Foundational Math V

Enrollment and Placement

To help ensure that students enroll in the correct course levels, Scholé Academy requires many students to complete placement evaluations. Placement evaluations are only provided to students after the corresponding course registration has been completed. A placement assessment will be required in the following situations:

  • if the student falls outside of the stated age/grade range for the class.
  • if the student needs to demonstrate a certain level of skill and proficiency for the course.
  • if the student has completed prerequisite requirements somewhere other than Scholé Academy (e.g., at home or with another school). In this case, our instructors will need to verify that the student has adequately fulfilled the prerequisite requirements.
  • if a placement assessment has been recommended by a Scholé Academy instructor.

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. Parents are encouraged to connect with the Scholé Academy Principal and/or with the course instructor to make the best enrollment decision for their student.

Registration is not finalized until the student’s placement assessment has been returned by the course instructor with placement confirmation.

There is a $75 deposit built into the cost of each course.

  • Withdrawals requested before May 1 are granted a full refund, including the full $75 deposit.
  • On May 1 and before July 31 withdrawals are granted a full tuition refund less the $75 deposit.
  • On August 1 and before the drop/add deadline, withdrawals are granted a ½ tuition refund

View our full assessment policies and enrollment and withdrawal policies in the Student-Parent Handbook.

By the end of 4th grade a student should have a good grasp of the four basic operations (addition, subtraction, multiplication and division) along with some foundational concepts in geometry and measurement. The emphasis in Math V is to take this foundation and built upon it with more complexity and then expand into those pesky fractions.

God created a world that doesn’t fit into tidy whole numbers and perfect division problems with no remainders. As such, we rarely make measurements that don’t require just a little more or a little less than what we prefer as simple math (think of 8 ½ x 11 notebook paper). Let’s embrace that complexity and slay the dragon. Additionally, we will introduce decimal fractions and a whole host of other fun topics. My favorite aspect of the class is to learn how to take real world problems that are described with words and translate into our mathematical problem-solving language. You may have called these word problems when you did them. I like to describe this aspect of learning as a form of reading comprehension that just so happens to include numbers and number relationships.

My goal in math classes is always to help create a love of numbers and calculations; an almost addictive fascination with finding the answer to a problem that satisfies the soul and helps us to see that God is a god of order. By learning math, we get to know an aspect of God that some never see or fully appreciate.

The Course Map Includes: 

  • Multi-Digit Whole Numbers
  • The Four Operations with Whole Numbers
  • Relationships between fractions and decimals
  • Computation with fractions and decimals
  • Word Problems with fractions and decimals
  • Volume
  • Properties and Classification of 2-D Shapes
  • Line Plots and the Coordinate Plane
  • Number Patterns and Relationships
  • Understand Powers and Exponents


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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.


  • 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
      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
      Explore: What is Mathematics? In the World Around Us
      Portfolio Projects
      Fibonacci Sequence
      Consumer Math
      Collaborate with Classmates on class assignments
      Notetaking: Interactive Notebooks and Foldables


  • Developing
    • Be responsible for reviewing teacher feedback, suggestions and comments about student work and employing that feedback as necessary.
    • Be able to manage Schoology assignments and submissions (view assignments, check for teacher messages, submit homework as pdf file, submit revisions if necessary, set Schoology notifications for the class, view class notifications when posted, etc.).
    • Be able to respectfully and wisely engage with other students and the instructor on Schoology discussion boards.
    • Be able to respectfully, wisely and formally engage with instructor through private Schoology 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.


  • 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.


  • 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).


  • 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.


  • 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.


  • 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


Required Course Texts:

There are four Singapore Math books for the year.


Other Resources:

• Digital tablet –Wacom Intuos Tablets (or similar)
• Three-ring Binder
• Loose-leaf Filler Graph Paper
• Sharpened Pencils and Erasers
• Ruler with Customary and Metric Markings
• Personal Size Dry-erase Board with Markers
• Additional materials and/or manipulatives may be requested prior to a particular class session




Steve Maus has been a teacher in Classical Christian Schools for the last 10 years both online and in Spokane, WA. Prior to teaching, he served as a US Air Force helicopter pilot for 22 years, including twelve years in special operations (with deployments to Kuwait, Bosnia, Afghanistan and other exciting places).

Steve has a Bachelor of Science in Astronautical Engineering from the US Air Force Academy and a Masters Degree in Information Systems Management from Webster University. His interests are in environmentally responsible, ecologically beneficial, permanent agriculture, theology, geeky math stuff, physics, music and music history.
Steve and his much-loved wife, Amy, have been married for 30+ years, are the homeschooling parents of 18, grandparents of 5 and are the owners of Autumn Creek Ranch near Spokane, WA.



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.



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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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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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