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Math Foundations IV

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.

Content
Foundational Math IV is a vital year for math students. It is the year they master multi-digit operations and fractions. Both of which are essential components of their mathematics foundation. Students who master fractions are ready to prevail in Algebra and beyond. The study of fractions is also one of the major causes of math anxiety. Notwithstanding, student mastery of them needs to be both broad and deep. Thus, this course is the perfect opportunity to partner with us in setting your student on a solid path.
Students will continue developing arithmetic skills, including: place value to one-million, operations on multi-digit numbers, fraction equivalence, operations on mixed numbers, fraction multiplication, intro to decimals, metric units, lines, angles, and polygons. Students will use printed manipulatives to develop a concrete understanding of these concepts. Students will be provided opportunities to see math as more than problems on paper. They will develop a sense that mathematics can utilize and expose patterns, in nature and manmade, by learning to identify these patterns and how to translate them into the language of mathematics. 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 patterns.

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 (if a volunteer room mom is available). 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 without prompting):

  • Place Value and Decomposing Numbers
  • Understands Multiplication Arrays
  • Round numbers to nearest ten
  • Multiply Up to 10x10 at a fluency of 20 problems per minute
  • Add Up to 10 + 10 at a fluency of 20 problems per minute
  • Subtract Up to 10-10 at a fluency of 15 problems per minute
  • Solve one-step addition, subtraction, multiplication, or division word problems
  • Identify Quadrilaterals
  • Perimeter and Area of Rectangles
  • Complete Fact Families (? x 2 = 14 and 14 / ? = 2 - What is the missing number?)
  • Fraction Models, Compare Fractions, Locate Fractions on a Numberline
  • Fractions equivalent to ½
  • Complete a pattern of numbers
  • Use the Distributive and Associative Property

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

Course Textbook

  • Dimensions Math 4

    • The instructor will contact you over the summer with instructions on which version of the textbook to purchase. The textbooks cost between $25 and $45.
  • Math Manipulatives

    • Manipulatives will need to be printed or purchased. A list will be provided by the instructor and is expected to cost about $10.

Fransell Riley

[email protected]

Dr. Fransell Riley, Chair of Math Department spent most of her career working as a quantitative analyst. She earned her PhD in mathematics from the University of Texas at Arlington with every intention of remaining in corporate America. Though she enjoyed her work, she ultimately responded to an internal call to pursue a passion for educating students, including her own children. Fransell has taught math and science to students of all ages from elementary school to college. While teaching, she noticed that her natural teaching style aligned almost perfectly with the concepts of classical education. She takes a holistic approach to teaching and involves her students in discussions aimed at developing a deeper understanding of the concept being taught with the desire that student learning extend beyond memorizing algorithms. Fransell has a passion for mathematics and seeks to share that passion with the next generation. Beyond math, Fransell enjoys spending time with her husband and 2 sons. They are all athletes and nature lovers; they enjoy participating in sports, hiking, exploring nature, and traveling. When they aren’t enjoying God’s creation, you can find them indoors reading or watching reruns from the Star Trek series.

Quarter 1

  1. Place Value to seven digits
  2. Add, Subtract, and Multiple Multi-Digit Numbers

The order in which topics are presented may vary according to instructor and course section.

Quarter 2

  1. Divide Multi-Digit Numbers
  2. Multiples and Factors
  3. Fraction Equivalence

The order in which topics are presented may vary according to instructor and course section.

Quarter 3

  1. Add and Subtract Mixed Numbers
  2. Multiple Fraction by a Whole Number
  3. Introduction to Decimals

The order in which topics are presented may vary according to instructor and course section.

Quarter 4

  1. Metric Units
  2. Customary Units of Weight, Capacity
  3. Convert Units of Time
  4. Advanced Area, Perimeter, Line Plots
  5. Lines, Angles, Polygons, and Triangles

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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Explore our courses!

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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Read the Student-Parent Handbook.

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

Double-check the course section dates and times.

Make sure they don't conflict with other activities in your schedule or other courses you are purchasing. Our system will not catch double-bookings!

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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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