Pacing in Algebra 2: Principles of Secondary Mathematics

As you guide your student through Algebra 2: Principles of Secondary Mathematics (Algebra 2: PSM), you may find that a traditional “one lesson per week” schedule doesn’t quite fit your rhythm. That is perfectly okay. This curriculum is built on the foundation of mastery, which means the most important goal is that your student can both “show what they know” and “say what they know” regarding the lesson objectives.

Because Algebra 2: PSM is a more advanced, digital-first course, we have introduced a new way to look at your schedule: Learning Sessions.

Understanding “Learning Sessions”

In Algebra 2: PSM, lessons vary in length based on the complexity of the objectives. To help you stay on track without the pressure of a rigid calendar, we suggest pacing by focus time rather than by lesson parts.

• What is a Learning Session? A block of approximately 45 minutes of focused student learning.
• The Lesson Rhythm: It will typically take 2 to 4 learning sessions to complete a single lesson.
• The Grace Period: Just like in Algebra 1: PSM, the first few lessons often take longer as students adapt to the new digital structure. Pacing typically picks up as students find their rhythm.

Pacing Tips for Algebra 2: PSM

Here are several strategies to help you maintain a reasonable pace while ensuring deep conceptual understanding.

Tip #1: It’s Okay to Slow Down

Don’t feel obligated to finish a specific section (like the entire “Explore” video) if the 45-minute learning session is up. If your student is flagging, stop there and pick up the next day. Breaking the work into these bite-sized chunks prevents burnout with complex algebraic topics.

Tip #2: Customize the Practice

Algebra 2: PSM provides robust practice to ensure mastery, but not every student needs every problem.

• The Odd/Even Approach: Consider assigning only the odd or even problems in Practice 1.
• Streamline Mastery: If your student flawlessly completes Practice 1 and the Mastery Check, feel free to skip the optional Practice 2 and More to Explore activities.

Tip #3: Strategic Use of Targeted Reviews

Targeted Reviews appear at the end of every odd-numbered lesson and cover previous concepts.

• Off-Session Work: If you are behind on your main lessons, have your student complete the Targeted Review outside of their standard 45-minute math block.
• Unit Prep: You can also save these problems to use as a cumulative review before a Unit Test.

Tip #4: Leverage the “See It Solved” Videos

If a student is struggling with a Warm Up or Checkpoint, encourage them to watch the optional “See It Solved” videos. These are excellent for immediate feedback and can save time by clearing up misconceptions before the student moves into the practice set.

What to Do if Mastery is Taking Too Long

If your student consistently needs more than four sessions per lesson, do not panic. They are mastering advanced concepts that will serve as the gateway to college-level math.

If you need to get back on track, consider these adjustments:

1. Reduce the Scope: If your student does not need to meet specific standards for probability and statistics, you can end the course after Unit 5 and skip Unit 6.
2. Extend the Calendar: Shift your end date by two weeks to allow for the deeper “deep dives” that Algebra 2 occasionally requires.
3. Double Up Sparingly: Occasionally, if the student has the capacity, you can do one learning session in the morning and another in the afternoon to move through a particularly interesting or more accessible topic.
4. Mastery Over Completion: Each lesson includes an optional Practice 2 and More to Explore activity. If your student flawlessly completes Practice 1 and the Mastery Check, you can skip these to maintain pacing.

The Instructor’s Role: “Guide on the Side”

In Algebra 2: PSM, the student is encouraged to be more independent. Use the Mastery Check as a discussion launch board. If they can explain the “why” behind their work to you using the provided rubrics, they have achieved mastery—even if they made a minor calculation error along the way.

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