Mathematics is a challenging area of study foIMG_9548r many children with learning differences. It requires the memorization of facts and formulas, the use of data in complex ways, and an ability to think abstractly. The accurate application of language-based vocabulary and concepts in regard to word problems and multistep problems is paramount to each student’s success. Centreville Layton School brings a hands-on approach to the teaching of mathematics, introducing students to mathematical concepts through direct instruction and real life examples. The Saxon Mathematics program provides the foundation for math learning at Centreville  Layton School. This hands-on program emphasizes daily repetition of concepts and computational skills. Using a multisensory approach to learning, students develop the language necessary to build the foundational concepts of mathematics. The development of mental math skills is stressed, with expectations being set according to each student’s strengths and areas of needs. At the K through 3rd grade levels, daily lessons are divided into four basic parts. The Math Meeting occurs at the beginning of each lesson and allows students to practice skills related to time, money, patterning, place value, mental computation and problem solving. Fact Practice encourages students to improve their mastery of basic facts. During the lesson, concepts are introduced through direct instruction, practiced in class, reviewed at home and revisited during future lessons. Written and oral assessments are given at regular intervals to assess student progress. Mathematic instruction in the higher grade levels builds upon the hands-on approach of the K through 3rd program. The focus shifts to more abstract concepts and problem solving. Major concepts are presented and practiced as easily understood sub-skills; they are practiced and reviewed throughout the year. Class time is focused on providing opportunities for students to work productively on problems, receiving support as appropriate. At times, it becomes evident that focusing on one concept at a time is more beneficial for some students. Adaptations, different methods of instruction, and alternate programs are then incorporated based on each student’s level of need.

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