The New Century Math Curriculum correlates to Common Core State Standards. The instructional scope and sequence in math is comprehensive for grades 2 through 9 (Algebra 1). Based on the Diagnostic Test results, students automatically receive an individualized lesson path designed to address their specific needs across 15 strands of math skills.
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Students receive methodical, step by step instruction in solving mathematical functions in a guided instruction format that uses examples and responses from the student to confirm the development of an understanding of concepts. Aural instruction re-enforces the on-screen content, as a tutor would, to help aural learners grasp concepts. Students with Limited English Proficiency can learn mathematical concepts, even if they have difficulty reading some of the content but can understand the spoken word. Feedback is provided to the student at each step in solving an example, confirming success or providing guidance if necessary. Content within the lesson is branched into additional developmental instruction for struggling students and accelerated for those who quickly master the concept. As student skills develop, the software provides less guidance and increasingly requires the student to solve sample items independently to confirm skill mastery. Word problems introduce more complex, real world situations and confirm the student’s ability to apply concepts in a way that develops higher order thinking skills.
Embedded Pre-Tests and Mastery Tests confirm a student’s developing skills. Based on results of these Interim Assessments, the software will assign further remedial and scaffolding lessons to help a struggling student back to proficiency in the concept needed to pass the Mastery Test.
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The lessons are also designed to help teachers work with students who continue to struggle with a particular skill. Teachers are alerted and may access and review with the student any sample problems from the lesson for which the student responded incorrectly. This “teaching moment” can be used to address a student individually with the additional, personal attention he may need with the concept.