In this class, we will not only learn how to work math problems, but we will also learn math vocabulary words. I don't just teach skills, I want the student's to be able to relate the skill to things they do in his/her daily life. I do a spiral review of past lessons during each class along with teach new skills. The class will start off with a problem of the day followed by a review of skills already taught. Next, I will introduce the new skills and allow the class to practice and give me the answer through the class chat. Only I can see the chat and know which children need extra help. We will often play games or sing songs in class to help them understand math concepts. Sometimes I do utilize Nearpod to enhance my lessons and if your child has an account which is free, then they will be able to enter the code to participate. It's not required just an option! I want all children to learn to love math! Below is a breakdown of how our class day will go.

What you get with this class:
👩‍🏫🏫A certified teacher with over 20 years experience in public, private, and online schools that is passionate about helping children succeed.

📰Worksheets for your child to follow along during class

📨A progress report sent out in December and May. You can always reach out to me anytime if you want one sooner.

🧾A Monthly newsletter sent out the last week of each month for the upcoming month that will have the latest news of the classroom, ways to support your child at home, and upcoming skills that we will be covering in class. 

What does a class look like?

1. 🔢 Math Journal Time: Student's will work a word problem in his/her math journal. Student's will get a chance to create his/her own math problem using math skills they already know.
2. 👩‍🏫 I will introduce a new skill and give each child a chance to answer a problem using the new skill.
3. 🎲 Next, we will apply the new skill on paper or by using hands on materials. I will provide the work sheets, but will also have them displayed during class for those that do not have a printer.
4.🙋‍♀️🙋‍♂️I encourage the class to ask questions if they do not understand something.
5. 😊 Now it's time to play a math game! That's everyone's favorite time of the class!

This is an ongoing class which means that you can join any week and leave any week. Below is a break down of what we will be learning each week.

We are learning:

🌺 June:
6/24-6/26-We are learning to use a number line with positive and negative numbers on it.

🌞July: 
7/9-9/11-We are learning the factors of a number identifying prime numbers less than 20 and how to divide by 4 and 8

7/23-7/25-We are learning to identify perpendicular lines and line segments and determine the appropriate unit of weight

7/30-8/1-Divide by 3, 6, 9 and identify right, acute, and obtuse angles

🌻August:
8/6-8/8-How to add and subtract fractions with common denominators and how to use a scale to find distance on a map

8/13-8/15-How to read the time as minutes before the hour and identify lines of symmetry

8/20-8/22-how to divide a 3 digit number by a 1 digit number and how to add positive and negative numbers.

🍂🍂Fall Sections start on 9/9 🎉🎉


🍂September
We will learn to:
9/9/24-9/13/24
  Use place value understanding to round whole numbers to the nearest 10 or 100

9/16/24-9/19/24
 Fluently add within 1000 using strategies and algorithms based on 
place value, properties of operations

9/23/24-9/26/24
 Fluently subtract within 1000 using strategies and algorithms based on 
place value, properties of operations, and/or the relationship between addition and subtraction. ***We will continually practice these problems throughout the year***

🎃October
We will learn to:
9/30/24-10/3/24
Identify arithmetic patterns and explain them using properties of operations. For example, observe that 4 times a number can be decomposed into two equal addends

10/7/24-10/10/24
Interpret products of whole numbers, e.g., interpret 5x7 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 5x7.***We will continually practice these problems throughout the year***

10/21/24-10/24/24
Multiplication continued

10/28/24-10/31/24
Identify arithmetic patters and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends

🦃November
We will learn to:
11/4/24-11/7/24
Multiply one-digit whole numbers by multiples of 10 in the range 10-90 using strategies based on place value and properties of operations.

11/11/24-11/14/24
Fluently divide within 100, using strategies such as the relationship between multiplication and division or properties of operations.***We will continually practice these problems throughout the year***
11/18/24-11/21/24
Fluently divide within 100, using strategies such as the relationship between multiplication and division or properties of operations.

**No Class the week of 11/25/24-11/28/24**

🎄 December
We will learn:
12/2/24-12/5/24
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities by using drawings and equations with a symbol for the unknown number to represent the problem.
12/9/24-12/12/24
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations.
12/16/24-12/19/24
Review multiplication and division facts and play math games
**No class 12/23/24-1/2/25
⛄January
We will learn:
1/6/25-1/9/25
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 8x?=48, 5=_/3, 6x6=?

1/13/25-1/16/25
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 or shares or a number of groups can be expressed as 56/8.

1/20/25-1/23/25
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 or shares or a number of groups can be expressed as 56/8.

1/27/25-1/30/25
Understand a fraction as a number on the number line; represent fractions on a number line diagram. Represent a fraction 1/b on a number line diagram by defining the interval from 0-1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

**No class the week of 2/3/25-2/6/25
💘February
We will learn:
2/10/25-2/13/25
Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

2/17/25-2/20/25
Explain equivalence of fractions in special cases and compare fractions by reasoning about their size.

2/24/25-2/27/25
Recognize and generate simple equivalent fractions, e.g., 1/2=2/4. Explain why the fractions are equivalent to whole numbers: Express 2 in the form 3=3/1; locate 4/4 and 1 at the same point of a number line.

🍀March
We will learn:
3/3/25-3/6/25
Compare two fractions with the same numerator or the same denominator by reasoning abut their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols <> or=

3/10/25-3/13/25
Measure and estimate liquid volumes and masses of objects using standard units of grams, kilograms, and liters.

3/17/25-3/20/25
Add, subtract, multiply, or divide to solve one step word problems involving masses or volumes that are given in the same units by using drawings to represent the problems.

**No class the week of 3/24/25-3/27/25

🐰April
We will learn:
3/31/25-4/3/25
Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters.

4/7/25-4/10/25
Relate area to the operations of multiplication and addition.

4/14/25-4/17/25
Find the area of a rectangle with whole number side lengths by tiling it and show that the area is the same as would be found by multiplying the side lengths.

4/21/25-4/24/25
Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems, and represent whole number products as rectangular areas in mathematical reasoning.

4/28/25-5/1/25
Understand that shapes in different categories may share attributes, and that the shared attributes can define a larger category. Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

🌺May
We will learn:
5/5/25-5/8/25
Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters.

5/12/25-5/15/25
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area shape

5/19/25-5/22/25
Review and math game week!

😎😎**End of this section**😎😎
😎😎**Please look for my summer sections and Fall of 2025 sections soon!! 😎😎