Algebra 2 HN and Algebra 2 differences

[Anonymous]

Anonymous wrote:

Anonymous wrote:My 8th grader took Algebra I HN last year and is in Geometry HN this year. However, math is absolutely not her favorite nor her best class. This thread has been so helpful since they have to make class decisions soon!

Curious, what do you think she will decide to take?

TBH, I am going to have her read this thread and the extremley helpful explanation from the teacher that details the differences between the two. She is very much an arty kid who is a strong writer/reader. Regular Algebra II might be the best fit!

[Anonymous]

Anonymous wrote:

Anonymous wrote:Teacher above said honors algebra 2 better for both application and analysis if do IB and if don’t do honors then will have hard time with 1 of those. Is it an option to only take either application or just analysis or with IB does student have to take both, which means even if harder, if want to take IB and if IB means have to take both application AND analysis, better to get foundation from the honors class? If know student wants IB, want to steer them to where they have tools to succeed for classes want to take. For purposes of this question, putting aside of one class would get easier higher grade v another class. Thanks,

I'm having trouble understanding what you wrote.

IB Applications is a 2 year sequence. Regular algebra 2 or honors is okay preparation for this. It is application and interpretation of formulas with a tiny dash of calculus.

IB Analysis is a different 2 year sequence. You will need honors for this. It is intense math theory and deeper calculus.

In FCPS course catalog for IB, each of these are listed as separate options/classes: IB Math Analysis & Application (1 & 2), IB Math Analysis & Application SL (1&2) & IB Math Analysis & Application HL (1&2). So there it doesn’t look like you could take Analysis but not Application as all part of same class and only options are whether take higher level (HL), standard level (SL) or whatever the non-labeled one is.

https://insys.fcps.edu/CourseCatOnline/courselist/1041/10/0/0/0/1

[Anonymous]

Anonymous wrote:I wrote a handout on this for our curriculum night. I can copy the text of it tomorrow when I’m back at my desk. That said, it will vary significantly by the school and teachers.

In short at my school: honors moves significantly faster and requires students to go beyond what is explicitly shown in class. For example:

Regular A2 will be shown various types of polynomials and how to factor them. The test will be an assortment of polynomials and students will be asked to factor them. A2H will get the same instruction, but then will be given something like 4x^3-2x^2-kx+1 and asked to find a value of k that makes it factor able with using the grouping method.

It also includes at least one or two extra standards/skills per unit. In my regular A2 class, I have time to spend a day reviewing prerequisite skills. In honors, students need to already have mastered (and retained) all the material from prior coursework, because the review days are taken up with extension topics. For example:

Both classes solved systems of quadratic equations. An algebra 1 standard is systems of linear equations. In A2 I spent time (maybe 1/2 block) reviewing simplistic systems that didn’t require much manipulation (terms dropped out easily) before shifting into more difficult examples with new content. After we covered all 3 methods with quadratics, I had a full day devoted to practicing all methods. In honors, we spent a 5 minute warm up reviewing what a system is, and then dove right into the new stuff, because in addition to quadratics we had to cover systems where x is a function of y (sideways parabolas), and all graphing and solving was expected to be done by hand. In gen ed, students were able to use calculators to graph equations and find intersections to check work or find ordered pairs for graphing.

If you are in an AP school, both classes are a stepping stone to precalc. You can think of gen ed as the AB version of calc and honors as BC. 75% of the class is the same, but that extra 25% really increases the pace for honors.

If you are at an IB school, a successful gen ed algebra 2 student will struggle with the rigor expected in IB analysis, but should be fine with IB applications. If analysis is desired, I would make the jump to honors.

Thanks so much for writing this. In A1H I started with an F then I slowly started undestanding the material and got a B+ average for the year what do you suggest I take for my Algebra 2 YR

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teacher above said honors algebra 2 better for both application and analysis if do IB and if don’t do honors then will have hard time with 1 of those. Is it an option to only take either application or just analysis or with IB does student have to take both, which means even if harder, if want to take IB and if IB means have to take both application AND analysis, better to get foundation from the honors class? If know student wants IB, want to steer them to where they have tools to succeed for classes want to take. For purposes of this question, putting aside of one class would get easier higher grade v another class. Thanks,

I'm having trouble understanding what you wrote.

IB Applications is a 2 year sequence. Regular algebra 2 or honors is okay preparation for this. It is application and interpretation of formulas with a tiny dash of calculus.

IB Analysis is a different 2 year sequence. You will need honors for this. It is intense math theory and deeper calculus.

