Hello Parents and Students! I so excited to offer a fun and interactive option for Saxon 8/7! In this class, students will learn math through once a week in person learning as well as daily flex learning where they will watch a pre-recorded lesson demo. Each lesson will include video instruction and the live meeting will be for tutorials and Q&A sessions as well as helping the students understand how to set up their notebooks and grade their assignments (more on that later). My class will be highly interactive and students will be expected to follow the syllabus so that they are on the same lessons as their fellow classmates. They will reinforce materials through online discussions, fun games and lesson by lesson “exit ticket” quizzes set up by me. By utilizing all of these options, parents and students may be assured of their comprehension of the curse materials. Below, you will find a course description as well as any information you might need to know about what to expect. The course that I will be offering will be broken into 2 semesters, this class being for semester 1. Before each meeting, students will be expected to cover 5 lessons and be prepared to discuss their work. The fifth day they will be asked to complete the test for that week. Saxon usually has about 5 lessons per week with a test following those 5 lessons.

In order to take this class, students will need to have completed some form of a math curriculum up to this level. If you are coming from another program and are unsure of your student’s level, there are online placement tests that I would highly recommend you administer before enrolling your students. Please visit the Saxon web site for this placement test. I also expect my students to have their multiplication tables memorized as this is a foundational skill that will help them be able to quickly and effectively understand and solve Algebraic equations. This curriculum is a Pre-Algebra curriculum that will introduce new topics and concepts that the students will use for their next level math classes such as Algebra 1 and Geometry. Pre-Algebra is very foundational and it is so important for the successes of their future math classes. Comprehension is KEY! I try to state the motto “math should make sense” often and help students see the “why” behind the formulas and equations. It also helps to throw in some fun to avoid the inevitable occasional frustration that often accompanies difficult concepts. Each lesson will include a warm up that will review previously learned math skills and get the students thinking as well as the lesson materials and a time for reviewing difficult questions from the homework. After 10 lessons, there is an assessment that will be given by parents at home but may be reviewed in the weekly “Q&A” sessions. This assessment booklet comes with the curriculum in most cases- check your purchase options to make sure it is included. Unit 1 will cover the first 20 lessons and the first two tests. Again, the tests will be administered by the parents and graded by the student (to be explained later in the description). If you choose to proceed with this math course, you will need to sign up for the next semester. I have found that separating the class into semesters helps the student feel accomplished as they work their way through.

What to Expect:

Saxon math takes a spiraling approach to teaching math. Each day, a new concept is introduced and you are constantly reviewing previously learned topics. Mastery is not expected immediately but is something that the student will develop as he or she continues to see these topics on repeat throughout the course. As the student progresses throughout the course, lessons will begin to build on previously learned concepts and the questions will become more difficult. Not only does this develop the student’s ability to stretch their brain “muscles,” but it also helps with retention of what has been covered. My goal during the lesson is to initiate conversation of the materials, help the students understand the new materials, and help them gain ownership of their own learning. Each week, we will meet once per week for 50 minutes. During this time, we will review any questions that the students may have had over the lessons for the week. I also love when the students are able to discuss the concepts with one another because they are then able to grow in their understanding and hopefully see that all math should make sense! Math is not just a set of formulas that we plug in or a chart that we memorize. If I do not have another class directly after, I am also happy to help anyone who might need assistance after class. Since I use plan to use several different forums such as Google classroom, students will also be able to ask questions on the Forum throughout the week. This helps improve the interactive feature of the class as well.

How will the class time look:

I try to approach math in a fun way, this makes it much more approachable and less intimidating for students who are seeing some of these skills for the first time. I truly want the students to walk away with a great understanding of the materials as well as a love for math. Each lesson will be navigated through google slides which may have links to other digital programs (very user friendly) with a video of me teaching the lesson, a picture of my notes page so they can be sure to include all needed materials, a link to quizlet where the students can review any new vocabulary words, and an “exit ticket quiz” to be completed by the students after following the steps above. Saxon is broken down into 4 sections; the warm up, which will be covered as the students come into the classroom, New concepts which will be introduced through the pre-recorded videos, lesson practice which will also be covered in the videos, and mixed practice which will be completed by the students at home and graded by them. In our live meetings, we will cover any commonly missed problems, address any concerns, and answer any questions before the next week’s lesson sets. I will also include games and other fun reinforcement activities in each week’s lessons because we all need occasional “brain breaks.” I will expect students to have completed the homework prior to coming to class so that they are able to fully participate in the discussions and activities. Students will be taking the test independently at home with their parents. They should come to class prepared to discuss any problems that they encountered and have their CORRECTIONS ready as well (this will be covered in the first lesson). I will discuss the corrections in class so that students understand fully what is expected of them.

For this class, the students will need to have their own book. This can be purchased through several places online. Many of the book packages come with the test booklet and answer key as well; they will need these for the course. Each student will also need paper, a pencil, graph paper and a simple calculator as well as a notebook to keep track of their notes, homework and tests. This notebook will need 3 dividers. I recommend finding a simple calculator that they will be able to use in later courses as well as on their ACT and SAT. A great example of this would be the TI-30X IIS calculator. I would also recommend a white board or even a laminated piece of paper that they can use to work example problems on during the live class. The Whiteboard will be for “rough work” as I would like them to take notes on the example problems that we complete together in class so that they have this to refer back to at home just in case the information we covered “escapes” their brains.

