Term: Yearlong 2021–22, September 7–May 27
Target Grade Levels: Grades 9–10; 11th–12th graders welcome (see placement details below)
Schedule: 3x / week, 60–75 min.
Section 1: M/W/F 9:30 a.m. ET with Peter Bradshaw (Full: Join Waiting List)
Section 2: M/W/F 11:00 a.m. ET with Peter Bradshaw
Section 3: M/W/F 2:00 p.m. ET with Peter Bradshaw
Enrollment and Placement
- 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.
- If a placement evaluation has not been administered, withdrawals requested before May 1 are granted a full refund, including the full $75 deposit.
- If a placement evaluation has been administered, withdrawals requested before May 1 are granted part of their $75 refund: $35 will be paid to the instructor for the placement evaluation, and the remaining $40 of the original deposit will be refunded.
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.
While the first six books of Euclid’s Elements serve as the skeleton for the course, another element of the course will be spent synchronizing Euclid with what students taking the ACT and SAT can expect to face regarding Geometry. That material will be taught in conjunction with Euclid’s Elements throughout the course. The third strand of the course will entail a historical/Theological look at the material: students will learn the story of math as it developed in the ancient Greek world as well reflect on what Geometry teaches us concerning God and His creation.
In this way, students will reason their way through the first six books of Euclid’s beautiful and timeless work and see how modern people have adapted (and often reduced) his study. Students will also reflect on the historical development of Geometry while pondering its theological implications.
Placement: Please read about our new process above.
To do well in the course, students coming should have a few prerequisites. Make sure each of these things is true of you. If you are unsure, let’s talk about it, and we can decide together whether or not the class will be a good fit for you. Ideally, every student who displays the following characteristics should be able to do well in the class.
- Has taken and understood the content of an Algebra I course.
- Is comfortable thinking abstractly.
- Displays academic tenacity and enjoys the challenge of working through problems.
- Is able to take notes and keep an organized binder or notebook.
- Keeps track of when assignments are due and do not fall behind in coursework.
- Possesses basic computing skills: accessing assignments, scanning documents, emailing, and managing files without significant help from parents.
High School Credit: This course is the equivalent of one high school credit in mathematics.
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.
- 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 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.
- 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.
- Be responsible for reviewing teacher feedback, suggestions and comments about student work and employing that feedback as necessary.
- 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.
- 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.
- Be able to build and use alphanumeric outlines as part of the writing process.
- Be able to employ the feedback of the instructor into future edits and submissions of the assignment.
- Be able to self-edit written submissions for grammar and spelling mistakes.
- 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).
- 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 read material independently and identify questions which require clarification or further explanation from the instructor.
- Be able to listen to the author’s argument and understand it even if the student disagrees with the conclusion reached or reasons given.
- Be able to type short answers in complete sentences.
- Be able to type paragraph essays (short essays, and 5 or more page essays).
- 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.
- Follow along with instructor-led note-taking and record notes during class.
- Follow along with instructor-led workbook completion and record answers during class.
- Be prepared to thoughtfully answer questions when called on in a group setting, during class.
- Be prepared to volunteer thoughtful comments, answers and ideas in a group setting, during class.
- 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.
- Follow class discussions and seminar conversations to record notes without the instructor identifying specifics.
- Be responsible to study at home for quizzes, tests and other assessments.
- 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.).
- After the instructor has provided instructions – the student should be able to use Wacom tablet (or other like iPad) to actively solve math problems during class, viewable to the instructor on Ziteboard.
- Understand that arriving at the correct answer is not the goal of mathematics review and practice, but rather understand that consistent application of the correct processes are the goals of review and practice.
- Be able to deductively apply content and previously learned mathematics skills and processes to the understanding of newly introduced content.
- Euclid’s Elements, Edited by Dana Densmore (ISBN: 978-1888009187)
Other Required Materials:
- Dedicated notebook for class notes
- Paper for scratch-work and homework (white printer paper, notebook paper, or graph paper)
- Ruler, protractor, and compass (the circle drawing kind)
To facilitate class participation and collaboration, Schole Math students are asked to register for a free account with the virtual whiteboard tool Ziteboard. This virtual whiteboard is used for classroom group work, classwork, quizzes, and some homework assignments. This app enables students to use their digital tablet and pen to write on the shared whiteboard.
*Required materials are not included in the purchase of the course.
Peter Bradshaw grew up on land in the warm chaparral of Southern California. He was introduced to the great works of the Western world through a Great Books program in high school. Peter studied English literature at Covenant College and hopes to complete his master’s through a distance program at New Saint Andrews College in the summer of 2020. Over the past 6 years since graduating from Covenant, Peter has taught a range of subjects. He particularly enjoys teaching literature, history, formal logic, and rhetoric. When not in the classroom, he enjoys painting, poetry, guitar, and watching the little unnoticed things of the world. He and his wife are expecting their first child at the end of March. He currently lives and teaches in Cairo, Egypt, and is planning on enrolling in a fluency of Ancient Greek program offered by the Polis Institute in Jerusalem in September 2020.
Peter is eager to teach Geometry and return to something he has always loved and understood but with the much-widened perspective his studies in Classical education have given him. His plan for the course is to have the first six books of Euclid’s Elements serve as the skeleton of the course. His previous experience teaching formal logic will be greatly beneficial, as there is a keen similarity between Aristotelian Logic and Euclidean Geometry. Euclid’s first six books are actually numberless and based primarily in abstract reasoning. He will synchronize Euclid with what students taking the ACT and SAT can expect to face regarding geometry. That material will be taught on top of Euclid’s Elements throughout the course. The third strand of the course will entail a historical/theological look at the material: students will learn the story of math as it developed in the ancient Greek world as well reflect on what geometry teaches us concerning God and His creation. firstname.lastname@example.org
Computer: 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.
High-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.
Headset: 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
Zoom: 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. To download Zoom:
- Visit zoom.us/download.
- Click to download the first option listed, Zoom Client for Meetings.
- Open and run the installer on your computer.
- In August, students will be provided with instructions and a link for joining their particular class.
Digital Tablet: Using a digital tablet in class allows students to more fully engage the course content by working out math problems on the digital whiteboard. We recommend using a Wacom Intuos tablet like this one, though similar products may be used.
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.
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!
You're ready to add course selections to your cart!
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.