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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.
Foundations VIII is the continuation of the gradual transition from arithmetic to algebra that began in Foundations VII. Students will build upon skills learned in arithmetic and master solving equations. Students will build on their fluency in rational numbers and expand their knowledge to roots and irrational numbers. They will develop fluency in the laws of exponents, and solving complex multistep equations and inequalities. They will take their first steps towards understanding relations and functions, domain and range, and systems of equations. Expanding on their geometry foundation, students will learn the Pythagorean Theorem and its uses as well as transformations, congruence, and similarity of shapes.
They will develop 21st-century skills in analyzing data. Students will develop and practice problem-solving skills by working on challenging problems, including competition-level problems. Students will delve into the history of Algebra and participate in philosophical discussions of the course content.
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 as a tool to solve real-world problems. They will practice different problem-solving strategies: Solve an Easier Problem and Solve a Subproblem.
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).
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.
Course Textbook
Sections may require:
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!
Dr Mertz is a lifelong learner; her formal education is in Architectural Engineering, including a PhD from Carnegie Mellon and an M.S. from MIT. But her true passion is in serving the church, continuing education, and teaching. She has taught Algebra II and German to homeschoolers, tutored neurodivergent children, and taught middle school math at an after-school program.
She enjoys making learning accessible and enjoyable for every student, meeting them exactly where they are. She loves to teach math because while it is concrete and precise, it is also the gateway to the art and science of the natural world. Dr. Mertz seeks to find beauty and order in all things and is looking forward to sharing this perspective with her students.
As a convert to Orthodoxy, Dr. Mertz’s life is interwoven with the seasons and cycles of the Orthodox Church. She is a dedicated member of St. Nicholas Orthodox Church of McKees Rocks, PA, where she serves as parish council member, treasurer, and high school Sunday school teacher. She very intentionally welcomes newcomers to the church and makes a special effort to develop relationships with members from other countries.
She learned German as an adult while in her PhD program and after marrying a man from Germany. Together they live in Pittsburgh with their three children, grandson, and labrador retriever. She is enthusiastic about exploring the outdoors, genealogical research, reading, foreign languages, and learning new things.
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.
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