Loading enrollment options…
If sections and pricing don’t appear, email [email protected] and we’ll help you enroll.
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 enrolled 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 enrolled in a math course to receive a placement assessment. Math classes have a detailed and specific placement process. Learn more about the math placement process
Watch the math placement process video with our department chair, Dr. Fransell Riley.
See the Math Scope and Sequence.
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 and sample Scholé Mathematics with Dr. Fransell Riley.
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):
Required Materials: Books and supplies are not included in the purchase of the course. These resources are listed to help inform your decision-making as you make course selections and build your course schedule. Please reach out to the instructor if you have any questions about materials.
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.
Christina Royals embarked on her journey as an educator in 2005, earning a B.S. in Middle Grades Education with certifications in ELA, Math, and Gifted Education, along with a Minor in Music. Throughout her career, she has primarily served as a mathematics instructor in diverse educational settings across Georgia. The 2025–26 school year marks her third year as part of Scholé Academy’s instructional team, where she continues to bring her passion for teaching mathematics.
This year, Christina's leadership is growing as she takes on an exciting additional role as the charter instructor of a new Scholé Academy elective, Wellness and Nutrition. Her enthusiasm for health and wellness began in childhood through team sports and continued into high school, where she competed in varsity softball and track. To support herself through college, she worked as a Certified Personal Trainer (AFTA), later competing in NPC-sanctioned fitness competitions, where she placed 3rd and 1st in her class. Today, she focuses on practical, functional wellness strategies that benefit individuals of all ages and fitness levels.
Sharing a love for mathematics and wellness is a "calling" and blessing. When she isn’t engaged in math teaching, you can find Christina playing with her sprightly toddler, enjoying walks at parks, or reading in her hammock. She also loves logic puzzles and bouncing on the trampoline.
Christina was born, raised, and continues to live in sunny Savannah, Georgia with her son and husband. Además, Christina habla español porque su marido es de la República Dominicana!
The order in which topics are presented may vary according to instructor and course section.
The order in which topics are presented may vary according to instructor and course section.
The order in which topics are presented may vary according to instructor and course section.
The order in which topics are presented may vary according to instructor and course section.
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.
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!
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.
Algebra I serves as the foundation for all future mathematics and science courses. Students continue to study...
Algebra II builds on the foundation of Algebra 1 and Geometry. Topics include real and complex numbers, linear,...
Calculus, at its core, considers and answers two questions:
.png)
.png)
