COLTS MATH 2
The Colt’s Math II 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 II will challenge students to explore the deeper concepts beyond the processes and procedures and to think strategically to arrive at mathematical solutions to extend their thinking into the early concepts and skills for their next level mathematical instruction.
- Identify parts of an expression using mathematical terms (sum, difference, product, quotient, factor, term, coefficient, variable); view one or more parts of an expression as a single entity.
- Interpret and evaluate expressions in which letters stand for numbers and apply the
- Order of Operations as needed.
- Recognize that equations are statements of equivalence between two expressions.
- Solve linear equations of the form, y = ax, y = b + x, and y = b + ax using numeric guess and check, tables of (x, y) values, graphs or fact families.
- Distinguish and compute measures of central tendency (mean, median, mode, and range).
WHAT HAPPENS IN CLASS
Every class lesson will differ, but at every meeting students will engage in the following activities:
- Complete a warm-up math exercise that sets the stage for concepts introduced in 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.
Students should expect to spend between 10 and 15 minutes independent work each day of class (excluding Fridays) beyond what is covered during the class period.
Throughout the 2 weeks, students work on a series of mini-projects that will be combined into a collective “final product” at the end of the 2 week course.
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.