Math-U-See Algebra 1: Legacy Tips for Success

Algebra 1 can be a tough subject for students, but with the right strategies, you can set them up for success. This article provides helpful tips and tricks to guide you and your students through the Math-U-See Algebra 1: Legacy course. From utilizing review pages to showing their work, these suggestions will help them grasp concepts, avoid errors, and build a solid foundation for future math studies. Let’s dive in!

Should My Student Utilize Quick Review Sections?

Notice that there are shaded sections labeled Quick Review on the back of many of the Systematic Review C and D pages. Encourage your student not to skip those pages – they offer micro-lessons on previously taught concepts and give you the opportunity to review and reinforce those concepts and procedures with your student. 

How Should My Student Use the Video and Take Notes?

On Day 1 of each new lesson, watch the video and also read the written lesson summary in the Instruction Manual. Those two resources together are necessary for complete instruction. If your student is not already doing so, now is the time to emphasize the importance of taking notes. Make notes of new vocabulary words, rules, formulas, procedures, etc. 

Encourage students to use index cards for note-taking: advise them to write one note per card, using their own handwriting and wording to ensure comprehension. Suggest that they include examples or diagrams to aid in recall. Emphasize the importance of noting the lesson where the concept was taught. Recommend collecting these cards on a jump ring after hole-punching a corner, creating a portable reference that can be expanded over time. While the glossary and symbols/tables page in the back of the book provide helpful formulas and conversions, stress that having students write these out themselves can enhance retention. 

When Should My Student Start the Worksheets for a Lesson?

After watching the video and reading the written lesson in the Instruction Manual, if your student understands the lesson, go to Lesson Practice Page A in the workbook. However, if your student is confused at all, put the work aside for the day and rewatch the video on Day 2. 

What Should I Do If My Student Is Confused?

Re-watch the video on Day 2 if they’re confused. More understanding happens when our brains have time to download and organize the information overnight while at rest. Watching the video again will reinforce what they previously understood and clarify anything they may have missed the first day. Then work the A page. 

One page per day is recommended. If it takes more than 15-20 minutes to complete a page, consider letting your student take a break and do other things for a couple of hours before returning to math work. This will give their brain a chance to rest before working at it again.

Check each day’s work right away to correct any errors immediately. This will help prevent errors from being reinforced. 

Why is it Important to Verbalize the Problem-Solving Process?

When your student has completed both Lesson Practice pages (A-B) and before starting the Systematic Review pages, have them work one or two problems out loud, narrating each step to you. If your student is unsure how to do this, model it for them first. This ‘teach-back’ is important for the student’s understanding and long-term retention. It will also demonstrate their understanding to you and signal that they’re ready to start the review pages.  

What Should I Do If Extra Practice Is Needed?

If you need more practice with the concept before moving into the review pages, there is one extra practice page per lesson available in the Legacy Algebra 1 Online Instruction Resources tab below the video screen in the Digital Toolbox. 

Is It Really Necessary to Show All the Work?

Emphasize to your student the importance of showing ALL of THEIR WORK while solving the problems. It may take more time, but each problem has multiple operations, and it’s easy to miss something. Showing their work helps prevent careless errors. It also saves time if they make a true error and have to go back over their steps to see where the error occurred. That’s how you turn mistakes into aha moments! 

What Should I Do If They’re Really Stuck on a Problem?

If your student is really stuck on a concept or problem, suggest they look at the solution and try to work it backwards. And remember that you may also reach out to  AdvancedSupport@demmelearning.com for help!

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