This is the first half of a course designed to supplement an entire year of upper elementary math.  Specific lessons and objectives are listed below under each class' description.  To summarize, this class addresses: addition, subtraction, multiplication, division, fractions, (representation, comparison, equivalence), decimals, probability, logic, estimation, multi-step problems, place value, algebra, estimation, comparison of whole numbers, decimal numbers, and fractions, factoring, prime and composite numbers, decoding word problems, mental math, classification, and communication about ideas.  Learning will be accessed through use of games, hands-on experiences, manipulatives use, discussion, and puzzles.

This course is appropriate for students on a fifth or sixth grade math level.

Part Two of this course will be offered beginning in January.

Classes will consistent of an engaging warm-up followed by a high-interest game or activity.  There will be discussion throughout class as we discover more about our task.  Class will end with students synthesizing and sharing what they learned.  Many of the games and activities we will play will have potential to be used further or again to either supplement your instruction or just for family fun!

Below is the schedule I have  planned.  Depending on the students in each section, I may modify this some based on needs of students or time constraints.  

Session 1:
--Establish class norms and expectations and get to know one another
--Warm up--Don't Break the Bank
     involves triple-digit addition, estimation, and probability
     Common core: 2.NBT.1, 2.NBT.3, 2.NBT.4, 2.NBT.5, 2.NBT.6, 2.NBT.6, 2.NBT.7, 3.NBT.2, 4.NBT.B.4
     Big Question: How close can you get to 999 without going over?
     materials needed:  paper and pencil or dry erase board and markers
--Exploration--Pattern Block Multiplication
     involves multiplication and multi-step problems
     Common Core: 3.OA.1,3,4,7,8; 3.MD.7.d; 4.OA.1,2; MP 1,3,4,6,7
     Big Question: If you know what one block equals, can you figure out the value of all the shapes?
     materials needed:  paper and colored pencils or crayons, pattern blocks
--Homework for Session 1--please complete pre-assessment without any assistance and scan and send me a copy.  I will use this to plan, so please do your best.  If you are uncertain about a question, please write what you know, think, or have a question about.  I will use the results to help me get to know you and guide any modifications to our schedule that may be beneficial.

Session 2:
--Warm up--Fraction Talks
     involves mental math, numerical fluency, and argument and critique
    Common Core:  many--will vary based on fractions and class discussion, but especially MP3 and NF
     Big idea:  I will share a picture with students with different amounts colored in different colors, and my big question will be, "What fraction of my picture is occupied by each color, and how do you know?"
--Exploration:  Pattern Blocks Multiplication, 2 and 3
     involves multiplication and multi-step problems
     Common Core: 3.OA.1,3,4,7,8; 3.MD.7.d; 4.OA.1,2; MP 1,3,4,6,7
     Big Question: If you know what one block equals, can you figure out the value of all the shapes?
     materials needed:  paper and colored pencils or crayons, pattern blocks

Session 3:
--Game: Odd Pig Out
     involves probability, strategy, multiplication, and addition
     Common Core: 3.OA.7; 3.NBT.2; MP1,5,6,7
     The Game:  Roll the dice and multiply.  You can go as long as you want, but if you roll an odd number, you lose all your points for that turn!
--Exploration: Cuisenaire Rod Multiplication
     involves multiplication and changing units
     Common Core:3.OA.2,3,4,6,7; 4.OA.2; MP1,2,3
     Big Question:  If you know the value of the white rod, how can you figure out the value of the other pieces?
     materials needed:  paper and pencil and colors, Cuisenaire rods

Session 4:
--Warm Up: Fraction Talk
involves mental math, numerical fluency, and argument and critique
    Common Core:  many--will vary based on fractions and class discussion, but especially MP3 and NF
     Big idea:  I will share a picture with students with different amounts colored in different colors, and my big question will be, "What fraction of my picture is occupied by each color, and how do you know?"
--Exploration: Cuisenaire Rod Fractions and Challenges
     involves fractions, equivalent fractions, comparing, adding, and subtracting fractions
     Common Core: 3.NF, 4.NF.4,5; MP1,2,3,5,6,7,8
     Big Idea: We will use Cuisenaire rods to introduce fractions in a creative, engaging way to create a foundational understanding and representation for fractions.  This will help the development of more sophisticated understanding of fractions be smoother and more intuitive.  In the challenges, I will give children a value of one of the rod colors, and they will then determine the value of the other colors and defend how they know the values.
     materials needed: Cuisenaire rods, paper and pencil, 1 cm graph paper (you can print from classroom page), colored pencils, if desired

