curriculum design: math

Curriculum Design: Math

6th grade Mathematics Program for students who partially meet or do not meet NECAP standards

Alicia Fent

The Basics of the Program

Identify students who are unable to meet 5th grade mathematics standards

Group students who would likely have individual math instruction according to IEP’s in small classroom settings

Have students work from Saxon Math program and teacher will supplement key 6th grade math standards throughout the year from Impact Math program

Who is Involved

Administration:

• Support from principal and assistant principal on proper classroom setup for students

• Provide support of ed techs for students with higher 1:1 needs

Who is Involved

Math Teachers:

Make a list of most important standards for these students to meet in order to move to nested grade level math (August in-service days)

Meet monthly (or every other month) to conference with ed tech teaching students on students’ progress and methods of teaching

Who is Involved

Case Managers/Special Education Teachers:

Meet weekly (on 1:15 release Wednesdays) with ed tech teaching classes to address specific needs of students on their case load. Check in on students’ progress/grade

Create individual goal time frame for advancing into nested math class for each student

Directly communicate with parents on student’s math plan (starting in september)

Who is Involved

Ed Techs:

Teach math class(es) daily through the Saxon Math program

Supplement materials/lessons from 6th grade math curriculum on a weekly basis

Teach mini-lessons and provide homework each night

Use Saxon Math book and guided practice to support lessons taught

Resources

Impact Math Program:

6th grade math book (to supplement material from/expose students to style of textbook)

Saxon Math Program (order prior to school year starting):

Books (level 4 or 5, pending student abilities)

Adaptive materials (tests and guided lesson practice)

Manipulatives

Time Frame for Teaching

Trimester 1: Sept. - Nov.

• September: Students take placement exam for Saxon Math, review general concepts from 5th grade to establish starting teaching point

• Unit 1: Basic Algorithms

• Unit 2: Ratios

• *Assess students capable of moving into nested classroom

Time Frame for Teaching

Trimester 2: Dec. - March

Unit 3: Number lines and number values

Unit 4: Basic algebra and expressions

*Assess students capable of moving into nested classroom

Time Frame for Teaching

Trimester 3: March - June

Unit 5: Word problems and algebra

Unit 6: Area and volume

*Assess students capable of moving into nested classroom for start of 7th grade

Expected Barriers

Students with various disabilities that could hinder their success (such as behavioral concerns)

Overcome: work with case manager to create a plan for this student and teachers to follow

Higher needs of individual students than 1 teacher can provide

Overcome: provide additional ed tech in class to support students

Overcome: Utilize mastery or after school time to work individually with students who need it

Expected Barriers

Student lack of motivation or frustration of not being in “typical” math class

Overcome: Create a goal time frame with each student to move into nested class

Overcome: Have them take nested class test to see if they have the ability to succeed at that level of learning yet

End Goal

The ultimate goal for all these students is to become proficient at grade level math and/or be capable of entering a nested (or regular) grade level math classroom setting

References

Hake, S. (2008). Saxon math: Intermediate 4. Orlando, FL: Harcourt Achieve Inc.

Hake, S. (2008). Saxon math: Intermediate 5. Orlando, FL: Harcourt Achieve Inc.

McGraw-Hill. (2008). Impact math: Course 1. Columbus, OH: Glencoe.

U.S. Department of Education, (2010). Common core state standards for mathematics.