Dear Matt,

I am having trouble covering all the necessary topics in algebra II and still including the content of the state mathematics standards. Do you have any advice?
Rushed Algebra II Teacher

Response:

Dear Rushed:

It seems that algebra II teachers have been feeling this rush for a long time. This is a perfect time to ask your question, since we are at a transition period in algebra expectations and curriculum. Here are some of the differences from the past.

1. What needs to be taught is that content which is specified in the state standards, those dated 2007-2008. (They were developed in 2007, and placed in rule, making them official, in 2008.) Therefore, for algebra II, the content of the course is not just what is in any textbook, and not what “we’ve always done”. It must focus on the content of the standards for algebra at the high school level, adding content as needed to meet standards, and omitting content not included in state standards.
2. Students arrive at high school, starting this year, having had the opportunity to learn the algebra of lines, and those additional ideas in the 8th grade standards related to the algebra of lines. If their 8th grade teachers have followed #1 above, students should have a good grasp of these topics, since their teachers were able to focus on the specified standards rather than having to try to teach all the content often found in an algebra I textbook.
3. Teachers at all grades must adopt a new mindset that is different from past practice. The Minnesota standards are non-repetitive, that is, each grade lays out a shorter list of big ideas for that grade, giving teachers enough time to plan more extended instruction, and students more time to grasp the concepts. This also requires that all teachers must gradually wean themselves from re-teaching numerous topics from previous years’ standards. In the case of algebra II, about half of the course in the past was a repetition of algebra I.
4. This change puts responsibility on everyone in the system. Teachers will need to work to ensure that students can learn the content for the course. Students will also need to accept responsibility for learning concepts well the first time, with effective instruction. As we make the transition to a non-repetitive system in mathematics, we must make provisions to support students who do not fully understand the content of previous courses, while still not stealing time needed for new instruction. When students need to brush up, expect them to do some of this outside of class. Possible ideas for intervention include mini-diagnostic tests that check for mastery of critical ideas, brief, focused, and “just-in-time” review in class, self-help with review materials out of class, tutoring help, or technology based review sessions.

The standards at high school are specified by level rather than grade, and can be configured in anyway a district decides. Some districts are spreading the algebra portion of the standards, together with the data analysis and probability, over 3 years for many of their students, with the first year occurring in grade 8, the second in grade 9, and the third in grade 11, with 10th grade devoted to geometry and measurement. This still leaves grade 12 for a variety of possible courses. These might be a math applications course to pull together previous content and prepare for future work, or the study of additional statistics in an AP Statistics course, or a pre-calculus level course of advanced work not covered in the standards, such as circle trigonometry, matrices and vectors, polynomial functions, and other advanced topics. Some students in schools may be ready for any courses at an earlier grade, and may choose to study AP Calculus or other advanced content.

So, to sum up, here are some suggestions for making algebra II less crowded and more effective:

• Minimize re-teaching what students are expected to already know, such as the algebra of lines (see the 8th grade standards for specifics)
• Omit topics not included in Minnesota standards for grades 9-11
• Do not simply follow the textbook
• Develop strategies for supporting students who do not have a solid understanding of previous learning
• Collaborate with other teachers in your school or nearby schools to develop a scope and sequence for algebra and other strands based on state standards, and help each other find good resources for such instruction.

Good luck, and happy algebra teaching!

Matt

Matt Mentor, a wise and experienced teacher, offers advice about teaching mathematics topics to beginning teachers. Of course, experienced teachers can join in as well.

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