I'm planning a course on advanced calculus. Some of my topics align quite well with entire chapters of the textbook, so it makes sense for me to teach the entire topic, link it to a textbook chapter and additional resources, and assign homework from the end of the chapter. However, some of my topics take material from several chapters of the textbook and other resources, either because it's a very quick review or because the textbook presents things in a way I don't like.
What is happening is that some topics are getting a disproportionate amount of suggested practice, given how much time we spend on them in lecture. For example, I'm dedicating only one 50-minute lecture to the four topics of vectors, lines, planes, and distance, since they've already seen this stuff 3 times. However, that's 5 textbook chapters, and it's looking to be about 40 suggested practice problems. On the other hand, I'm dedicating the exact same amount of time to a single topic, parametric equations in space, and they will only get about 20 suggested practice problems. For the course itself, parametric equations are a more important topic and should be practiced a lot more. However, I don't want to assign just one question per topic for the review stuff, since practice and review is important.
Is there a nice way to communicate to students that a particular topic is more important for their understanding of the course, but that another topic should be reviewed until they are comfortable so that the important topics are simpler?