Grading:

My suggestion on grades is to allow the student to grade his or her own assignments. Each student will complete his or her assignments on one sheet of paper and after the assignment is graded, have the student correct EVERY missed problem on a separate sheet of paper or in a different color. This way, they can easily see what problems they encountered and if there are any recurring issues that they face throughout the course. They will then go through and circle their missed problems so that we are able to address commonly missed problems in class. I like for students to grade their own work not only to lighten the load for parents but also to allow them to take ownership in their own classwork. In doing this, they are able to see what they are commonly missing and if there is a theme Also, they will get extra practice through the process of correcting these missed questions. If a student does not make it a habit of correcting his or her mistake, he or she will not learn the correct method and will surely continue to miss similar problems. Each student will be expected to keep a record sheet in his or her notebook so that they are able to see their progress as the class continues. I will also create a google form on slides where they can input their grades and have a running average. I will post a video on how to set this up in their first lesson. Students will be given approximately 30 homework questions per lesson.

Class Participation:

As a general rule and expectation, students will be expected not only to keep their camera on but to participate in discussion and sample problem solving during the live meetings. This will be done on paper and on their whiteboards but they may be asked to show a problem that was to be completed in their homework for accountability. I will also have several ways such as whiteboard.fi as well as jambox that the students will be able to interact with one another through digital whiteboards. Class will begin right on time so please be sure that students arrive slightly before the meeting time so that we are able to get the most benefit from the time we have. They will be expected to have their completed homework with them and they will be asked to take notes during their interactive lessons throughout the week. Although I encourage participation and discussion, I would ask that the students mute their mics upon arrival and use the “raise hand” function if they would like to interject.

Class Breakdown:

In Semester 1, students will learn all concepts covered in the first 60 lessons of the Saxon 8/7 book:

Week 1: Lessons 1-5

Arithmetic With Whole Numbers and Money, Variables and Evaluation, Properties of Operations, Sequences, Missing Numbers in Addition, Subtraction, Multiplication, and Division, Number Line, Place Value Through Hundred Trillions, Reading and Writing Whole Numbers. This week I will also cover expectations and notebook set up.

Week 2: Lessons 6-10

Factors, Divisibility, Lines and Angles, Fractions and Percents, Inch Ruler, Adding, Subtracting, and Multiplying Fractions, Reciprocals, Writing Division Answers as Mixed Numbers, Improper Fractions

Week 3: Lessons 11-15

Problems About Combining, Problems About Separating, Problems About Comparing, Elapsed-Time Problems, Problems About Equal Groups, Problems About Parts of a Whole, Equivalent Fractions, Reducing Fractions Part 1

Week 4: Lessons 16-20

U.S. Customary System

Week 5: Measuring Angles with a Protractor, Polygons, Similar and Congruent, Perimeter, Exponents, Rectangular Area Part 1, Square Root

Week 5: Lessons 21-25

Prime and Composite Numbers, Prime Factorization, Problems about a fraction of a group, Subtracting Mixed Numbers with Regrouping, Reducing Fractions, Part 2, Dividing Fractions

Week 6: Lessons 26-30

Multiplying and Dividing Mixed Numbers, Multiples, Least Common Multiple, Equivalent Division Problems, Two-Step Word Problems, Average, Part 1, Rounding Whole Numbers, Rounding Mixed Numbers, Estimating Answers, Common Denominators, Adding and Subtracting Fractions with Different Denominators.

Week 7: Lessons 31-35

Reading and Writing Decimal Numbers, Metric System, Comparing Decimals, Rounding Decimals, Decimal Numbers on the Number Line, Adding, Subtracting, Multiplying and Dividing Decimal Numbers.

Week 8: Lessons 36-40

Ratio, Simple Probability, Area of a Triangle, Rectangular Area, Part 2, Interpreting Graphs, Proportions, Sum of the Angle Measures of a Triangle, Angle Pairs.

Week 9: Lessons 41-45

Using Formulas, Distributive Property, Repeating Decimals, Converting Decimals to Fractions, Converting Fractions to Decimals, Converting Percents to Decimals, Division Answers, Dividing by a Decimal Number

Week 10: Lessons 46-50

Unit Price, Rates, Sales Tax, Powers of 10, Fraction-Decimal -Percent Equivalents, Adding Mixed Numbers, Unit Multipliers and Unit Conversion

Week 11: Lessons 51-55

Scientific Notation for Large Numbers, Order of Operations, Multiplying Rates, Ratio Word Problems, Average, Part 2.

Week 12: Lessons 56-60

Subtracting Mixed Measures, Negative Exponents, Scientific Notation for Small Numbers, Line Symmetry, Functions, Part 1, Adding Integers on the Number Line, Fractional Part of a Number, Part 1, Percent fo a Number, Part 1.