Year Long Revised Plans for Pre-AP Algebra 2 and My Rational

Last year, I agreed to teach Pre-AP Algebra 2 as an overload about two weeks before the school year began. Although I had taught Algebra 2 before, it had been over 20 years ago. I definitely felt like a first year teacher as I was teaching AP Environmental Science for the first time and was switching from the Precalculus curriculum that I had been teaching to the AP Precalculus course. The order and focus of AP Precalculus was different enough from my class before, that I pretty much needed to scrap my old curriculum and start over...fortunately Math Medic had put a a whole set of lessons together. All of this to say, I was strapped for planning time. As a result, I followed the Pre-AP Algebra 2 lessons as presented by College Board, and just found or created lessons only for the topics that the curriculum said were not addressed.

Here were some of my frustrations: 

1. Although the lessons were described in detail in the teacher materials, not all of the materials needed were compiled for the student facing documents, specifically, the formative assessments. And not all of the parts of the lessons were in a presentation. Some of the questions could be presented verbally, but for many of the lessons, I needed to put together a Google Slides presentation. This was different from Pre-AP Biology, where all parts of the student lessons were provided as well as Google Slides presentations for lessons as needed.

2. The lessons were great at getting the students thinking, but I felt like they were missing consolidation. Students could work through the lesson, but in the end didn't know/realize what they were doing. The Pre-AP units will tell you what percent of the topics are covered and I'd be surprised that the course map would say 40% of instructional time was covered by model lessons in Unit 1 when in the unit outline, there was only one learning objective out of 9 that was not addressed by the model lessons. Maybe the percentage was lower because the lessons were missing consolidation or maybe because students needed more time to practice? I think this is the case, but I'm not sure of what College Board's reason was for the difference in % vs. learning objectives covered.

3. Besides needing consolidation, there was an assumption that students remembered everything they learned in Algebra 1, like completing the square and different forms for the equation of a parabola. My students definitely needed a refresher. I learned this as we went through the year. I needed to remind myself that this was not a complete curriculum, and by unit 3, I was adding lots of refreshers, lessons and practice. 

By Unit 4 (Trigonometry) I decided to take an entirely different approach. I went to Math Medic for most of the lessons. I also figured this would be a good experience for my students as they would be in my AP Precalculus class the next year, where the class is primarily taught through Math Medic lessons. I then tucked the Pre-AP model lessons where I thought they worked best in the progression. Occasionally, the Pre-AP lessons would be used as an introduction, sometimes as additional practice. I was much more purposeful about consolidation. 

This summer, I decided to give Pre-AP Algebra 2 a complete makeover, including refresher lessons, for topics that students needed to recall, just in time for the lesson that would take that topic deeper. I added in Math Medic lessons for each of the learning objectives, and where I decided that using just a Pre-AP model lesson was sufficient, I added in consolidation. My consolidation included a page with a box for quick notes, Math Medic style. Usually, I would have boxes for quick notes for two lessons on a page so as to not waste paper. I kept all of the topics in each of their set Pre-AP units, and mainly in order, since I do love Pre-AP's assessments and wanted to be able to use all of them. These made-over plans also include homework for extra practice. Sometimes I just used the formative assessments from Pre-AP for homework practice, and sometimes from our textbook, which is Big Ideas Algebra 2 by Larson and Boswell. 

Besides Pre-AP's learning checkpoints and performance tasks, I also give my own quizzes and tests. Problem-attic.com is my go to test-building site. Besides using Algebra 2 Regents questions from the site to build assessments (I am in New York), I would often go to Illustrative Math questions. Those questions are great thinking questions and often matched well with the thinking that the Pre-AP Algebra 2 lessons were geared toward. 

Here's my Algebra 2 Plans for the year. I did remove the time for each lesson column from the Pre-AP template. Each of the Tuesday/Thursday classes are 80 minutes and every other Friday when we meet is 60 minutes.

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