will always be activities that come up that a student won't want to do.  I encourage, but do not push.   If a student is just having a bad day, I understand those happen.  I will do my best to get them engaged, but if that doesn't work, and if they are able to watch the class recording when they are feeling better, sometimes that's a great option.