Math B Learning Coach Guide

Part A:

Welcome to Math B

Part A:

Welcome to Math B

Welcome Letter

Dear Learning Coach,

Thank you for partnering with CCA and investing in your learner’s education. This Learning Coach Guide is intended to help you support your learner in their Math B course.

Within this guide, you will find the goals, components, and features of the online course. Please take time to read and review this information so you understand how to help your learner interact with all the course’s elements.

The Learning Coach Guide also includes information about each of the units in this course. On each page of unit information, you will discover the following.

• The Unit Overview will tell you what the focus, content, and skills of the unit will be.
• The Unit Assessment section is a place for you and your learner to preview the graded work in the course. At the start of each unit, work with your learner to look at the unit in edio and find out which types of graded work are in this unit. Write them in the box and use it as a checklist. You can check off each one as your learner completes it.
• The Unit Materials section tells you the materials your learner will need to complete the activities in this unit. You will also find the materials list repeated within each lesson so that your learner has exactly what they need at the right time.
• The Unit Discussion Questions are optional questions that you may want to ask your learner during the unit to increase home and school connections about what your learner is studying.
• In the Unit Notables section, you may find optional activities, math materials tips, or ideas to help your learner if they get stuck.

CCA wishes you and your learner a terrific school year! 

Supporting Your Learner

Your role as a Learning Coach is very important. Here are a few ways you can help your learner do their very best in the course.

• Help your learner know what time guided or live class instruction is scheduled for, and prompt them to attend sessions or watch recordings.
• Look for Learning Coach Notes in the course. These are special messages to provide you with information about an activity or topic.
• Remember, it is okay for your learner to get stuck. Learning new material takes time. Encourage them to take breaks, keep trying, and even ask the teacher for help.
• Help your learner navigate technology. That may mean helping them type information or upload work into edio.
• Always encourage your learner to do their very best.
• Review the course syllabus for your learner’s course.
• Maintain communication with your learner’s teacher.

Part B:

Course Information

Part B:

Course Information

Course Goals

In this math course, your learner will use the foundations they learned in previous math courses to add, subtract, use data, and identify shapes. By the end of the year, your learner will be able to:

• add and subtract within 10;
• read and interpret data in the form of tally marks and pictographs;
• use addition and subtraction to solve story problems;
• develop an understanding of equations;
• add and subtract within 20;
• understand place value (ones and tens) through 99;
• use place value to add within 100;
• measure length up to 120 length units;
• use addition and subtraction to solve story problems with missing information;
• identify shapes based on their attributes;
• break shapes into equal pieces; and
• tell time to the half hour and hour.

Course Format

Lesson Components:

Each day, your learner will spend 45–60 minutes completing a math lesson. Some days may take less time, while other days may take a little more time. The lesson does not need to be completed in one sitting. Encourage your learner to take short breaks as they need.

This section will help you to understand how your learner’s course is structured in edio.

Lesson Bundling:

Within the lesson bundles, there are different components your learner will interact with. These components will not be used every day.

See example below.

• Getting Started Lesson: There is one Getting Started lesson in this course. It can be found on Day 1 of Unit 1. This lesson includes important information about the course and contact information for your teacher.
• Unit Overview: Each unit will include a unit overview. This describes what your learner will learn in the unit and how many assessments the unit will have.
• Prep for Success: At the beginning of each unit, your learner will find a Prep for Success. This component offers learners tips to be successful in the course, such as study tips, important software information, safety reminders, and more.
• Knowledge Check: There will be one Knowledge Check in each unit. The Knowledge Check is designed to check prior learning and understanding of key skills and concepts that will be taught in the unit. The Knowledge Check is not a graded assessment.

In math learners will see a specific bundle of lessons within one day. Each lesson has its own components to help guide your learner through it.

