This presentation discusses revising a GED math curriculum to focus only on the skills necessary to pass the GED math test. The presentation describes how two teachers made a bet about whether students need to know equations of lines to pass, and then tested a new curriculum without this and other non-essential skills. They found the new streamlined curriculum helped students pass more quickly with less anxiety. The presentation shares this new curriculum and resources to help others implement a similarly focused approach.

1. Open Dialog on
What to Teach in the GED
Classroom (Math Edition)
Presented by:
Cheyenne Tuller, Londer Learning Center
Portland, Oregon

2. Presentation Objective
• To facilitate a discussion about what works in
the GED math classroom
• To provide participants with a scope and
sequence that we have found to be effective
in accelerating passage of the GED math test
• To share our resources

3. 1. The Old Math Curriculum
2. A Bet Between Two Teachers
3. The New Math Curriculum
4. Resources
What’s Happening Today

4. A Bet Between Two Teachers
Cheyenne: “A student can’t pass
the GED math test without
knowing equation of a line!”
A.J.: “Wanna bet? Let’s find out!”

5. What’s Actually on the Test?

6. Nuts and Bolts
Before we show you our old and new curriculum, here is
a preview of our program:
-this curriculum we’re proposing is for fast-track
students (students who have basic math knowledge and solid
math intuition)
-we identify fast-track with a basic math evaluation
given to new students
-this curriculum works for direct instruction, tutoring,
homework, or lab environment
-this curriculum is not for low-level learners (we have a
separate pre-GED curriculum for them)

7. The Old Curriculum

8. The New Curriculum

9. In small groups answer the following questions:
1.Why do you teach what you teach (math)? Because
that’s what the dept. chair says? The curriculum
committee? GED Testing Service? Steck-Vaughn’s table
of contents?
2.If you could teach the math skills you thought most
important, what would they be?
3.If you could skip any math skills you wanted, what
would they be?
4.What are the main differences between Londer’s old
and new curriculum?

10. Which Track? Our Assessment
In your packet, please find our assessment tool.
We call it a “start up” to ease student anxiety.

11. What We Cut
1. Memorizing times tables
2. Long division
3. Any math without a calculator
4. Fractions as a concept (just via calculator)
5. Percent of change
6. Combinations/permutations
7. Patterns/functions
8. Writing algebraic expressions
9. Linear equations
10. Factoring
11. Quadratic equations
12. Composite solids

12. The New Curriculum by Skill
In your packet,
please find our
list of GED
skills.
We use these
as extra
practice
packets for
both tracks.

13. In small groups answer the following questions:
1.So does this curriculum answer the question:
“What’s the fastest way to pass the test?”
2.Do these items give students what they need to pass
the test?
3.If you wanted to implement any of these ideas, what
obstacles would you face and how
might you overcome them?

14. Who Won the Bet?
Since we’ve implemented the new
scope and sequence (ie. eliminated
equation of a line, etc.), we’ve had
many students finish the test more
quickly and with less anxiety.

15. Shared Resources
To access our resources, please make sure
to include your email address in the sign up
sheet. I will email everyone a link to a
Google Shared Folder after the conference.