What will be taught?
Understanding and ability in the basics of elementary school is critical to success in middle and high school.  Learners can master the basic arithmetic operations they have already studied and expand on that knowledge by working problems with larger numbers as well as grasp new concepts such as simplifying and manipulating fractions, understanding the concepts of proportions and ratios and some basic plane geometry.  There is also more emphasis on story problems – understanding the wording and mastering the strategy of setting up a problem as well and arriving at a solution.  I would also like to spend some time on counting change (a lost skill these days), basic measurements (distance, weight, volume) and their proportions.

What topics will be covered?
Week 1
Day 1
•	Short review of place values in numbers
•	Review of addition and subtraction, advancing to adding and subtracting larger numbers and working stated problems.
Day 2
•	Review of 2-digit multiplication, introduction of 3-digit multiplication.  Checking the product.  More work with stated problems.
•	Introduction to lattice multiplication – some learners may have already learned it.
Week 2
Day 1
•	Long division strategies for multi-digit divisor, necessary steps, working with quotients that have a remainder.
•	Begin learning fractions: definitions (For Example: numerator, denominator, improper, mixed, common denominator), necessary manipulations in order to perform operations and simplify results.
Day 2
•	Decimals (Good opportunity to teach counting change): place values and relationship to fractions.
•	Averaging
Week 3
Day 1
•	Basic plane geometry - line segments, polygons, areas, perimeters.
•	English/Metric weights & measurements. Conversions

Day 2
•	Stated problems will be included all along.
•	There will be constant review, a problem or 2 at the beginning of every class from any or all of topics previously covered.  Good opportunity to review fractions and operations with fractions.

How is my class structured?
•	Class is structured around brief presentations with examples and/or review.
•	I always ask learners to copy examples in a notebook for future review.
•	During presentations, learners are called upon as a class (unmuting all at least for a short time) or one by one unmuting individuals to participate by reading a stated problem or explaining how he/she solved while class views whiteboard.
•	I’ve checked on the Web and it is permissible to share YouTube links on classroom presentations. So I will also use this strategy to reinforce concepts.

How will I teach?
•	I start out with PowerPoint presentation to explain the material.
•	I like to keep explanations as brief as possible.
•	Brief explanations are always on the slide so learners can easily read along and see visual examples.  There is also class participation with problems on whiteboard.
•	At the end of each slide are examples.
•	Learners are asked to copy examples and solve, or we can solve orally as a group or individual volunteers.
•	At the end of class, I share a screen of problems that learners should copy to notebooks for additional practice/homework.
•	Learners can expect to be kept actively engaged in the class and be able to solve and understand a variety of problems.

What's my teaching style?
•	Math classes demand more demonstration than lecture as well as visual interface to teach material - exactly my style.
•	After demonstrations and working through examples together, I use additional screen share of problems that learners can copy and solve.
•	Learners could interact and share solutions with each other at this time.
•	As mentioned above, I will link to YouTube videos, especially at the end of a lesson to reinforce concepts.

How much will learners get to interact with me and each other (specifics like: lecture, games, slides, video clips, discussion)?
Besides individual work of solving problems, learners will have plenty of opportunity to interact with each other, explaining how they got the solution and asking teacher or other students questions.  Also interaction takes place during demonstrations.

Any required experience or knowledge learners need?
Learners only need basic arithmetic ability.