Math 5 Part 1
Course Description:
Math 5 Part 1 will help students learn mathematical building blocks that they will use in their upcoming math courses. Students enrolled in this course will learn about place value, addition and subtraction of whole numbers and decimals, and multiplication of whole numbers and decimals. Other topics include multiplication of variables and expressions, division number sense, division of whole numbers and decimals, divisibility, and prime and composite numbers. As students progress through the course, they will also learn basic algebra concepts and will study graphing and probability. Math 5 Part 1 is designed to help students prepare for Part 2 of this course.
Course Details:
| Course Title (District): | Math 5 Part 1 | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Course Title (NCES SCED) : | Mathematics (grade 5) | ||||||||||
| Course Provider : | Berrien Springs Public Schools | ||||||||||
| Content Provided By : | Lincoln Learning Solutions | ||||||||||
| Online Instructor Provided By : | Lincoln Learning Solutions | ||||||||||
| Standards Addressed : | |||||||||||
| Academic Terms : | Semester | ||||||||||
| NCES SCED Code : 02035 |
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How To Enroll:
| Enrollment Website : | https://www.berrienspringsvirtualacademy.com |
|---|---|
| Email : | [email protected] |
| Phone : | 810.591.4401 |
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: 810.591.4401
Additional Cost Description:
None
Unit 1 This unit will focus on learning place value, adding and subtracting of whole numbers, adding and subtracting of decimals, and multiplying of whole numbers. Essential Content and Skills The learner will: Write the standard, word, and expanded forms of whole numbers to billions, and identify the value of digits in whole numbers. Compare and order numbers through millions. Write decimals in standard, word, and expanded forms through thousandths, identify the value of digits in decimal numbers, and name equivalent decimals. Compare and order decimals through thousandths. Use place-value ideas to write multiples of 100, 1,000, and 10,000 in different ways. Tell in words what is known and what needs to be determined in given word problems. Compute sums and differences mentally using the Commutative, Associative, and Identity Properties of Addition, compatible numbers, and compensation. Round whole numbers through millions and decimals through thousandths. Use rounding, front-end estimation with adjusting to estimate sums and differences of whole numbers and decimals. Give appropriate strategies and alternate strategies for solving word problems. Mentally compute products of whole numbers using patterns and multiplication properties. Use rounding and compatible numbers to estimate products of whole numbers, and identify estimates as overestimates or underestimates. Mentally multiply numbers of up to three places by numbers of up to two places. Use the standard algorithm to multiply numbers by one- and two-digit numbers. For a variety of problems, state the computation method to be used and multiply using that method. Use organized lists to solve word problems, and write answers in complete sentences. Unit 2 This unit will focus on multiplying whole numbers and decimals, variables and expressions, division number sense, dividing whole numbers, divisibility, and prime and composite numbers. Essential Content and Skills The learner will: Mentally multiply any decimal by a power of ten. Use rounding and compatible numbers to estimate products of decimal numbers, and identify estimates as overestimates or underestimates. Use partial products and the standard algorithm to multiply whole numbers by decimals. Use grid models to find products of decimals. Use partial products and the standard algorithm to multiply decimals by decimals. Use variables to write algebraic expressions. Write number expressions for phrases. Identify patterns and find a rule for the pattern. Solve equations using mental mathematics and by guessing and testing values for the variable. Draw a picture or use objects to show a division situation and find quotients. Find the quotient of a division problem whose dividend is a multiple of 10, where the division involves a basic fact. Use rounding, compatible numbers, and multiplication to estimate quotients of whole numbers and money. Give missing numbers or figures in a pattern. Find quotients using the model of sharing money. Divide three-digit whole numbers by one-digit divisors. Divide with zeros in the quotient. Find the quotients of four-digit whole numbers divided by one-digit divisors. Find quotients of money amounts divided by one-digit divisors. Determine if numbers are divisible by 2, 3, 4, 5, 6, 9, and 10. Identify numbers as prime or composite. Interpret remainders by giving total amounts needed to include remainders and amounts left over. Unit 3 This unit will focus on algebra, division numbers sense, dividing whole numbers, and dividing decimals. Essential Content and Skills The learner will: Evaluate expressions with three or more numbers and two or more operations. Plot ordered pairs on a coordinate grid, and identify the ordered pairs for plotted points. Create a table of values for a rule and a graph based on the table, and use the table or graph to give the output for an input. Find the quotients of division problems whose dividends and divisors are multiples of 10, where the division involves a basic fact. Estimate quotients with whole numbers, decimals, and money divided by 2-digit whole numbers. Solve problems using the Try, Check, and Revise strategy. Use