Content Covered: Scope & Sequence

Addition and Subtraction

1. Use strategies (like rounding to the nearest 10, using compatible numbers, and other number relationships) to estimate the answer for single-step addition or subtraction problems, including real-life situations, where the numbers do not exceed 100.
2. Use strategies (like concrete and pictorial models, place value, properties of addition, and the relationship between addition and subtraction) to find the sum or difference of two whole numbers where the numbers do not exceed 100.
3. Show, solve, and explain solutions to single-step and multistep real-life problems (like joining, separating, part-part-whole, and comparison) involving addition or subtraction of whole numbers where the numbers do not exceed 100.
4. Add and subtract fluently within 20 by using strategies like doubles, near doubles, making a ten, compensations, and inverse relationships.
5. Quickly recall addition and subtraction facts within 20.
6. Use patterns, models, and strategies to understand the properties of addition and subtraction (for example, 4 + 3 is the same as 3 + 4; 0 + 8 = 8).
7. Find the missing number in an addition or subtraction equation within 20 by modeling and explaining (for example, 3 + __ = 5 or __ + 2 = 5; 5 – __ = 3 or 5 – 2 = __).
8. Use inverse relationships to write all related facts for a given addition or subtraction problem within 20 (for example, given 3 + 4 = 7, write 4 + 3 = 7, 7 – 4 = 3, and 7 – 3 = 4).
9. Understand the “not equal” symbol (≠) as showing that the values on either side are different and explain why.
10. Show and explain the relationship between values and expressions as equal or not equal using models and/or symbols (for example, 9 + 24 = 10 + 23; 45 – 9 = 46 – 10; 15 + 16 ≠ 31 + 15).

Number Understanding

1. Show forward counting patterns by counting in groups of 2 up to at least 50, starting at different multiples of 2 and using different tools (like objects, number lines, or hundreds charts).
2. Show forward counting patterns by counting in groups of 5, 10, and 25 starting at different multiples up to at least 200 using different tools (like objects, number lines, or hundreds charts).
3. Describe and use patterns in skip counting by multiples of 2 (to at least 50) and multiples of 5, 10, and 25 (to at least 200) to figure out the next number in the sequence.
4. Show backward counting patterns by counting in groups of 10 from 200 or less using different tools (like objects, number lines, calculators, or hundreds charts).
5. Describe and use patterns in skip counting backward by 10s (from at least 200) to figure out the next number in the sequence.
6. Choose a reasonable estimate up to 1,000 when given a real-life problem.
7. Show even numbers (up to 50) with objects by making two equal groups or two equal addends.
8. Show odd numbers (up to 50) with objects by making two equal groups with one leftover or two equal addends plus 1.
9. Decide if a number (up to 50) is even or odd using objects and explain why (for example, by dividing collections of objects into two equal groups or pairing objects).
10. Write the three-digit number represented by a given model (like concrete objects or pictures of base 10 blocks).
11. Read, write, and represent three-digit numbers in standard form, expanded form, and word form using concrete or pictorial representations.
12. Use patterns within the base 10 system to determine and explain the place (ones, tens, hundreds) and value of each digit in a three-digit number (for example, in 352, the 5 represents 5 tens and its value is 50).
13. Explore and explain the ten-to-one relationships among ones, tens, and hundreds using models.
14. Break down and build up whole numbers up to 200 by connecting different models (like base 10 blocks, place value cards) and counting strategies (for example, 156 can be 1 hundred, 5 tens, 6 ones; 1 hundred, 4 tens, 16 ones; or 15 tens, 6 ones).
15. Plot and explain the position of a given number up to 100 on a number line with pre-marked benchmarks of 1s, 2s, 5s, 10s, or 25s.
16. Compare two whole numbers, each 999 or less, using concrete objects, pictures, or symbols with words (greater than, less than, or equal to) and symbols (>, <, or =). Explain your reasoning orally, in writing, or with a model.
17. Order up to three whole numbers, each 999 or less, using concrete objects, pictures, or symbols from least to greatest and greatest to least.
18. Identify and describe repeating and increasing patterns.

