Pre-AP Algebra 2

In Pre-AP Algebra 2, students solidify and extend the understanding of functions and data analysis developed in prior courses. Students build upon linear, quadratic, and exponential functions as they work to define logarithmic, polynomial, rational, square root, cube root, and trigonometric functions. Quantitative literacy is developed by weaving data sets, contextual scenarios, and mathematical modeling throughout the course. 

The areas of focus are reasoning skills that provide vertical alignment within a discipline, giving students the opportunity to develop and strengthen these skills as they progress through subsequent Pre-AP courses and into advanced coursework. 

• Connections among multiple representations
• Greater authenticity of applications and modeling
• Engagement in mathematical argumentation 

Pre-AP Algebra 2 has four main units, with two options for Unit 4. Review their key topics and the recommended length for each unit: 

• Unit 1: Modeling with Functions (~7 weeks)
• Unit 2: Algebra of Functions (~6 weeks)
• Unit 3: Function Families (~9 weeks)
• Unit 4T: Trigonometric Functions (~6 weeks)
• Unit 4M: Matrices and their Applications (~6 weeks) 

Schools can choose one of the two available fourth units based on the best alignment to their state and local standards. Students are not prepared to go directly into calculus following Pre-AP Algebra 2 if they have not completed the Trigonometric Functions unit. Instead, they will need to complete a math course with the necessary trigonometry content. 

These big ideas are addressed across units: 

• Functions
• Operations with Functions
• Inverse Functions 

Each unit contains: 

• Model lessons: Student and teacher resources that demonstrate how to translate the course framework, shared principles, and areas of focus into daily instruction.
• In-lesson formative assessments: Short, open-ended problems that highlight the targeted content and skills for each lesson.
• 2 learning checkpoints: These multiple-choice and technology-enhanced questions are modeled closely after the types of questions students encounter on AP Exams and the SAT. Learning checkpoints require students to examine graphs, data, and short texts—often in authentic contexts—to respond to questions that measure students' understanding of the unit’s concepts and skills.
• 1 performance task: A sustained problem-solving task that asks students to synthesize the unit’s skills and concepts while answering questions about a novel context.
• Practice performance tasks: 1 or 2 practice performance tasks with scoring guidelines and instructional suggestions. 

Note: All students need access to a graphing utility such as a graphing calculator, app on a cellphone, or a laptop with graphing software like Desmos, which can be accessed through Pre-AP Classroom, but do not need to purchase any particular device or equipment. 

Before implementing a Pre-AP course, teachers need to complete Pre-AP Course Audit. This process is required to: 

• Grant teachers access to Pre-AP Classroom, including instructional materials, professional learning, and assessment tools 
• Authorize the school to use "Pre-AP" in its course names 
• Include the school in Pre-AP Course Ledger