• Warm Up: At the beginning of nearly all math lessons, learners will begin with a Warm Up. The Warm Up is meant to help learners practice math fluency and understanding of numbers. The Warm Up may include math thinking routines or a review of prior learning.  
• Explore: This section of the lesson is the new learning for the day. Learners are exposed to vocabulary, lesson instruction, and practice. 
• Lesson Overview: At the beginning of every lesson, your learner will see the lesson overview. This section contains lesson objectives, lesson vocabulary, materials your learner will need for the lesson, and the suggested lesson length.
• Engage: The first section of the lesson is Engage. In this section, learners will be introduced to the lesson by making a connection to past and present knowledge and will get ready for the lesson’s instruction.
• Discover: New content and instruction is presented in the Discover section. Your learner will interact with the lesson content through defined vocabulary terms, videos, audio, and Pause and Think activities. Your learner will be able to practice and answer questions as they work through the lesson.
• Show: Learners will demonstrate what they have learned in the lesson through a series of practice questions.
• Wrap Up: This section recaps the day’s objectives and prepares learners for a future lesson or assessment.
• Practice and Skill Builder: Most days will include a Practice section or a Practice and Skill Builder section.  
• Practice: Practice problems will be a continuation of the content taught within the Explore section. These practice problems give learners time to practice new skills and review previously learned math concepts.  
• Skill Builder: Within this section, learners are offered the choice of activities, often hands-on or based on digital applications, to extend their understanding of past and present math concepts.  

The course includes assignments. These graded assignments allow your learner to show what they have learned and apply their new skills. All CCA assignments include these components.

• Assessment Overview: At the beginning of each assessment, your learner will see the assessment overview. This section contains the goals of the assessment, materials your learner will need, the length of the assessment, and directions for completion.
• Plan: In the Plan section, learners will be introduced to the assignment or project. Learners may be provided with a review of content from the previous lessons, strategies for completing the activity, graphic organizers, and grading rubrics.
• Do: Learners put their plan into action and work to complete the assignment or project successfully. This section also provides the grading expectations and/or rubric the teacher will use to grade the work.
• Reflect: In Reflect, learners will think back to the work they completed. They will reflect upon the experience and analyze how well they completed the task. These moments of reflection are important and allow learners to think about their learning and their work habits.

In addition to assignments and projects, this course also includes quizzes and tests.

• Quiz Review: Before a quiz, learners will have the opportunity to review the content they will be assessed on in a quiz.
• Quiz: A quiz may be given at the end of a topic or the end of a unit.
• Test Review: Before a test, learners will have the opportunity to review the content they will be assessed on in the test.
• Test: A test will assess learning across topics or at the end of a unit.

Course Features

This course includes and uses unique features such as:

GeoGebra: GeoGebra is a digital math tool learners can use to access a free online scientific, graphing, or CAS calculator and virtual math interactives. Learners may use the GeoGebra calculators or interactives to solve problems or produce graphical representations as needed.  

Math Routines: Math lessons typically start with a Warm Up section using math routines to help learners get ready for the day’s lesson or provide opportunities to build number sense and procedural fluency. Math routines focus on strengthening learners’ skills and confidence in listening and speaking about math. 

Discourse: This is communication between learners, peers, and teachers in the classroom. Discourse includes the academic conversation that comes from learners actively engaging in a lesson.  

Math Activity Book:Learners will receive a math activity book in which they can answer questions, take notes, and complete activities and extra practice problems that support the online lessons. 

Part C:

Unit Information

Part C:

Unit Information

Adding, Subtracting, and Working with Data Unit

Unit Overview

In this unit, your learner will explore adding and subtracting and working with data. They will learn about surveys and ways to display the data collected from a survey.

Unit Assessments

Quiz ____________________________

Test ___________________________

Assignment __________________

Project _______________________

Exam _________________________

Have your learner identify which assessment type they see in their unit. Check all that apply.

Unit Discussion Questions

What questions can you answer based on your data display? Which questions involve addition or subtraction?

What did you like most about this unit?

Unit Notables

In this unit, your learner will be using number cards for several activities. They should be kept in one of plastic sleeves provided in their math kit so that they do not get lost or torn.

Kit Materials

10-frame, connecting cubes, dot cubes, dry erase board, dry erase flash cards, dry erase markers, Math Activity Book, number cards, pattern blocks, plastic sleeve, two-color counters

Household Materials

none

Unit Overview

In this unit, your learner will explore adding and subtracting and working with data. They will learn about surveys and ways to display the data collected from a survey.

Unit Assessments

Quiz ____________________________

Test ___________________________

Assignment __________________

Project _______________________

Exam _________________________

Have your learner identify which assessment type they see in their unit. Check all that apply.

Unit Discussion Questions

What questions can you answer based on your data display? Which questions involve addition or subtraction?

What did you like most about this unit?

