Fractions: Where It All Goes Wrong. 

Why do Americans have such trouble with fractions—and what can be done?
  Part of an  Article published in Scientific American magazine.
By Robert S. Siegler on November 28, 2017.

On standard fraction addition, subtraction, multiplication, and division problems with equal denominators (e.g., 3/5+4/5) and unequal denominators (e.g., 3/5+2/3), 6th and 8th graders tend to answer correctly only about 50% of items. Studies of community college students have revealed similarly poor fraction arithmetic performance. Children in the US do much worse on such problems than their peers in European countries, such as Belgium and Germany, and in Asian countries such as China and Korea.

This weak knowledge is especially unfortunate because fractions are foundational to many more advanced areas of mathematics and science. Fifth grader's fraction knowledge predicts high school student's algebra learning and overall math achievement, even after controlling for whole number knowledge, the student's IQ, and their families's education and income. On the reference sheets for recent high school AP tests in chemistry and physics, fractions were part of more than half of the formulas. In a recent survey of 2300 white collar, blue collar, and service workers, more than two-thirds indicated that they used fractions in their work. Moreover, in a nationally representative sample of 1,000 Algebra 1 teachers in the US, most rated as “poor” their students  knowledge of fractions and rated fractions as the second greatest impediment to their students mastering algebra (second only to “word problems”).

In this course students  will learn to add , subtract , multiply and divide fractions and mixed numbers.
This skill is essential in order to do well in Algebra. 
In this class I will show students how to do an exercise on the white board  . I will repeat with another exercise and will explain as many times as needed until the students are ready to do the exercises by themselves.They will learn by actually doing example exercises during class.  Once started, I will check their answers for accuracy and follow up with any necessary explanations. I encourage all participants to try as many exercises as possible. I follow up the class with an upload of homework with the solutions.
                                      
                                      Concerning accommodations. (For students who have Math anxiety)

 I set up the chat in the class for private. So students can answer questions in the chat and only I get to see the answers.I do not call on anyone to answer questions in front of the class, I simply write an exercise on the whiteboard and encourage all to answer via the chat, again in private and I give you private feedback. This lowers the anxiety level a ton. :)

NOTE: If no one shows after 10 minutes. Class is canceled. No makeups, No refunds. No exceptions.

Course break down: (Fluency in the four operations with fractions helpful,but not mandatory)

Week 1: The sum of two fractions divided, by the sum of two fractions.

Week 2: The subtraction of two fractions, divided by the subtraction of two fractions.

Week 3:The sum of three fractions, divided by the subtraction of two fractions.

Week 4: The sum of two mixed numbers, divided by the subtraction of two fractions.

Week  5:  The subtraction of two fractions, divided by the sum of three fractions.

Week 6: The subtraction of a whole number and a mixed number, divided by three fractions.

Week 7: The addition of two mixed numbers, divided by the multiplication of a whole number 
              and a fraction.

Week 8:The multiplication of a mixed number and a fraction,divided by the  division of two fractions.