Location: Online

Dates: June 21 - July 2 (2 Weeks): M-F 1:00-3:00 p.m.

Fee: $550

Prerequisite: None

Instructor: Sarah Smythe


The Math Explorer I course is designed for students entering Grades 3 and 4 in the fall. Students will keep their math skills sharp while practicing deductive reasoning, spatial thinking, as well as critical and creative thinking strategies. Math Explorers will get a chance to review key mathematics concepts participating in a variety of activities to develop logical, critical thinking skills and strong number sense. This course will equip students with mathematical strategies for problem solving using reasoning and pattern-recognition.


  • Build multiplication and addition fact fluency.
  • Recognize units of measurement, including length, mass, volume, and apply them to Identify the time using analog and digital clocks, in hours and minutes, as well as identifying elapsed time
  • Count money and make change
  • Recognize geometric 2D polygons and the attributes of these polygons
  • Measure the area and perimeter of polygons
  • Read and create graphs
  • Develop a firm conceptual understanding of factors and multiples.


Most classes will be similar in structure allowing for simple, predictable transitions from synchronous to asynchronous mode and vice-versa to minimize confusion. Classes will be using routines to establish consistent engagement through predictable and skills building routines. Part I is focused more on the review of skills and the mastery of concepts with a bit of preview sprinkled throughout. For each class, students should expect to:

  • Begin each day with a number sense routine that will be counted as participation.
  • Be prepared to discuss homework solutions with the class synchronously (on video) or asynchronously (through online discussion board). It will be counted as participation.
  • Take notes based on the direct instruction given whether it be through synchronous or asynchronous means.
  • Participate and discuss ideas within whole group and small group environments.
  • Work collaboratively with a partner/ partners.
  • Complete mathematical critical and creative thinking activities, as directed by the teacher, synchronously and asynchronously.
  • Complete an exit ticket with 5-10 practice problems at the end of each day to provide the teacher with valuable feedback on understanding.

Classwork should be completed in a small group, or asynchronously and independently, as directed by the teacher. Classwork will either be online, in document form for printing, or part of a discussion board.

Independent Work

Students should expect to spend 10 - 15 minutes daily on homework. It is essential that students are consistently completing homework for memory consolidation.


The students will always have access to all of their current grades in the Google Classroom gradebook. In addition, teacher feedback will occur very frequently in the following ways:

  • Exit Tickets: After daily grading, the students will receive written feedback on their online exit tickets as to why their performance is accurately reflected by their grade.
  • Warm-Ups & Notes: Students will either receive an email denoting their weekly participation grade (if it is below an 80%) or an email stating to check the participation grades for the week.
  • Classwork: Students will receive feedback on their online classwork as to why their performance is accurately reflected by their grade.
  • Quizzes: Students will receive weekly quizzes to assess understanding and will be given feedback for reflection.


In addition to the pre-assessment and post-assessment to measure student growth, students will have the following assessments:

  • Daily exit tickets - online