Content Covered: Scope & Sequence

Counting and Numbers

1. Count out loud by ones from any number between 0 and 120.
2. Count backward out loud by ones from any number between 1 and 30.
3. Show forward counting patterns by counting in groups of 5 and groups of 10 up to 120 using different tools (like objects, coins, or a 120 chart).
4. Show forward counting patterns by counting in groups of 2 up to at least 30 using different tools (like beaded number strings, number paths, or a 120 chart).
5. Group a collection of up to 120 objects into tens and ones, and count to find the total (for example, 5 groups of ten and 6 ones is equal to 56 total objects).
6. Identify a penny, nickel, and dime by their characteristics and describe the number of pennies equivalent to a nickel and a dime.
7. Count by ones, fives, or tens to find the value of a collection of like coins (pennies, nickels, or dimes) with a total value of 100 cents or less.
8. Read and write numbers from 0 to 120 in order and out of order.
9. Guess the number of objects (up to 120) in a group and explain why the guess makes sense.
10. Show a number using tens and ones with objects or pictures and write the matching number up to 120 (for example, 47 can be shown as 47 ones or as 4 tens and 7 ones).
11. Describe the number of groups of tens and ones in a two-digit number and explain why.
12. Compare two numbers between 0 and 120 using pictures or objects and describe them as greater than, less than, or equal to.
13. Arrange three sets of objects (each set having up to 120 objects) from least to greatest and greatest to least.

Addition & Subtraction

1. Recognize and describe part-part-whole relationships for numbers up to 10 in different ways.
2. Add and subtract fluently within 10 by using strategies like counting on/counting back, one more/one less, doubles, and making ten.
3. Quickly recall addition and subtraction facts within 10.
4. Solve addition and subtraction problems within 20 using various strategies (like knowing that if 9 + 3 = 12, then 12 – 3 = 9; breaking down numbers into parts; or making a ten).
5. Show, solve, and explain solutions to single-step addition and subtraction problems within 20 using words, objects, drawings, or numbers, including real-life situations.
6. Find the missing number that results in a sum or difference of 10 or 20 (for example, 14 – __ = 10 or 15 + __ = 20).
7. Identify and use (+) as the symbol for addition and (-) as the symbol for subtraction.
8. Understand the equal sign (=) as a balance showing that both sides are the same (for example, 6 and 1 is the same as 4 and 3; 6 + 1 is balanced with 4 + 3; 6 + 1 = 4 + 3).
9. Write an equation to represent the solution to a problem given orally, in writing, or in a picture.

Sorting and Classifying Objects

1. Describe triangles, squares, and rectangles using the terms sides, vertices (corners), and angles. Describe a circle using words like round and curved.
2. Sort plane shapes based on their characteristics (like the number of sides, vertices, angles, or if they are curved).
3. Draw and name a plane shape (circle, square, rectangle, triangle) when given information about the number of sides, vertices, and angles.
4. Identify, name, and describe circles, squares, rectangles, and triangles in different positions and environments, and explain why.
5. Recognize and name the right angles found in rectangles and squares.
6. Make larger shapes by combining two or three simple shapes (triangles, squares, and/or rectangles).
7. Sort and group objects based on one or two characteristics, like size, shape, color, or thickness (for example, sort objects that are both red and thick).
8. Describe and label the characteristics of a group of objects that have been sorted.
9. Ask questions based on a given situation that require collecting small amounts of data (up to 25 points in no more than four categories).
10. Figure out what information is needed to answer a question and gather this information by counting objects, drawing pictures, or tallying.
11. Organize and represent the collected data by sorting it using various methods (like tallying or T-charts).
12. Show a data set (vertically or horizontally) using object graphs, picture graphs, and tables.
13. Look at the data in object graphs, picture graphs, and tables to understand it better:
14. Ask and answer questions about the data (like the total number of data points, how many are in each category, and how many more or less are in one category than another).
15. Make conclusions and predictions based on what you see in the data.

Analyzing Fractions and Patterns

1. Show how to divide something into equal shares for two or four people when given a real-life problem.
2. Show and name halves and fourths of a whole using different methods (like pie pieces, pattern blocks, paper folding, drawings) and with sets of objects (like eggs, marbles, counters) limited to two or four items.
3. Describe and explain how the shares are equal pieces or equal parts of the whole (limited to halves and fourths) when given a real-life problem.
4. Identify and describe repeating and increasing patterns.
5. Look at a repeating or increasing pattern, figure out the change, and continue the pattern using objects, colors, movements, pictures, or geometric shapes.
6. Create a repeating or increasing pattern using objects, pictures, movements, colors, or geometric shapes.
7. Change a repeating or increasing pattern from one form to another.

