Content Covered

Semester A

Unit 1: Real Numbers and PEMDAS

Add and Subtract Integers (No Number Line)

Adding Positive and Negative Integers (Timed)

Multiplication / Division of Integers (Compute)

Multiplying and Dividing Integers (Timed)

Add and Subtract Fractions (Level 2)

Multiply and Divide Fractions (Pos and Neg)

Absolute Value as Distance From Zero

Evaluate Absolute Value (Basic)

Evaluate Absolute Value Expressions L1

Real Number Classification

Determine if Number is Rational / Irrational

PEMDAS (Integers no Exponent)

PEMDAS (Integers with Exponents)

Operations with Integers

Operations with Decimals (Positive and Negative)

Mixed Operations with Fractions and Exponents

Applied Net Change (Level 1)

Words to Expressions

Words to Expressions (Compound)

Audit PEMDAS problems and find errors

Unit 2: Exponents and Roots

Evaluate Exponents, Pos/Neg Base

Perfect Squares (1-16) (Timed)

Order of Operations (Integer with Exponents) (Timed)

Basic Exponent Rules

Exponent Rules (Variable Only)

Exponent Rules (Variable and Coefficients)

Multiplying Powers

Basic Exponent Rules

Dividing Powers

Basic Exponent Rules

Exponent Rules (Variable Only)

Exponent Rules (Variable and Coefficients)

Raising Powers to Powers

Negative / Zero Exponents (Level 1)

Negative Exponents (Type 1)

Negative Exponents (Type 2)

Mixed Power Problems

Exponential Rules (Level 1)

Exponential Rules (Level 2)

Exponential Rules (Level 3)

Squares and Square Roots (0-12) (Timed)

Cube Roots

Approximating Square Roots (Level 1)

Approximating Square Roots (Level 2)

Convert Scientific Notation to Standard Form

Convert Number to Scientific Notation

Multiply/Divide in Scientific Notation

Mixed Word Problems Scientific Notation

Greater vs. Times Greater, Scientific Notation

Unit 3: Algebraic Expressions

Identify Parts / Terms of Expressions (Algebraic)

Evaluate Expressions

Evaluate Expressions w/ Exponents (-x^2 vs (-x)^2)

Combine Like Terms (Basic – Guided)

Combine Like Terms (Basic, Integers)

The Distributive Property (Level 2)

Simplify Expressions with Distribution

Simplify Expressions with Distribution L2

Simplify Expressions with Distribution L3

Find GCF (Variable) L1

Find GCF (Variable) L2

Factor out GCF (Level 1)

Factor out GCF (Level 2)

Factor out GCF (Variable Only)

Write Expression from Context (mx+b)

Real-World Evaluation Problems

Equivalent Expressions

Unit 4: Equations and Inequalities

One Step Equations with Integers

One Step Equations (Rational Quotients)

One Step Equations (Rational Coefficients)

Two Step Equations

Two Step Equations with Decimals

Two Step Equations with Fractional Coefficients (L1)

Three Step Linear Equations

Linear Equations w/ Distribution (Lev 1)

Linear Equations w/ Distribution (Lev 2)

Linear Equations w/ Distribution (Lev 3)

Fractional Linear Equations

Linear Equations with Decimals

One Var Equations: 1, 0, Infinite Solutions (L1)

Single Step Literal Equations (Level 1)

Multistep Literal Equations (Level 1)

Write and Solve Equations in Context

Match No-Step Inequality/Graph

One Point Inequalities From Number Line (Timed)

One Step Inequalities

Linear Inequality and Number Line (L1)

Linear Inequality and Number Line (L2)

Semester B

Unit 5: Ratios, Proportions, & Percents

Unit Rate, Reasoning Down

Unit Rate, Reasoning Up

Compare Unit Rates in Context

Simple Proportions

Solving Linear Proportions

Direct Variation/Proportion Word Problems

Similar Figures / Proportion (Level 1)

Similar Figures / Proportion (Level 2)

Proportional Reasoning, Percents (Level 3)

Percent of a Whole

Decimal Percent of a Whole

Percent of Whole Word Problems L1

Percent of Whole Word Problems L2

Multistep Percent More or Less (Level 1)

Find Percent Increase/Decrease

Percent More or Less (Formula) L3

Percent More or Less Word Problems

Multistep Percent More or Less (Level 2)

Percent Error

Unit 6: Graphing & Slope

Identifying Points (Level 2)

Plot Point and Identify Quadrant

Finding the Slope Graphically

Finding the Slope from Points

Find Slope/Y-Intercept from Equation (Slope Intercept Form)

Graph Line from Slope/Y-intercept

Graphing Lines from Equations

Writing Equations of Lines

Vertical and Horizontal Lines

Line Equation from Points (Graphically)

Standard to Slope Intercept Form

Graphing Ax + By = C from Intercepts

Interpret Linear Graph in Context (MC)

Lines from Point/Slope (Diagonal Only)

Solve Linear System Graphically (Graphs Given)

Solve Linear System Graphically (Lev. 1)

Solve System of Equations from Context (Graphically)

Unit 7: Algebra-Based Geometry

Vertical/Adjacent/Complementary Angles L1

Vertical/Adjacent/Complementary Angles L2

Vertical/Adjacent/Complementary Angles L2

Solve for Interior Angles – Triangle (Level 1)

Solve for Interior Angles – Triangle (Level 2)

Pythagorean Theorem (Rounding)

Pythagorean Theorem Word Problems

Coordinate Distance, Pythagorean (Rounding)

Area of a Circle (in terms of pi)

Circumference (in terms of pi)

Volume of Rectangular Prisms L1

Volume of Rectangular Prisms L2

Volume of a Cylinder

Volume of a Cone Level 1

Volume of a Sphere (Level 1)

Surface Area of Rectangular Prisms

Surface Area of a Cylinder

Volume Word Problems (Basic)

Unit 8: Data and Probability

Mean / Mode / Median / Range

Mean / Mode / Median / Range in Context

Interpret Box Plot (Basic)

Create Box Plot

Interpret Histograms / Bar Charts

Interpret Dot Plot

Create Scatter Plot from Data Table

Association/Correlation (Scatter Plot)

Correlation Coefficient

Draw Line of Best Fit

Interpret Line of Best Fit

Prediction from Line of Best Fit

Interpret Two-Way Tables

Percent Two-Way Tables

Theoretical Probability L1

Theoretical Probability L2

Experimental Probability (L1)

Theoretical vs. Experimental Probability

Basic Counting

Probability with Counting

Fundamental Counting Principle (L1)

Fundamental Counting Principle (L2)

Probability of Independent Events

Probability of Dependent Events

✨ 🍋 ✨ Why Lemons-Aid? ✨ 🍋 ✨

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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!

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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.

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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.

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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.

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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!

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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.

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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!

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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

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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!

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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!

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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.

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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!

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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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