Session 5:
--Warm up: Don't Break the Bank
     involves triple-digit addition, estimation, and probability
     Common core: 2.NBT.1, 2.NBT.3, 2.NBT.4, 2.NBT.5, 2.NBT.6, 2.NBT.6, 2.NBT.7, 3.NBT.2, 4.NBT.B.4
     Big Question: How close can you get to 999 without going over?
     materials needed:  paper and pencil or dry erase board and markers
--Game: Horseshoes
     involves computation (all operations), estimation, and comparisons
     Common Core: 3.OA.5,6,7; 3.NBT.2; 4.OA.3,4; MP1
     Big Question:  How close can you get to the target number with the four digits at your disposal?
     materials needed: dice or deck of cards, paper and pencil or dry erase board and markers
Story Problems: The Ant and the Grasshopper,( perhaps The Monster if there is time)
     involves reading and analyzing a complex set of information and answering questions which will require decoding and various computation strategies

Session 6
--Warm Up: Counterexamples
     involves logic, deduction, mathematical argument, communication
     Common Core: varies, but especially MP3
    Big idea:  Prove me wrong!
--Game--Prime Climb
     involves all operations of computation, multi-step problems, factoring, prime and composite numbers
     Common Core: 3.OA.C.7, 3.OA.D.9, 4.OA.B.4, MP1,7
     Big Question:  What happens when you take the difference of a number and its reverse?
     Prime Climb is a board game that gives people a playful way to explore complex computation and understanding and using factoring.

Session 7:
--Warm Up--Fraction Talk
     involves mental math, numerical fluency, and argument and critique
    Common Core:  many--will vary based on fractions and class discussion, but especially MP3 and NF
     Big idea:  I will share a picture with students with different amounts colored in different colors, and my big question will be, "What fraction of my picture is occupied by each color, and how do you know?"
--Exploration--Flag Fractions
     involves fraction equivalence and comparison and representation
     Common Core: 3.NF.1,3; 4.NF.2, MP1, MP6, MP7
     Big Idea:  Design replacement flags, and make sure the colors are in the right fractions!
     materials--colors, print outs from classroom page.  May appreciate use of pattern blocks or Cuisenaire rods

Session 8:
--Warm Up--Don't Break the Bank with Decimals
     similar to previous, but will add decimals, so we will play with tens, ones, and tenths.  The goal is not to go over 99.9
--Game--Salute
     involves multiplication and division
     Common Core:3.OA.4, 3.OA.7
     Big Question--what number do you have?
     In this game, students will know two factors of three.  Given the product, they must tell what number is the third factor.

Session 9:
--Warm-Up--Broken Calculators
     involves all computation, problem solving, flexible thinking
     Common Core: Varies, but especially 3.OA, 4.OA, 5.OA, MP1, MP3, MP6, MP7
     Big Question--How many ways can you reach the target number, even when the calculator is broken?
--Mini-Lesson--Cuisenaire rods and the area of multiplication
     Dice Sums
     Both of these activities will allow students to represent multiplication in different methods and connect those methods to algebraic representation.
--Puzzle: The Calendar Problem
     involves multiplication, addition, and problem solving
     Common Core: 4.OA.1,3,5; 4.NBT.5; MP1,2,3,6,7,8
     Big question:  how can you add up the numbers quickly in a three by three grid drawn anywhere on any calendar?

Session 10:
--Warm-Up--Decimal Fraction Talk
     similar to Fraction Talk, but I will ask students to tell me in decimal and fraction terms how much of the shape is represented by each color and how they know
--Exploration--Pattern Block Fractions
     involves fractions
     Common Core: 3.NF.1,3; 4.NF.3, 5.NF.2, MP1,2,3,6,7,8
     Big Question: What pattern is each pattern block shape?

Session 11:
--Warm-Up--Digit Place
     involves logic and deduction and place value
     Common Core:  1NBT.B2, 2.NBT.A.1, 2.NBT.A.3, MP1, MP3
Game--Don't Break The Bank--Decimals
     similar to previous, but this time we will make our number choices ones, tenths, and hundredths, and try to get as close as possible to 9.99

Session 12:
Warm-Up--Counterexamples
     see previous
Exploration--Domino Sorting challenge
     involves  addition, subtraction, multiplication, division, fractions, classification
     Common Core:  2.OA.2, 3.OA.7, 3.NF.3, 4.OA.4, 4.NF.2, MP1,6,7
     Big Question:  Which is the middle domino?
     materials needed--scissors, print-outs from classroom page

Session 13:
Assessment
Game--Prime Climb
     see previous

Session 14:
I will select based on any needs seen in the assessments, or will give students choice.

**Most of these ideas come from the website mathforlove.com  



We will develop a growth mindset classroom, where we all believe that we can all be successful mathematicians and we will embrace mistakes as one of the best learning tools we can use.

Students will be engaged in active discussion with the class to share methods, ideas, theories, and questions.  Some games may be played in break-out rooms to further students' opportunity to engage with one another.

I will make class as interactive and active as possible.  Students will use manipulatives, play games, and have some active movement breaks during class.

Students will be encouraged to win and lose gracefully.  We will approach each other not as opponents, but as allies who can help us figure out better strategies to be successful.  We will view losses as opportunities to learn.