Time

1. Identify different tools to measure time, including clocks (analog and digital) and calendars.
2. Describe the units of time on a clock as minutes and hours.
3. Tell time to the hour and half-hour using analog and digital clocks.
4. Describe where the hour hand is on an analog clock when showing time to the hour and half-hour.
5. Describe where the minute hand is on an analog clock when showing time to the hour and half-hour.
6. Match the time shown on a digital clock to the time on an analog clock to the hour and half-hour.
7. Find specific days or dates on a calendar (for example, “What date is Saturday?” or “How many Fridays are in October?”).
8. Use ordinal numbers (first through tenth) to describe the position of specific days or dates (for example, “What is the first Monday in October?” or “What day of the week is May 6th?”).
9. Determine the day or date before and after a given day or date (for example, “Today is the 8th, so what was yesterday?”), and find a date that is a specific number of days or weeks in the past or future (for example, “Tim’s birthday is in 10 days, what will be the date of his birthday?”).

Class Introduction Video

Coming soon…

✨ 🍋 ✨ Why Lemons-Aid? ✨ 🍋 ✨

A BIBLICAL WORLDVIEW: The Bible, infallible and inerrant, is the very written word of God, who has revealed Himself to man. The Bible is like the light we cast on all content areas in order to understand it, whether that be literature, physical science, history, or geometry. Students learn all content through a Biblical lens. Theology is important for understanding all subject areas. We carefully curate courses that capture learners’ imagination while pointing them to God through sound doctrine. THIS is most important!

RICH CONTENT / CORE KNOWLEDGE: While other schools and systems try to align their content to broad standards that are vague and open to wild interpretations, we focus our content on what students should know and be able to do so they see the world biblically and head into their adult lives filled with knowledge, wisdom, and mastery of skill such as computing and writing. For over a century, progressive education reform has been “anti-content,” which means they de-emphasize rich content and focus instructional time on things such as self-esteem and “skills” they hope will benefit a learner in the future. This is why American kids do so poorly in testing compared to nations with content-rich curricula. We want our learners to increase in knowledge and grow in wisdom, which our content-area experts foster while teaching.

EXPLICIT TEACHING: We understand the skills and concepts students need to learn and know how to teach them. Lemons-Aid’s materials are top-notch, organized, and clear for students and parents to understand. We are especially skilled at breaking down a complicated process into understandable parts. Further, explicit instruction is “a structured, systematic, and effective methodology for teaching academic skills. It is called explicit because it is an unambiguous and direct approach to teaching that includes both instructional design and delivery procedures. Explicit instruction is characterized by a series of supports or scaffolds, whereby students are guided through the learning process with clear statements about the purpose and rationale for learning the new skill, clear explanations and demonstrations of the instructional target, and supported practice with feedback until independent mastery has been achieved.”

• Explicit Instruction: Effective and Efficient Teaching by Anita L. Archer and Charles A. Hughes.

Anita Archer trained Mrs. Lemons in workshops, and it changed her teaching. Read a little more about the research behind explicit teaching here and here.

STUDENT ACCOUNTABILITY = ACHIEVEMENT: Students master skills with us and make gains. We have a high degree of accountability. Since we make promises here and parents are paying good money, we understand you trust us to work! Students have to work too, and let’s be honest: they’re kids and don’t always want to. We push it. We teach them how to stay engaged, we cold-call on kids, we tell them to use the chatbox, and we want them to use emojis! If they are resistant, we contact the student through the teacher tab first. If that doesn’t work, we call in the big guns–Mom and Dad. We want kids to learn. We don’t want them to pass through our classes without gaining skills and doing great learning.

DO HARD THINGS. Boost your confidence, master new skills, learn new concepts. This takes a commitment to do hard things. Like the standards we have for our teachers, we also expect our learners to do hard things, whether that means they stand firm in their convictions, learn geometry, write an essay, or give an oral presentation. You can do hard things!

HEALTHY RELATIONSHIPS: To balance our high expectations for their learning and behavior, we build relationships with them. We want them to know we care about and know them. We’ll ask about their play last weekend or the new trick they’re trying to master on the skateboard. We also want students to get to know each other and encourage community engagement.

