ELEMENTARY SCHOOL MATH PROGRAM

At Greater New Haven Math Online Academy, we know how vital learning math is in elementary school—it forms the foundation for all your student’s future math studies. To make it understandable, we take an orderly, logical approach to teaching it to your student.

We begin with computation and problem solving using whole numbers, and then move on to computation and problem solving with rational numbers—fractions, decimals, percents, and negative numbers. (Interesting fact: In math, the word “rational” comes from the mathematical term “ratio.” It has nothing to do with being reasonable.)

This foundation we give them is essential for pre-algebra and algebra, which they will encounter in middle school.

Our Approach

Elementary school students work one to one with our instructors in a unique combination of mental, verbal, visual,, and written exercises. These do more than just meet state math standards, they surpass the recommendations of the National Council of Teachers of Mathematics and the Common Core State Standards.

Beyond teaching students all-important math concepts and skills, our special program helps them build number sense by showing them just how numbers work. As it progresses, students get more and more comfortable with numbers. We call this numerical fluency—the ability for elementary school kids to effortlessly recall addition and subtraction facts—a valuable asset when they face upcoming challenges in math.

Each child is evaluated with a written and verbal assessment unique to Greater New Haven Math Online Academy . Based on the assessment results, we create a custom program designed to help close educational gaps they may have and make it easier for them to jump ahead when they’re ready for advanced math challenges.

Additionally, we help children understand their school homework as part of each session, as well as help them prepare for school tests, standardized tests, and various school entrance exams.

How your elementary school student benefits—whether behind or ahead in math

By giving your student a firm foundation—and confidence—in math, Greater New Haven Math Online Academy can keep them from falling behind in the future and help them avoid the problems and upsets that falling behind can bring.
Elementary school students who love math and are good at it come to Greater New Haven Math Online Academy to experience areas of math typically not covered at school. The strong introduction they get helps them build the foundation for continued math success in middle school, high school, and beyond.

ELEMENTARY SCHOOL PROGRAM SAMPLES

The curriculum samples shown here represent critical topics we address at each grade level.

2nd Grade

PLACE VALUE

Count by 10s, 100s, and 1,000s.

Say, “23 ones is the same as 2 tens and 3 ones,” for all whole numbers to 1,000.

Identify ones, tens, hundreds, and thousands place.

Read and write whole numbers up to 1,000 in standard form.

Rounding off: “Is 271 closer to 200 or to 300?” for appropriate numbers.

“How many 10s are there in 120?”

PROPORTIONAL THINKING

“If two pieces of candy cost five cents, how much will six pieces of candy cost?”

“Recyclers pay 5¢ for every 2 cans. How many cans are needed to get 25¢? How much are 8 cans worth?”

ALGORITHIM FOR SUBTRACTION OF WHOLE NUMBERS

One–digit number minus one–digit number, column and vertical format

Up to three–digit number minus three–digit number, with and without “borrowing” (“regrouping,” “trading”), column format

3rd Grade

COUNTING

Count by 2, 3, 4, 5, 10, 11, 15, 20, 25, and 50 (first 13 multiples of each number starting at 0).

Count by 6, 7, 8, 9, 12 (first 13 multiples of each number starting at 0).

Count by 15, 20, 25, and 50 (first 13 multiples of each number).

Count by 1/2s, 1/4s, 1/3s, 11/2s, 21/2s.

“How many 20s/25s/50s are there in 200?”

“How many 11/2s are there in 6? How many 21/2s are there in 71/2?” for appropriate numbers

SUBTRACTION FACTS FOR WHOLE NUMBERS

Single–digit minus single–digit, positive answer

Double–digit minus single–digit, difference equal to or greater than 10

Double–digit minus single–digit, difference less than 10

“15 minus what number is 9?” for numbers up to 20

Explain the concept and use of fact families in subtraction.

Subtract 10 from any number up to 1,000.

A multiple of 10 minus a double–digit number (30 – 14; 70 – 26) mentally

Single–digit minus single–digit, negative answer

FRACTION CONCEPTS

Tell whether a given proper fraction is greater than, less than, or equal to 1/2.

Tell whether a given proper or improper fraction is greater than, less than, or equal to one whole (1).

Explain why 1/2 and 2/4 are the same amount and draw pictures demonstrating knowledge of equivalent fractions in general.

Draw and interpret pictures of given proper and improper fractions and mixed numbers.

PROPORTIONAL THINKING

“If three candies cost 25¢, how many candies can you buy for $1.00?”

“If three candies cost 25¢, how much does it cost to buy a total of 18 candies?”

4th Grade

ROUNDING OFF

Round off any whole number to any place up to millions.

“Is 15/8 closer to 1 or to 2?” for appropriate numbers

“Is 2.07 closer to 2 or to 3?” for appropriate numbers

FIND THE MISSING NUMBERS … (SEEING PATTERNS)

1, 2, 4, 7, 11, _, _, ___

1, 2, 4, 8, 16, _, _, ___

0, 1, 1, 2, 3, 5, 8, 13, 21, _, _, ___

PROBLEM SOLVING

State and understand that:

“The whole is equal to the sum of its parts.”

“Any part equals the whole minus the other parts.”

Solve two- and three-step word problems using two or more operations.

Use various techniques in problem solving:

Break down the problem into simpler parts.