the standard algorithm to divide three-digit whole numbers by two-digit divisors. Use the standard algorithm to find the quotient of four-digit whole numbers divided by two-digit divisors. State the computation method to be used and divide using that method. Divide numbers whose quotients include zeros. Solve multiple-step word problems. Divide decimal numbers by 10, 100, and 1,000. Use the standard algorithm to find quotients of money amounts divided by two-digit divisors. Use the standard algorithm to find quotients of two- and three-digit decimal numbers divided by two-digit divisors. Unit 4 This unit will focus on reading and making graphs, interpreting data, and probability. Essential Content and Skills The learner will: Identify a statement as fact or opinion, interpret a line plot and a frequency table, and write survey questions. Make double bar graphs to represent data. Make line graphs to represent data, and read and interpret given line graphs. Complete, make, and interpret stem-and-leaf plots. Make a line plot and a double bar graph to solve problems. Find the mean, median, mode, and range of a set of data, and choose the measure that best represents a given set of data. Complete circle graphs based on data given, and interpret given circle graphs. Choose the most appropriate type of graph to represent a given set of data. Interpret line and double bar graphs, describe the trends in data represented by line or double bar graphs. Identify events and favorable outcomes, and determine if an outcome is equally likely, impossible, less likely, more likely, or certain. Find all possible outcomes of an event by making a tree diagram or by multiplying. Use fractions to represent the probabilities of events, and use probability to decide if a game is fair or unfair.
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments | Rating | Comments |
|---|---|---|
| The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. | Pilot: Review Pending | |
| The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. | Pilot: Review Pending | |
| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. | Pilot: Review Pending | |
| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. | Pilot: Review Pending | |
| Multiple learning resources and materials to increase student success are available to students before the course begins. | Pilot: Review Pending |
| Course Overview and Introduction | Rating | Comments |
|---|---|---|
| Clear, complete course overview and syllabus are included in the course. | Pilot: Review Pending | |
| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. | Pilot: Review Pending | |
| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. | Pilot: Review Pending |
| Legal and Acceptable Use Policies | Rating | Comments |
|---|---|---|
| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. | Pilot: Review Pending | |
| Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. | Pilot: Review Pending | |
| Privacy policies are clearly stated. | Pilot: Review Pending |
| Instructor Resources | Rating | Comments |
|---|---|---|
| Online instructor resources and notes are included. | Pilot: Review Pending | |
| Assessment and assignment answers and explanations are included. | Pilot: Review Pending |
| Accessing Course Effectiveness | Rating | Comments |
|---|---|---|
| The course provider uses multiple ways of assessing course effectiveness. | Pilot: Review Pending | |
| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. | Pilot: Review Pending |
| Course Updates | Rating | Comments |
|---|---|---|
| The course is updated periodically to ensure that the content is current. | Pilot: Review Pending |
| Certification | Rating | Comments |
|---|---|---|
| Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. | Pilot: Review Pending |
| Instructor and Student Support | Rating | Comments |
|---|---|---|
| Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. | Pilot: Review Pending | |
| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. | Pilot: Review Pending | |
| Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. | Pilot: Review Pending | |
| Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. | Pilot: Review Pending | |
| The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. | Pilot: Review Pending | |
| Students are offered an orientation for taking an online course before starting the coursework. | Pilot: Review Pending |
| Instructional and Audience Analysis | Rating | Comments |
|---|---|---|
| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. | Pilot: Review Pending |
| Course, Unit and Lesson Design | Rating | Comments |
|---|---|---|
| The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. | Pilot: Review Pending |
| Instructional Strategies and Activities | Rating | Comments |
|---|---|---|
| The course instruction includes activities that engage students in active learning. | Pilot: Review Pending | |
| The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. | Pilot: Review Pending | |
| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. | Pilot: Review Pending | |
| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. | Pilot: Review Pending | |
| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. | Pilot: Review Pending |
| Communication and Interaction | Rating | Comments |
|---|---|---|
| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. | Pilot: Review Pending | |
| The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. | Pilot: Review Pending | |
| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. | Pilot: Review Pending |
| Resources and Materials | Rating | Comments |
|---|---|---|
