I have posted on how to effectively provide support for current math topics. Here is an example (below) of how support can focus on both the current topic and prerequisite skills.
For example, on the 22nd in this calendar the current topic is solving equations. The steps for solving will include simplifying expressions and may involve integers. The support class can address the concept of equations, simplifying and integers which are all prerequisite skills from prior work in math.
This approach allows for alignment between support and the current curriculum and avoids a situation in which the support class presents as an entirely different math class. For example, I recently encountered a situation in which the support class covered fractions but the work in the general ed classroom involved equations. Yes, equations can have fractions but often they do not and the concepts and skills associated with the steps for solving do not inherently involve fractions.
8 responses to “Example of Using Support Class to Support Current Math Content”
[…] the teachers for practice on prerequisite skills for the math your student will encounter in the fall. Hire a college student or a tutor to work through these […]
[…] the efficiency of the support time by having the support class focus on the prerequisite skills for current or upcoming […]
[…] the prerequisites for taking algebra are often considered to be basic skills. This is somewhat of an illusion. I […]
[…] for math topics using a task analysis and chunking approach. Related to this, I recommended that support class be used not to backfill gaps but to address prerequisite skills for upcoming or current math topics covered in a general ed math […]
[…] see image below. This allows me to fill in the gaps and to lay the foundation for the lesson. The prerequisite skills include simplifying expressions and solving 2 step equations. I also present meaning for the […]
[…] for math topics using a task analysis and chunking approach. Related to this, I recommended that support class be used not to backfill gaps but to address prerequisite skills for upcoming or current math topics covered in a general ed math […]
[…] the efficiency of the support time by having the support class focus on the prerequisite skills for current or upcoming topics, as […]
[…] has gaps with prior knowledge, the lesson becomes less accessible for students with the gaps. Previously, I addressed how to support both current content and fill in gaps. The idea is to systematically fill in gaps by […]