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Foundational Math VI

Placement Information

Placement Process
One critical factor for restful learning is the proper placement of students. If you are unsure which level is the best fit for your student, reach out to the instructor you are considering. Once registered, anticipate contact regarding placement evaluations from instructors by May 15th and throughout the summer. Students must be registered to enter the placement process. Early placement exams may allow time for tutoring or additional review based on the outcomes. See more about placement evaluations in our Student-Parent Handbook.

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.

See the Math Scope and Sequence here.

In Foundational Math VI students add more concepts to their arithmetic toolbox. They extend their knowledge of the number system to include negative numbers. They learn the role of negative numbers in the world around us and their location on the number line. They continue to strengthen their multi-digit whole number operations, fraction, and mixed number operations. They begin to explore fractions as ratios and rates which leads to the idea of percentage. Ultimately, they will be able to relate the idea of percentages, decimals, and fractions.

Students gradually incorporate algebraic concepts of one-step equations and inequalities. They will learn to translate from verbal language to the language of mathematics. They extend their geometry foundation by studying the area of polygons and the surface area of 3D figures. They begin the study of data analysis, which is an essential 21st-century skill, by studying measures of central tendency and graphical displays.

They will complete portfolio projects that deepen their understanding of the concepts, appreciate the role of mathematics in God’s creation, and lead them to explore real-world applications of mathematics. Throughout the course, students will be led to see mathematics in the world around us through physical representations. They will learn to organize their thinking which will assist them in solving higher-order-thinking problems.

Experience
The teaching of a new concept opens with a brief review of previously covered content. This review connects the previous lesson to the current lesson. The premise of the current lesson is presented via a question or idea. The students now have a puzzle or idea that they want to explore. As we delve deeper into answering the question at hand, we begin to discover the new mathematical concept. We use our prior knowledge and intuition to uncover a new truth about mathematics. Once this truth has been uncovered, we begin to work examples; first as a class and then as individuals or in groups. As our understanding of the concept deepens, we extend our knowledge base to include specific cases or situations that lead to minor adjustments in the truth that we have uncovered – thus expanding the truth. We use a variety of methods to uncover new truths. The most frequent method is a Socratic-style discussion that the entire class participates in. A discussion takes place that reveals the relevance of this truth in our mathematical studies or our daily lives (real-life application). 

Watch a Math Classroom Experience with Joelle Riethmiller.

Delivery
Each teacher has a unique presentation style in delivering the aforementioned experience. Sometimes the teacher leads the discussion using questions; following the example set by Socrates.. Sometimes a problem is presented and the students take the lead in finding a solution based on extending previous knowledge. Sometimes students participate in a hands-on activity to discover new truths. Sometimes a short lecture or presentation is required, however, we aim to minimize lecturing, especially before high school. 

Methodology
Students continue to study the new truth and deepen their understanding of it via homework, classwork, projects, and assessments. Since our classes do not meet 5 days per week, students must spend time studying the concepts outside of class. This also helps students grow in their ability to think and work math concepts independently which is required for future math classes. For this reason, we ask that parents minimize the assistance that students are given on assignments. If a student receives an A on an assignment, it should be a true indication of their independent ability as the teacher interprets this A as independent mastery. 
Review assignments or classroom review activities are utilized to assist students with opportunities to retain or improve their mastery. Assessments are directly or indirectly cumulative and serve as an opportunity to deepen their learning. Assessments are not meant to be a regurgitation of previous homework assignments.

Preparedness
Students who are adequately prepared to take this course will have mastered (can work independently with no prompting):

  • Place Value to Include Decimals
  • Multi-Digit Decimal Operations (addition, subtraction, multiplication, and division)
  • Dividing with Two Digit Divisors
  • Multiplying Mixed Numbers
  • Calculate Volume
  • Classify Quadrilaterals

Required Materials:
Books and supplies are not included in the purchase of the course.

  • Required Textbook: REVEAL Math Course 1  Student Bundle (Digital Subscription, Volume 1 and Volume 2 printed books)
    • Required texts are not included in the purchase of the course.
  • Personal Size Dry-erase Board with Markers
  • Three-ring Binder
  • Loose-leaf Filler Notebook Paper
  • Loose-leaf Filler Graph Paper
  • 5 Divider Tabs
  • Sharpened Pencils, Highlighter, Basic Set Colored Pencils/Crayons
  • Ruler with Customary and Metric Markings
  • Protractor

Additional materials and/or manipulatives may be requested by the instructor prior to a particular class session