| Students have access to resources that enrich the course content. | Pilot: Review Pending |
| Evaluation Strategies | Rating | Comments |
|---|---|---|
| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. | Pilot: Review Pending | |
| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. | Pilot: Review Pending |
| Feedback | Rating | Comments |
|---|---|---|
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. | Pilot: Review Pending | |
| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. | Pilot: Review Pending |
| Assessment Resources and Materials | Rating | Comments |
|---|---|---|
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. | Pilot: Review Pending | |
| Grading rubrics are provided to the instructor and may be shared with students. | Pilot: Review Pending | |
| The grading policy and practices are easy to understand. | Pilot: Review Pending |
| Course Architecture | Rating | Comments |
|---|---|---|
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. | Pilot: Review Pending | |
| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. | Pilot: Review Pending |
| User Interface | Rating | Comments |
|---|---|---|
| Clear and consistent navigation is present throughout the course. | Pilot: Review Pending | |
| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. | Pilot: Review Pending |
| Technology Requirements and Interoperability | Rating | Comments |
|---|---|---|
| All technology requirements (including hardware, browser, software, etc...) are specified. | Pilot: Review Pending | |
| Prerequisite skills in the use of technology are identified. | Pilot: Review Pending | |
| The course uses content-specific tools and software appropriately. | Pilot: Review Pending | |
| The course is designed to meet internationally recognized interoperability standards. | Pilot: Review Pending | |
| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. | Pilot: Review Pending |
| Accessibility | Rating | Comments |
|---|---|---|
| Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). | Pilot: Review Pending |
| Data Security | Rating | Comments |
|---|---|---|
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). | Pilot: Review Pending |
Review Conducted By:
Course Objectives Unit 1: Essential Content and Skills Write the standard, word, and expanded forms of whole numbers to billions, and identify the value of digits in whole numbers. Describe what is known and what needs to be determined in given word problems. Determine how to round whole numbers to millions and decimals to thousandths. Give appropriate strategies and alternate strategies for solving word problems. Imagine how to multiply numbers of up to three places by numbers of up to two places. Apply the standard algorithm to multiply numbers by one-digit and two-digit numbers. Use organized lists to solve word problems, and write answers in complete sentences. Unit 2: Essential Content and Skills Use rounding and compatible numbers to estimate products of decimal numbers, and identify estimates as overestimates or as underestimates. Visualize a picture or use objects to show a ivision situation and to find quotients. Solve three-digit whole numbers by one-digit divisors. Divide with zeros in the quotient. Identify numbers as prime or as composite. Determine if numbers are divisible by 2, 3, 4, 5, 6, 9, and 10. Interpret remainders by giving amounts necessary for remainders and amounts left over. Unit 3: Essential Content and Skills Evaluate expressions with three or more numbers and two or more operations. Solve problems using the Try, Check, and Revise strategy. Estimate quotients with whole numbers, decimals, and money, divided by two-digit whole numbers. Use the standard algorithm to divide three-digit numbers by two-digit divisors. Divide numbers whose quotients include zeros. Solve multiple-step word problems. Divide decimal numbers by 10, 100, and 1000. Unit 4: Essential Content and Skills Make double bar graphs to represent data. Create line graphs to represent data, and read and interpret given line graphs. Complete, make, and interpret stem-and-leaf plots. Find the mean, median, mode, and range of a set of data, and choose the measure that best represents a given set of data. Choose the most appropriate type of graph to represent a given set of data. Find all possible outcomes of an event by making tree diagrams or by multiplying. Use fractions to represent the probabilities of events, and use probability to determine if a game is unfair or fair.
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
|---|---|---|---|---|---|---|---|---|---|
| Semester | 08/01/2024 | 08/23/2024 | 09/02/2024 | 08/26/2024 | 01/17/2025 | 30 | $325 | ||
| Semester | 01/02/2025 | 01/17/2025 | 01/28/2025 | 01/21/2025 | 06/04/2025 | 30 | $325 |
| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
|---|---|---|---|---|
| Upon completion of the course, Berrien Springs Public Schools will award credit for the course for anyone with a grade D- or higher. This will be communicated back to the student's home district. Any student who does not complete the course will receive an F which will also be communicated back to the home district. | Semester | 08/01/2024 | 08/23/2024 | |
| Upon completion of the course, Berrien Springs Public Schools will award credit for the course for anyone with a grade D- or higher. This will be communicated back to the student's home district. Any student who does not complete the course will receive an F which will also be communicated back to the home district. | Semester | 01/02/2025 | 01/17/2025 |
To view our system requirements, please visit http://tinyurl.com/LISystemRequirements.