Math curriculum/planning
01252018, 03:23 PM


I'm new to a small, selfcontained class for students with learning disabilities and ADHD. They demonstrate very poor knowledge of math facts and all math concepts, and they struggle to comprehend and retain instruction. We have just half a year left, and I just don't have enough time to do justice to everything I need to cover.
So I've decided to (haha) divide math topics into two categories. The first is the important stuff, such as the four operations, fractions, decimals, and word problems. The second is the lessimportant stuff, such as time/elapsed time, money, data and graphs, measurement and probability. I'll spend the most class time on the urgent stuff. Now I'm trying to figure out a way to provide good instruction and practice on the other topics. I have two ideas.
* Idea 1 is to do a weekly math packet. I would do a quick review of the concepts and some guided practice on the skill and then have them do some work each day. I originally thought this was a good idea until I decided that they won't retain the minilesson and may actually botch the practice. Plus I don't know how much instruction they've received on the topics previously.
* Idea 2 is to devote one class a week to one topicmoney one day, measurement another day, etc. I would do a minilesson and then set up centers, one of which is with me for more direct instruction so I can be sure they've got the concept. The other two centers must be independent and foolproof; these students can't focus enough to work together, and they can't be trusted to actually do work correctly. I would follow with homework and morning work practice and some sort of assessment (not sure what).
I'm leaning toward idea 2. What do you think? Any other approaches I should consider? And if I do idea 2, where am I gonna get all those centers?....