Measurement

1. Explain the purpose of different measurement tools and how to use them correctly by:
2. Identifying a ruler as a tool to measure length.
3. Identifying different types of scales as tools to measure weight.
4. Identifying different types of measuring cups as tools to measure liquid volume.
5. Use U.S. Customary units to estimate, measure, and compare for reasonableness:
6. The length of an object to the nearest inch using a ruler.
7. The weight of an object to the nearest pound using a scale.
8. The liquid volume of a container to the nearest cup using a measuring cup.

Geometry

1. Explore a shape using different tools (like paper folding, geoboards, or drawings) to find and explain a line of symmetry, if it has one.
2. Create shapes with at least one line of symmetry using different objects and drawings.
3. Describe the two shapes formed by a line of symmetry as being congruent (having the same shape and size).
4. Trace the faces of solid shapes (like cubes and rectangular prisms) to create the related flat shapes.
5. Compare and contrast models and cutouts (nets) of cubes and rectangular prisms by looking at the number and shapes of their faces, edges, and vertices.
6. Given a concrete or pictorial model, name and describe the solid shape (sphere, cube, and rectangular prism) by its characteristics (like the number of edges, number of vertices, and shapes of faces).
7. Compare and contrast flat shapes and solid shapes (like circles/spheres, squares/cubes, and rectangles/rectangular prisms) according to their characteristics (like the number and shapes of their faces, edges, and vertices).

Time and Money

1. Identify that there are 60 minutes in an hour and 24 hours in a day.
2. Decide which unit of time (minutes, hours, days, or weeks) is best for measuring a given activity or situation and explain why (for example, “Would you measure the time it takes to brush your teeth in minutes or hours?”).
3. Show, tell, and write time to the nearest five minutes using analog and digital clocks.
4. Match a written time to the time shown on an analog clock to the nearest five minutes.
5. Identify a quarter and its value, and find multiple ways to represent the value of a quarter using pennies, nickels, and/or dimes.
6. Count by ones, fives, tens, and twenty-fives to find the value of a collection of mixed coins and one-dollar bills with a total value of $2.00 or less.
7. Create a set of coins and/or bills to total a given amount of money with a value of $2.00 or less.

Fractions

1. Show and describe fractions as representing equal-size parts of a whole.
2. Explain the relationship between the number of fractional parts needed to make a whole and the size of the parts (for example, as the whole is divided into more parts, each part becomes smaller).
3. Create the whole for a given fractional part and its value (in context) for halves, fourths, eighths, thirds, and sixths (for example, when given 1/4, determine how many pieces would be needed to make 4/4).
4. Using same-size fraction pieces from a region/area model, count by unit fractions up to two wholes (for example, zero one-fourths, one one-fourth, two one-fourths, three one-fourths, four one-fourths, five one-fourths; or zero-fourths, one-fourth, two-fourths, three-fourths, four-fourths, five-fourths).
5. Given a context, represent, name, and write fractional parts of a whole for halves, fourths, eighths, thirds, and sixths using:
6. Region/area models (like pie pieces, pattern blocks, geoboards)
7. Length models (like paper fraction strips, fraction bars, rods, number lines)
8. Set models (like chips, counters, cubes)
9. Compare unit fractions for halves, fourths, eighths, thirds, and sixths using words (greater than, less than, or equal to) and symbols (>, <, =) with region/area and length models.

Data

1. Ask questions based on a given situation that require collecting small amounts of data (up to 25 points in no more than six categories).
2. Figure out what information is needed to answer a question and gather this information using various methods (like voting, creating lists, tables, or charts, and tallying).
3. Organize and represent a data set using a pictograph where each symbol represents up to 2 data points. Use a key to help analyze the data.
4. Organize and represent a data set using a bar graph with a title and labeled axes (limited to 25 or fewer data points for up to six categories, and limit increments of scale to multiples of 1 or 2).
5. Analyze data represented in pictographs and bar graphs and communicate results.
6. Ask and answer questions about the data represented in pictographs and bar graphs (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).
7. Draw conclusions about the data and make predictions based on what you see.

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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