Joelle Riethmiller believes true education impacts the body, mind, and soul of an individual through all subject areas and promotes personal and virtuous growth through life-long learning. Mrs. Riethmiller received a BS in Mathematics-Mathematics Secondary Education from Grove City College (1999). While teaching seventh and eighth grade mathematics in public school, she earned a M-ED in Curriculum and Instruction from Gannon University (2002). Mrs. Riethmiller chose to step away from the classroom in 2003 to focus her attention on her young and growing family. In 2007, she embarked on the home education journey with two of her three children. Continuing that journey, she is still experiencing the humbling beauty and depth of true and real life-long learning. She believes her 20 years of sacramental marriage, parenting and home educating her now four children, and her personal faith journey have cultivated a desire to seek truth, beauty, and goodness in all aspects of life.
Mrs. Riethmiller strives to ignite a love for learning and desire for virtue in her students that ex-tends beyond the study of mathematics. She is thrilled to participate in the Scholè Academy mission to cultivate student learning that endures. jriethmiller.scholeacademy@gmail.com

Quarter 1

  1. Understand, Compare, and Order Integers
  2. Absolute Value and Distance
  3. Multiply and Divide Multi-Digit Whole Numbers
  4. Divide by Fractions and Mixed Numbers
  • The order in which topics are presented may vary according to instructor and course section.

Quarter 2

  1. Understanding Ratios, Equivalent Ratios, and Ratio Problems
  2. Understanding Rates and Unit Rates
  3. Understanding Percents, Percents > 100% and < 1%
  4. Relate Percents, Decimals, and Fractions
  5. Find the Percent of a Number
  • The order in which topics are presented may vary according to instructor and course section.

Quarter 3

  1. The Coordinate Plane and Reflection of a Point
  2. Writing, Interpreting, and Evaluating Numerical Expressions
  3. Identify and Write Equivalent Expressions
  4. Solve One-Step Equations
  5. Understand Inequalities (meaning, context, on a number line)
  6. Explore Relationships Between Two Variables
  • The order in which topics are presented may vary according to instructor and course section.

Quarter 4

  1. Graphical Displays incl. Dot and Box Plots and Histograms
  2. Measures of Central Tendency: mean, median, mode
  3. Interquartile Range
  4. Area of Parallelograms, Triangles, Trapezoids, and Polygons
  5. Surface Area of Prisms and Pyramids
  • The order in which topics are presented may vary according to instructor and course section.

Red checkmarkComputer: You will need a stable, reliable computer, running with a processor with a speed of 1 GHz or better on one of the following operating systems: Mac OS X with Mac OS 10.7 or later; Windows 8, 7, Vista (with SP1 or later), or XP (with SP3 or later). We do not recommend using an iPad or other tablet for joining classes. An inexpensive laptop or netbook would be much better solutions, as they enable you to plug an Ethernet cable directly into your computer. Please note that Chromebooks are allowed but not preferred, as they do not support certain features of the Zoom video conference software such as breakout sessions and annotation, which may be used by our teachers for class activities.

Red checkmarkHigh-Speed Internet Connection: You will also need access to high-speed Internet, preferably accessible via Ethernet cable right into your computer. Using Wi-Fi may work, but will not guarantee you the optimal use of your bandwidth. The faster your Internet, the better. We recommend using a connection with a download/upload speed of 5/1 Mbps or better. You can test your Internet connection here.

Red checkmarkWebcam: You may use an external webcam or one that is built in to the computer. Webcam Recommendations: Good (PC only) | Best (Mac and PC)

Red checkmarkHeadset: We recommend using a headset rather than a built-in microphone and speakers. Using a headset reduces the level of background noise heard by the entire class. Headset Recommendations: USB | 3.5mm

Red checkmarkZoom: We use a web conferencing software called Zoom for our classes, which enables students and teachers to gather from around the globe face to face in real time. Zoom is free to download and easy to use. unnamed-e1455142229376 To download Zoom:

  1. Visit zoom.us/download.
  2. Click to download the first option listed, Zoom Client for Meetings.
  3. Open and run the installer on your computer.
  4. In August, students will be provided with instructions and a link for joining their particular class.

Red checkmarkScanner: In this class, students frequently submit homework assignments by scanning pages from their workbooks. Students and/or their parents should have easy access to a scanner and the ability to use it.

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First, read the available course descriptions, noting prerequisites, target grades, and course objectives. If you think your student is prepared for the course, go ahead and register. After registration, a placement assessment may be provided to students, depending on the course and the student’s previous enrollment with Scholé Academy. Registration is finalized when the student’s placement assessment has been returned by the course instructor with placement confirmation.

 

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Please take careful note of our teaching philosophy, our technology requirements, our school policies, the parent agreement, and the distinctions between our grade levels.

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Our Assistant to the Principal will be in touch with you after your enrollment to help you with next steps, including any placement evaluations that may be required for your course selections.

This registration will be finalized when the student's placement assessment has been returned by the course instructor with placement confirmation.

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