Gifted Issues Discussion homepage Forums General Discussion Differentiated math for K-7

Actually it would be calc in ninth for the top cluster group and an exposure to pre-algebraic concepts for part of that group earlier than fourth in a reverse spiral because some kids drive better towards bigger concepts. If forced to cluster, I would design the top cluster such that my DS8 would have a place.

In a sane design for a gifted class you should be able to cut 30 days of beginning of the year review and 30 days of eog test prep. That alone would provide 50% more actual instruction in the school not accounting for other topical acceleration through reduced repetition.

Now I'm both confused and curious. What does your school do exactly? Does it do any grouping when differentiating and are the pathways through high school rational? And what kind of pre-algebra curriculum was being used in 1st grade?

My DS8 and the kids in his class work at their levels, which has most of the class about a grade level up. The teacher uses the detailed MAP results to identify areas of strength and weakness and gives additional materials and support as needed. DS is self-instructing with minor support as possible from the teacher in algebra and some geometry.

I don't know what the pathways question means.

The pre-algebra exposure in first was my speaking to the more hypothetical aspect of the op. But DS did hands on equations the summer after first. He also watches calculus videos and gets the basic concepts and looks forward to building towards using it, but knws there are amny skills between here and there. Which was the whole point of saying some kids can do with further out concepts, becuase their brains work towards them.

Most of the 6th grade at the Magnet program do have accelerated algebra. I think they cover the entire book unlike the Algebra class. All students get tested for placement for junior high math classes. at that time you may have a non magnet placed in Accelerated Geometry based on their scores.