Unit Notables

In this unit, your learner will be using number cards for several activities. They should be kept in one of plastic sleeves provided in their math kit so that they do not get lost or torn.

Kit Materials

10-frame, connecting cubes, dot cubes, dry erase board, dry erase flash cards, dry erase markers, Math Activity Book, number cards, pattern blocks, plastic sleeve, two-color counters

Household Materials

none

Addition and Subtraction Story Problems Unit

Adding and Subtracting Within 20 Unit

Numbers to 99 Unit

Unit Overview

In this unit, your learner will develop an understanding of place value for numbers up to 99. This unit is the first introduction to the base-ten system. Your learner will develop an understanding about units of tens and ones.

Unit Assessments

Quiz ___________________________

Test ___________________________

Assignment __________________

Project _______________________

Exam _________________________

Have your learner identify which assessment type they see in their unit. Check all that apply.

Unit Discussion Questions

Can you show two different base-ten models for a number like 62?

What did you like most about this unit?

Unit Notables

In this unit, your learner will use base-ten blocks for the first time. Encourage them to practice building numbers and state how many tens and how many ones are in a certain number.

Kit Materials

double 10-frame, base-ten blocks, connecting cubes, dry erase board, dry erase flash cards, dry erase markers, Math Activity Book, plastic sleeve, two-color counters

Household Materials

none

Unit Overview

In this unit, your learner will develop an understanding of place value for numbers up to 99. This unit is the first introduction to the base-ten system. Your learner will develop an understanding about units of tens and ones.

Unit Assessments

Quiz ___________________________

Test ___________________________

Assignment __________________

Project _______________________

Exam _________________________

Have your learner identify which assessment type they see in their unit. Check all that apply.

Unit Discussion Questions

Can you show two different base-ten models for a number like 62?

What did you like most about this unit?

Unit Notables

In this unit, your learner will use base-ten blocks for the first time. Encourage them to practice building numbers and state how many tens and how many ones are in a certain number.

Kit Materials

double 10-frame, base-ten blocks, connecting cubes, dry erase board, dry erase flash cards, dry erase markers, Math Activity Book, plastic sleeve, two-color counters

Household Materials

none

Adding Within 100 Unit

Unit Overview

In this unit, your learner continues to use place-value understanding to add within 100.

Unit Assessments

Quiz ___________________________

Test ___________________________

Assignment __________________

Project _______________________

Exam _________________________

Have your learner identify which assessment type they see in their unit. Check all that apply.

Unit Discussion Questions

What does it mean to make a new ten?

What are you finding a challenge in this unit?

Unit Notables

In this unit, your learner will be using base-ten blocks again to add larger numbers. Encourage your learner to practice modeling and describe the tens and ones in each model so that they are confident in their use of the blocks.

Kit Materials

10-frame, base-ten blocks, connecting cubes, dry erase board, dry erase flash cards, dry erase markers, Math Activity Book, plastic sleeve, two-color counters

Household Materials

none

Unit Overview

In this unit, your learner continues to use place-value understanding to add within 100.

Unit Assessments

Quiz ___________________________

Test ___________________________

Assignment __________________

Project _______________________

Exam _________________________

Have your learner identify which assessment type they see in their unit. Check all that apply.

Unit Discussion Questions

What does it mean to make a new ten?

What are you finding a challenge in this unit?

Unit Notables

In this unit, your learner will be using base-ten blocks again to add larger numbers. Encourage your learner to practice modeling and describe the tens and ones in each model so that they are confident in their use of the blocks.

Kit Materials

10-frame, base-ten blocks, connecting cubes, dry erase board, dry erase flash cards, dry erase markers, Math Activity Book, plastic sleeve, two-color counters

Household Materials

none

Length Measurements Within 120 Unit

Unit Overview

In this unit, your learner measures length and counts measurement units up to 120. They will also solve addition and subtraction story problems.

Unit Assessments

Quiz ___________________________

Test ___________________________

Assignment __________________

Project _______________________

Exam _________________________

Have your learner identify which assessment type they see in their unit. Check all that apply.

Unit Discussion Questions

What does it mean to measure an object? What tools did you use to measure them?

What did you like most about this unit?

Unit Notables

In this unit, your learner will be measuring objects without the use of a ruler. Use objects around your home, such as a book, pencil, picture frame, or packaged food, and have your learner show how to measure them with paper clips or string.

