# Pivot Algebra II Conclusion

Read Part One, Part Two, and Part Three

The previous three pieces were a thought exercise, designed to force me to dive into a goal I had for the summer: reassess the way Algebra II is presented.

In summary:

Algebra II should be presented as a series of skills: Equations, Inequalities, Graphs, Transformations, Inverses, Domain/Range, and Systems

The specific parent functions should not matter. These skills can be applied to all of the major functions that we study. Students will start with a skill and see how it applies to a subset of parent functions simultaneously. Quadratics and absolute values will be seen as layers on top of a variable, not as unrelated entities.

The skill will be repeated for more difficult situations. Then repeated for a different set of parent functions with their own layers of difficulty.

Eventually, a student can be presented with an equation or graph set representing any of the eleven major parent functions and be able to tell the difference between a quadratic, linear, radical, or what have you.

Assessment will be done with level-based Standards Based Grading. Activities and supporting problem sets won't change much. Most students won't be able to tell that I've done anything different.

To celebrate this new attempt at an old topic, rather than just share ways I assessed topics, I combed through everything I had and shared it all.

You want to my curriculum map? Go ahead.

You want to see my tests? Go ahead.

You want to see my classwork? Go ahead.

You want frameworks for projects? Go ahead.

Copy it, adapt it, use it to foster your own unique ideas.

Algebra II Resources

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