This class is the second half of a full year of fifth grade math.  Part 1 is the first half of a full year of fifth grade math but is not a prerequisite for this class. This class is most appropriate for students at a fifth grade level in mathematics and specific knowledge needed is listed below.

In this 16 week course focusing on the second half of fifth grade math, students will explore place value, multiplication, division, the order of operations, performing all operations with fractions, decimals up to the millionths place, complex yet real life word problems involving all operations, interpreting data, unit conversions, and geometry including using coordinate planes.
 
This course focuses on gaining and recognizing which strategies to use while working at the pace best for each group of students.  Students try to generate their own strategies before being shown old and new style math approaches.  Each class focuses on the strategies that work best for each particular group of students.

Each class meeting follows the schedule/flow below:

Mathematician Minute
*Go over homework
*Confidence building exercise

Fractions:
*Students in this course should already be comfortable multiplying and dividing fractions.  If not, Part 1 of this course would be a better fit.
*Students will use their foundational knowledge of multiplying and dividing fractions to work on more complex problems.
*Students will learn how to use simplest form when solving problems by using foundational math skills like factoring.
*Students will add and subtract fractions beginning with fractions with the same denominator.  Once students are comfortable with this, students will practice finding common denominators and then adding and subtracting those types of problems.

Decimals and Units:
*Students will practice writing and interpreting decimals.  The focus of this course will be decimals up to the millionths place.
*Students will continue practice multiplying and dividing decimals. If students have not done this yet, Part 1 would be a better fit.
*Students will learn formal strategies and come up with their own strategies for converting units of measure using both the US customary system and the metric system.

Puzzles:
*This portion of the class will be used to solve numerous word problems.  Students will learn how to extrapolate data from the word problems and then work together to solve the problems.  The word problems studied are complex, real world problems involving multiple operations.
*This is also the time when we explore visual puzzles, geometry puzzles, and riddles.  This is almost every students favorite part of the class.  

Geometry:
*Students will practice their skills of plotting points on coordinate planes. If students do not know how to do this and/or are not familiar with coordinate planes, Part 1 would be a better fit.
*Students will create simple and complex pictures using coordinate planes.

Young Entrepreneur Game:
*This is a single round of one game played throughout the 16 weeks.  
*Students learn about entrepreneurship by playing a game throughout our entire 16 week class.  Students learn about money management, investments, financial risks, starting businesses, credit, and running businesses by playing a game where they make choices to hopefully have the most "money" at the end of the class.  Students use their Math Notebook to record how much money they have. 
*This is NOT merit based participation, meaning students do not earn a turn at the game. Everyone gets to play.

Mathematician Meeting
*Our class ends with our meeting where I introduce students to their (very easy, self guided) homework assignment by giving explicit instructions and then modeling to the students exactly how to complete their homework.  Instructions for all homework assignments are also always posted in our OS classroom. Homework can include creating a geometric drawing using a coordinate plane, writing an explanation/teaching a stuffed animal how to divide, or measuring an item in the house and converting the units. Optional homework will be assigned from the Scholastic Workbook below in every class.
*Each class ends with our Math Motto.  I tell the students I believe in them and ask them if they believe in themselves.  This is used throughout our classes as a confidence building technique.