Kit Materials

base-ten blocks, connecting cubes, dry erase board, dry erase flash cards, dry erase markers, Math Activity Book, paper clips, plastic sleeve, string

Household Materials

none

Unit Overview

In this unit, your learner measures length and counts measurement units up to 120. They will also solve addition and subtraction story problems.

Unit Assessments

Quiz ___________________________

Test ___________________________

Assignment __________________

Project _______________________

Exam _________________________

Have your learner identify which assessment type they see in their unit. Check all that apply.

Unit Discussion Questions

What does it mean to measure an object? What tools did you use to measure them?

What did you like most about this unit?

Unit Notables

In this unit, your learner will be measuring objects without the use of a ruler. Use objects around your home, such as a book, pencil, picture frame, or packaged food, and have your learner show how to measure them with paper clips or string.

Kit Materials

base-ten blocks, connecting cubes, dry erase board, dry erase flash cards, dry erase markers, Math Activity Book, paper clips, plastic sleeve, string

Household Materials

none

Geometry and Time Unit

Unit Overview

In this unit, your learner reasons with shapes and their attributes. They also learn about telling time to the nearest hour and half hour.

Unit Assessments

Quiz ___________________________

Test ___________________________

Assignment __________________

Project _______________________

Exam _________________________

Have your learner identify which assessment type they see in their unit. Check all that apply.

Unit Discussion Questions

What time does the clock say? What time do you start your school day? What time do we have dinner (or some other activity you do as a family)?

What did you like most about this unit?

Unit Notables

In this unit, your learner will be learning about telling time using both digital and analog clocks. Discuss the different clocks or devices in your home that show the time and encourage your learner to read the time from them often for practice.

Kit Materials

clock cards, crayons, dry erase board, dry erase markers, Math Activity Book, number cards, pattern blocks, plastic sleeve, two-color counters

Household Materials

none

Unit Overview

In this unit, your learner reasons with shapes and their attributes. They also learn about telling time to the nearest hour and half hour.

Unit Assessments

Quiz ___________________________

Test ___________________________

Assignment __________________

Project _______________________

Exam _________________________

Have your learner identify which assessment type they see in their unit. Check all that apply.

Unit Discussion Questions

What time does the clock say? What time do you start your school day? What time do we have dinner (or some other activity you do as a family)?

What did you like most about this unit?

Unit Notables

In this unit, your learner will be learning about telling time using both digital and analog clocks. Discuss the different clocks or devices in your home that show the time and encourage your learner to read the time from them often for practice.

Kit Materials

clock cards, crayons, dry erase board, dry erase markers, Math Activity Book, number cards, pattern blocks, plastic sleeve, two-color counters

Household Materials

none

Putting It Together Unit

Unit Overview

In this unit, your learner will be revisiting the major concepts explored during the year to practice and problem solve.

Unit Assessments

Quiz ___________________________

Test ___________________________

Assignment __________________

Project _______________________

Exam _________________________

Have your learner identify which assessment type they see in their unit. Check all that apply.

Unit Discussion Questions

Which addition and subtraction facts are still challenging? Can you use your math tools to model them?

What math concept was your favorite this year? What did you like most about it?

Unit Notables

In this unit, your learner will be putting together the skills and concepts they have explored through this year. Be sure that they are managing the many math tools from their kits and keeping their work space organized.

Kit Materials

10-frame, connecting cubes, dot cubes, dry erase board, dry erase flash cards, dry erase markers, Math Activity Book, number cards, pattern blocks, plastic sleeve, two-color counters

Household Materials

none

Unit Overview

In this unit, your learner will be revisiting the major concepts explored during the year to practice and problem solve.

Unit Assessments

Quiz ___________________________

Test ___________________________

Assignment __________________

Project _______________________

Exam _________________________

Have your learner identify which assessment type they see in their unit. Check all that apply.

Unit Discussion Questions

Which addition and subtraction facts are still challenging? Can you use your math tools to model them?

What math concept was your favorite this year? What did you like most about it?

Unit Notables

In this unit, your learner will be putting together the skills and concepts they have explored through this year. Be sure that they are managing the many math tools from their kits and keeping their work space organized.

Kit Materials

10-frame, connecting cubes, dot cubes, dry erase board, dry erase flash cards, dry erase markers, Math Activity Book, number cards, pattern blocks, plastic sleeve, two-color counters

Household Materials

none