Foundational Math V

Math Placement Process

For registered students, please anticipate contact regarding placement evaluations from instructors by May 15th and throughout the summer. Students must be registered in a math course to receive a placement assessment. Math classes have a  detailed and specific placement process.

Read more about the math placement process here.

Watch the math placement process video with our department chair, Dr. Fransell Riley, here.

For each skill instructors have determined whether it is a prerequisite skill or a skill to be developed throughout the course. For lower school, instructors indicate where parent support is expected.

• With Parent Support: Skills that most lower school students will need help with.
• Developing: Skills that the instructor will help develop and emphasize throughout the year.
• Mastered: Prerequisite skills that the instructor is expecting students to possess.

Mathematics

• Mastered
  • Understands Place Value : 1 – 1,000,000
  • Add and Subtract to 1000
  • Fluent in Addition 1 to 20; 1 problem every 5 seconds
  • Fluent in Multiplication and Division for 1-10; 1 every 10 secs
  • Round Multi-Digit Whole Numbers
  • Compare Fractions with same numerator or denominator
  • Adding and Subtracting Fractions and Mixed Numbers
  • Multiplying and Dividing by Multiples of Tens Mentally
  • Find Equivalent Fractions
  • Understanding Decimals
  • Identify, Generate, and Analyze Number Patterns
  • Find Factors and Multiples
  • Understand Metric Units
  • Understand Customary Units of Weight and Capacity
  • Convert Units of Time and Solve Time Problems
  • Calculating Perimeter and Area
  • Classify, Draw, Measure, Add and Subtract Angles
  • Identify Lines as Parallel, Perpendicular, or Neither
  • Classify Polygons and Triangles
  • Identify and Draw Lines of Symmetry
  • Read picture graphs, bar graphs, and line plots
  • Use Bar Diagrams to Solve Problems (skill nice to have)

• Developing
  • Be able to deductively apply content and previously learned mathematics skills and processes to the understanding of newly introduced content.

  • Number Operations

    Extend Place Value to Include Decimal Places

    Read, Write, Round, and Compare Decimals

    Adding and Subtracting Decimals

    Estimating Sums, Differences, Products, and Quotients of Decimals

    Multiply and Divide Multi-Digit Whole Numbers

    Understand Powers and Exponents

    Estimate Products of MultiDigit Factors

    Multiply Decimals

    Dividing with Two Digit Divisors

    Dividing Decimals by Whole Numbers and Decimals

    Adding and Subtracting Fractions and Mixed Numbers

    Multiplying a Fraction by a Fraction

    Multiplying Mixed Numbers

    Dividing a Fraction by a Whole Number

    Equations and Functions

    Understanding and Using the Coordinate Plane

    Writing, Interpreting, and Evaluating Numerical Expressions

    Identifying and Graphing Numerical Patterns

    Data Analysis

    None

    Geometry

    Convert Customary and Metric Units

    Measurements on Line Plots

    Volume of 3D and Composite Figures

    Properties of and Classifying Quadrilaterals

    Problem Solving

    Look For a Pattern

    Math Fluency

    Divisibility Rules

    Area and Perimeter Formula for Rectangles and Triangles

    History

    None

    Philosophy

    Explore: What is Mathematics? In the World Around Us

    Portfolio Projects

    Decimals

    Fibonacci Sequence

    Volumes

    Consumer Math

    Scholarship

    Collaborate with Classmates on class assignments

    Notetaking: Interactive Notebooks and Foldables

Canvas

• Developing
  • Be responsible for reviewing teacher feedback, suggestions and comments about student work and employing that feedback as necessary.
  • Be able to manage Canvas assignments and submissions (view assignments, check for teacher messages, submit homework as pdf file, submit revisions if necessary, set Canvas notifications for the class, view class notifications when posted, etc.).
  • Be able to respectfully and wisely engage with other students and the instructor on Canvas discussion boards.
  • Be able to respectfully, wisely and formally engage with instructor through private Canvas messaging.
• Mastered
  • Be able to set notifications settings to alert the student of class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.
  • Be able to review notifications ongoing throughout the year; notifications which include: class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.

Writing

• Developing
  • Be able to build and use alphanumeric outlines as part of the writing process.
  • Be able to self-edit written submissions for grammar and spelling mistakes.
  • Be able to employ the feedback of the instructor into future edits and submissions of the assignment.
  • Be able to build well organized paragraphs which employ (among other skills) topic sentences, transition sentences, clear linear thinking throughout the essay.
  • Be able to build a logical, well-reasoned argument through a written essay providing sound reasoning (i.e. true premises, valid arguments, sound conclusions).
  • Be able to request a family or peer to edit submissions, but understands these requests should be for the purposes of raising important questions for the student to consider and suggesting minor edits. The student understands that family or peer editors should not be reworking of sentences, redefining terms, building new concepts, building arguments or writing passages for the student.
• Mastered
  • Be able to hand-write answers in complete sentences.
  • Be able to write sentences with basic sentence syntax (i.e. capitalization of first word in a sentence, punctuation at the end of each sentence, space between sentences, capitalization of proper nouns, each sentence having a subject and predicate, etc.).
  • Be able to spell at grade level and employ course vocabulary cumulatively throughout the course.

Reading

• Developing
  • Be able to read material independently and identify questions which require clarification or further explanation from the instructor.
  • Be able to mark, underline or highlight important words, definitions or concepts within a text being read both while reading independently and reading corporately as a class.
  • Be able to identify key terms in a passage, and follow the author’s argument.
  • Be able to listen to the author’s argument and understand it even if the student disagrees with the conclusion reached or reasons given.
• Mastered
  • Be able to read material independently and identify the information which might be relevant to course discussions and objectives (even if the student doesn’t fully understand all of what’s being read).

Typing

• Developing
  • Be able to employ basic MLA formatting skills (i.e. 1-inch margins, double spacing, heading on paper).
  • Be able to employ MLA citations for (for quoted material and referenced material) through the use of footnotes or endnotes, bibliography, work-cited page. Student should have a concept of what plagiarism is and know how to avoid it.
  • Be able to type paragraph essays (short essays, and 5 or more page essays).
• Mastered
  • Be able to type short answers in complete sentences.

In-Class

• Developing
  • Follow class discussions and seminar conversations to record notes without the instructor identifying specifics.
  • Be prepared to generate thoughtful questions to enhance the class discussion, to identify areas needing clarification, and to make valuable connections with other course content.
  • Be prepared to thoughtfully answer questions when called on in a group setting, during class.
  • Follow along with instructor-led note-taking and record notes during class.
  • Follow along with instructor-led workbook completion and record answers during class.
• Mastered
  • Be prepared to volunteer thoughtful comments, answers and ideas in a group setting, during class.

Study

• Developing
  • Understand the difference between assignments given by an instructor and the necessary and independently initiated need for private study of material.
  • Be able to schedule and manage multiple projects from multiple instructors and courses.
  • Be able to schedule time outside of class to complete independent review of materials.
  • Be able to determine the best places and ways to study at home (i.e. quiet, undistracted, utilizing various methods of review (auditory, written, visual, practice tests, flashcards, etc.).
• Mastered
  • Be responsible to study at home for quizzes, tests and other assessments