DEPENDABLE: Multiple teachers are teaching this class, and we have an entire year of lessons planned and scheduled. Since we are a mission-driven organization, we protect our brand and the relationships with our families. We are accountable to our learners. When things come up for teachers, we work to get substitutes and do everything we can before canceling a class. We do not like canceling or changing, and we often teach classes at a loss to give others a chance to join. We have limits, of course, but we are not flippant or irresponsible about canceling! When things come up for students, since we have multiple sections, they can transfer from section to section. All our teachers teach the same content the same week, giving families even more flexibility!

TEACHER FEEDBACK: The back-and-forth work between a student and teacher significantly benefits a student if done well. We follow best practices in designing class time, assignments, and routines. According to Pennington Publishing, effective writing feedback (or grading) is:

• Specific, not general
• Immediate, not postponed
• Routine with a revision / feedback cycle
• Explanatory
• The right amount
• Targeted to the most critical issues
• Varied (written, audio, and video comments)
• Holding students accountable

WORKSHOP TIME: We use “workshop time” so students will work while the teacher answers questions, gets them started, and holds them accountable. In a writing class, the teacher “visits” learners on their Google Documents and watches and helps them write. The immediacy of the feedback/revision cycle with the instructor allows writers to improve rapidly. Additionally, once we started using this method in writing classes, we saw nearly a 100% completion rate in student essays!

GRAPHIC ORGANIZERS: Students need graphic organizers to help them see the structure and breakdown of a concept or process. For example, we use them to help learners understand how to write a paragraph or essay and to use the writing process. This is how they learn to develop coherent ideas. They don’t figure out how to do this magically; the graphic organizers and the intentional, explicit teaching help them learn the skills!

STUDENT MASTERY: Each class includes explicit, direct instruction with teacher modeling. Students are guided toward mastery of skills and understandings to grasp the concepts and become independent. Students are held to a high standard of academic work, including often ignored skills like the use of grammar and neatness in math.

STUDY THE BEAUTIFUL

We are surrounded by the mediocre, which is not good! We see this in expectations at some schools, the poor customer service at a store, and even architecture like in a gray, uninspiring complex of high-occupancy housing.

In contrast, we are surrounded by the beautiful, which is good! We see the beautiful in classic literature, music, and beautiful architecture like pictured here.

The mediocre demoralizes learners while the beautiful inspires.

At Lemons-Aid Learning, we study the beautiful: classic literature, artful sentence construction, art, poetry, maths, God’s hand in all of history, and God’s very creation. His creation glorifies Him, and in our study of all content areas, we learn about who God is.

We do not compromise. This means we don’t choose a graphic novel of Shakespeare’s A Midsummer Night’s Dream. We read the original play. We know how to make the complexity and beauty of classic study approachable and understandable to a modern audience. It’s more difficult, but worth the effort!

CUSTOMER SERVICE

We serve the Lord and we work hard for families. We work to give quick responses to questions, authentic and careful feedback, and to solve any conflict. As home educators ourselves, familiar with the joys and struggles of teaching our own children, we can relate! We are supporting families, equipping learners, and serving Christ. We are 100% devoted to Him and to you!

To read more about our teaching and learning methods, read our blogs, written by our teachers and staff.

The Lemons-Aid Team

Lemons-Aid teachers have a few things in common.
❤️ They love their students and value each of their unique strengths and personalities that make our classes special. Our classes can be described as fun, personal, academic, challenging, and supportive.
🤩 We work to keep learners engaged, so there is always a degree of student accountability for their attention and focus, whether that be through asking them direct questions or by using the chatbox.
💭 We know all kids can learn, but sometimes things are hard! To support students, we teach them how to develop effective thinking and learning habits that will bring them success in class and in life.
🌟 Building relationships with students so they know we care about them helps us balance the high expectations we have for them regarding their effort, work quality, and behavior. Our students are encouraged, cared for, and they achieve!

Christian Teachers on Outschool

Lemons-Aid Coupon Code:
We want to serve you on Lemons-Aid! For first-time learners on Lemons-Aid, you can use the coupon code Newbie20 to get $20 off your first class.

Outschool Coupon Code:
If the schedule on this platform doesn’t work for you, we will happily teach you on Outschool, but we can’t talk about Jesus. Use this referral code and get $20 off your first class on Outschool: LEMONSA2020

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