COLTS MATH 1
Dates: June 21 - July 2 (2 Weeks): M-F 9:00-11:00 a.m.
Instructor: Sarah Smythe
The Colt’s Math I course is designed for students entering Grades 5 and 6. Students will review key concepts to better understand the “why” behind mathematical operations. Students will learn essential mathematical problem-solving tactics such as pattern recognition, working backwards, and invariance. Colt’s Math I will challenge students to explore the deeper concepts beyond the processes and procedures and to think strategically to arrive at mathematical solutions.
- Confirm their understanding of the order of operations and each of the whole number operations.
- Develop a firm conceptual understanding of factors and multiples.
- Expand student understanding of fraction concepts including mixed numbers, improper fractions, and operations with fractions.
- Engage in complex decimals exercises: rounding, comparing, ordering, and the four operations.
- Apply knowledge of the connections between decimals, fractions, and percentages to translate between these forms.
- Gain conceptual knowledge of ratios and rates (including unit rates).
- Measure and draw angles, calculate area and perimeter.
- Solve word problems with various strategies.
WHAT HAPPENS IN CLASS
Every class lesson will differ, but at every meeting students will engage in the following activities:
- Complete an interactive warm-up math exercise which links concepts learned to novel math that sets the stage for concepts introduced in exercises that day’s lessons.
- Learn and practice a math lesson relevant to the current concept they are exploring.
Review and practice foundational skills and fact fluency during guided independent work activities. Throughout the 2 weeks, students will work on a series of mini-projects that will be combined into a collective “final product” at the end of the 2 week course (this will be continued and expanded on in Colt’s Math II).
Since students will complete many activities and participate in discussions and interactive lessons during ‘live’ class time, there will be many opportunities for the teacher to provide informal feedback. The teacher will work individually with students regularly during the class period, providing oral feedback and some informal written notes on their work. Students will submit their mini-projects at the culmination of each concept and receive detailed, formal written feedback from their teacher. By the end of the course, students will revise their work and turn in a corrected “final product."
Students will take a pre and post test to assess their growth on math concepts covered in the course. In addition, students will complete mini-projects addressing real-world applications of each concept which will expand their thinking and evaluate their understanding of these concepts.