Apply the “easier number” method.

Draw a picture.

Use mental math.

Check answer for reasonableness.

5th Grade

PROPORTIONAL THINKING

“On a certain map, 3 inches represents 500 miles. How many miles does 18 inches represent?”

ELEMENTARY SCHOOL MATH PROGRAM

At Greater New Haven Math Online Academy, we know how vital learning math is in elementary school—it forms the foundation for all your student’s future math studies. To make it understandable, we take an orderly, logical approach to teaching it to your student.

This foundation we give them is essential for pre-algebra and algebra, which they will encounter in middle school.

Our Approach

Additionally, we help children understand their school homework as part of each session, as well as help them prepare for school tests, standardized tests, and various school entrance exams.

How your elementary school student benefits—whether behind or ahead in math

By giving your student a firm foundation—and confidence—in math, Greater New Haven Math Online Academy can keep them from falling behind in the future and help them avoid the problems and upsets that falling behind can bring.

ELEMENTARY SCHOOL PROGRAM SAMPLES

The curriculum samples shown here represent critical topics we address at each grade level.

2nd Grade

PLACE VALUE

Count by 10s, 100s, and 1,000s.

Say, “23 ones is the same as 2 tens and 3 ones,” for all whole numbers to 1,000.

Identify ones, tens, hundreds, and thousands place.

Read and write whole numbers up to 1,000 in standard form.

Rounding off: “Is 271 closer to 200 or to 300?” for appropriate numbers.

“How many 10s are there in 120?”

PROPORTIONAL THINKING

“If two pieces of candy cost five cents, how much will six pieces of candy cost?”

“Recyclers pay 5¢ for every 2 cans. How many cans are needed to get 25¢? How much are 8 cans worth?”

ALGORITHIM FOR SUBTRACTION OF WHOLE NUMBERS

One–digit number minus one–digit number, column and vertical format

Up to three–digit number minus three–digit number, with and without “borrowing” (“regrouping,” “trading”), column format

3rd Grade

COUNTING

Count by 2, 3, 4, 5, 10, 11, 15, 20, 25, and 50 (first 13 multiples of each number starting at 0).

Count by 6, 7, 8, 9, 12 (first 13 multiples of each number starting at 0).

Count by 15, 20, 25, and 50 (first 13 multiples of each number).

Count by 1/2s, 1/4s, 1/3s, 11/2s, 21/2s.

“How many 20s/25s/50s are there in 200?”

“How many 11/2s are there in 6? How many 21/2s are there in 71/2?” for appropriate numbers

SUBTRACTION FACTS FOR WHOLE NUMBERS

Single–digit minus single–digit, positive answer

Double–digit minus single–digit, difference equal to or greater than 10

Double–digit minus single–digit, difference less than 10

“15 minus what number is 9?” for numbers up to 20

Explain the concept and use of fact families in subtraction.

Subtract 10 from any number up to 1,000.

A multiple of 10 minus a double–digit number (30 – 14; 70 – 26) mentally

Single–digit minus single–digit, negative answer

FRACTION CONCEPTS

Tell whether a given proper fraction is greater than, less than, or equal to 1/2.

Tell whether a given proper or improper fraction is greater than, less than, or equal to one whole (1).

Explain why 1/2 and 2/4 are the same amount and draw pictures demonstrating knowledge of equivalent fractions in general.

Draw and interpret pictures of given proper and improper fractions and mixed numbers.

PROPORTIONAL THINKING

“If three candies cost 25¢, how many candies can you buy for $1.00?”

“If three candies cost 25¢, how much does it cost to buy a total of 18 candies?”

4th Grade

ROUNDING OFF

Round off any whole number to any place up to millions.

“Is 15/8 closer to 1 or to 2?” for appropriate numbers

“Is 2.07 closer to 2 or to 3?” for appropriate numbers

FIND THE MISSING NUMBERS … (SEEING PATTERNS)

1, 2, 4, 7, 11, ___, ___, ___

1, 2, 4, 8, 16, ___, ___, ___

0, 1, 1, 2, 3, 5, 8, 13, 21, ___, ___, ___

PROBLEM SOLVING

State and understand that:

“The whole is equal to the sum of its parts.”

“Any part equals the whole minus the other parts.”

Solve two- and three-step word problems using two or more operations.

Use various techniques in problem solving:

Break down the problem into simpler parts.

Apply the “easier number” method.

Draw a picture.

Use mental math.

Check answer for reasonableness.

5th Grade

PROPORTIONAL THINKING

“On a certain map, 3 inches represents 500 miles. How many miles does 18 inches represent?”

ORDERING

Arrange a group of whole numbers from 0 to 1,000 in order.

Arrange a group of fractions containing 0, 1, 1/2, 1/4, 3/4, 5/8, 3/8, 9/10.

Arrange a group of decimal fractions containing 0.3, 1, 0, 0.09, 1.2, 0.67.

COMMON FRACTION CONCEPTS

Find least common multiple (LCM).

Find greatest common factor (GCF).

Reduce fractions to lowest terms.

Rewrite improper fractions as mixed numbers.

1, 2, 4, 7, 11, _, _, ___

1, 2, 4, 8, 16, _, _, ___

0, 1, 1, 2, 3, 5, 8, 13, 21, _, _, ___