A common question is what course is next. This often comes from a parent who has done a variety of middle or high school math courses with a variety of vendors. The confusion becomes the treatment and the course names.Our general rule is to follow the path is as follows.
- Algebra
- Geometry
- Algebra II with Trig (often called precalculus)
- Calculus
A student who has had an algebra course (even if not the best) should be ready for geometry. The geometry course should incorporate a review of algebra to keep it fresh. (Jacob’s geometry does this well.) Except for those using Saxon (which does not have a separate geometry course) most vendors cover these topics first.
The big issue comes after that – with Algebra II with Trig – often called Precalculus. We have many students who have taken some form of algebra II or adavnced algebra. Parents ask us often – what have they covered and what do we need to do next. This is a tough question to answer – but here is our approach. We direct them to our website for online quizzes of the textbook we use for Algebra II with trig. We have links to quizes for chapter 1 to 8. If you have your student take these short quizzes you get a feel for what they are ready to do next.
What do you do before algebra? Is prealgebra required? We get these types of questions often – so here are some things to consider.
First – note that algebra is the abstraction (or generalization) of the basic arithmetic you have learned or taught in the k-6th grades. So instead of saying 2 apples + 3 apples = 5 apples as we might do in arithmetic, we move to a more general 2x + 3x = 5x in algebra.
Second, you can decide to do prealgebra – or just jump straight into algebra. You can judge pretty well if a student is ready for algebra by the following criteria:
* They need to know basic arithmetic.
* They need to understand the idea of a equation – such as 2+3=5.
* They need to understand the idea of a variable. For instance, in the statement 2 apples + ? apples = 5 apples — the question mark is a variable. If they get this, they have the idea.
* They should know something about graphing points on a number line and on a plane. Furthermore, they should be able to read graphs and charts.
* They need the ability to do abstract thinking. This one is a little harder to determine and comes with age. But if they understand variables, they likely are ready to think abstractly.
When we got to the “prealgebra” point with our daughter – we just plowed into algebra and took it slow. But if you feel you have conquered all of the above but do not want to plow into algebra just yet, you can choose a prealgebra curriculum which provides or strengthens the above bullet points — or you can try this.
Take the next semester or year and explore math. Have fun with it. Have your student explore how math is used in their favorite hobby or passion. Use the web. library, and bookstore to find information about how math relates to their true love. Have them look for relationships in their hobbies. For instance, how is the length of a string related to tone in music? What is the relationship between distance a ball goes with a bat or golf club as opposed to where you held the bat or club? Whatever their hobby or interest – I can assure that you can find ways math applies. If not, let us know and we might be able to help you in the search!