In FCPS course catalog for IB, each of these are listed as separate options/classes: IB Math Analysis & Application (1 & 2), IB Math Analysis & Application SL (1&2) & IB Math Analysis & Application HL (1&2). So there it doesn’t look like you could take Analysis but not Application as all part of same class and only options are whether take higher level (HL), standard level (SL) or whatever the non-labeled one is.

https://insys.fcps.edu/CourseCatOnline/courselist/1041/10/0/0/0/1

There is also IB Math Applications & Interpretations (1&2), IB Math Applications & Interpretations SL (1&2) and IB Math Applications & Interpretations HL (1&2). Maybe that is confusion. I think someone posted on another there that the math with “analysis” in name is one that is for engineers-math major track and hardest (or they may have said more in depth), but all the classes have “application” in their name so difference is classes seems to be ones with “analysis” in name v “interpretation.” If looking for what’s easier v harder then, class with analysis in name harder than interpretations (and that follows an above poster), but would have to defer to teacher/school to say if interpretations HL harder than general analysis or SL versions.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My 8th grader took Algebra I HN last year and is in Geometry HN this year. However, math is absolutely not her favorite nor her best class. This thread has been so helpful since they have to make class decisions soon!

Curious, what do you think she will decide to take?

TBH, I am going to have her read this thread and the extremley helpful explanation from the teacher that details the differences between the two. She is very much an arty kid who is a strong writer/reader. Regular Algebra II might be the best fit!

Thanks for reply. I know each kid different, but is helpful to hear thought process of others (kids and teachers). I swear when I went to school was just 9th grade math, 10th grade math… don’t remember choices like today, but maybe memory was purged after graduated.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teacher above said honors algebra 2 better for both application and analysis if do IB and if don’t do honors then will have hard time with 1 of those. Is it an option to only take either application or just analysis or with IB does student have to take both, which means even if harder, if want to take IB and if IB means have to take both application AND analysis, better to get foundation from the honors class? If know student wants IB, want to steer them to where they have tools to succeed for classes want to take. For purposes of this question, putting aside of one class would get easier higher grade v another class. Thanks,

I'm having trouble understanding what you wrote.

IB Applications is a 2 year sequence. Regular algebra 2 or honors is okay preparation for this. It is application and interpretation of formulas with a tiny dash of calculus.

IB Analysis is a different 2 year sequence. You will need honors for this. It is intense math theory and deeper calculus.

In FCPS course catalog for IB, each of these are listed as separate options/classes: IB Math Analysis & Application (1 & 2), IB Math Analysis & Application SL (1&2) & IB Math Analysis & Application HL (1&2). So there it doesn’t look like you could take Analysis but not Application as all part of same class and only options are whether take higher level (HL), standard level (SL) or whatever the non-labeled one is.

https://insys.fcps.edu/CourseCatOnline/courselist/1041/10/0/0/0/1

Keep scrolling down to see the applications offerings. The full course titles for IB are "analysis and approaches" and "applications and interpretation". It's a shame they are both abbreviated "app".

Analysis and approaches (shortened to "analysis"): https://www.ibo.org/contentassets/5895a05412144fe890312bad52b17044/subject-brief-dp-math-analysis-and-approaches-en.pdf
Applications and interpretation ("Applications"): https://www.ibo.org/contentassets/5895a05412144fe890312bad52b17044/subject-brief-dp-math-applications-and-interpretations-en.pdf

[Anonymous]

Anonymous wrote:

Anonymous wrote:I wrote a handout on this for our curriculum night. I can copy the text of it tomorrow when I’m back at my desk. That said, it will vary significantly by the school and teachers.

In short at my school: honors moves significantly faster and requires students to go beyond what is explicitly shown in class. For example:

Regular A2 will be shown various types of polynomials and how to factor them. The test will be an assortment of polynomials and students will be asked to factor them. A2H will get the same instruction, but then will be given something like 4x^3-2x^2-kx+1 and asked to find a value of k that makes it factor able with using the grouping method.

It also includes at least one or two extra standards/skills per unit. In my regular A2 class, I have time to spend a day reviewing prerequisite skills. In honors, students need to already have mastered (and retained) all the material from prior coursework, because the review days are taken up with extension topics. For example:

Both classes solved systems of quadratic equations. An algebra 1 standard is systems of linear equations. In A2 I spent time (maybe 1/2 block) reviewing simplistic systems that didn’t require much manipulation (terms dropped out easily) before shifting into more difficult examples with new content. After we covered all 3 methods with quadratics, I had a full day devoted to practicing all methods. In honors, we spent a 5 minute warm up reviewing what a system is, and then dove right into the new stuff, because in addition to quadratics we had to cover systems where x is a function of y (sideways parabolas), and all graphing and solving was expected to be done by hand. In gen ed, students were able to use calculators to graph equations and find intersections to check work or find ordered pairs for graphing.

If you are in an AP school, both classes are a stepping stone to precalc. You can think of gen ed as the AB version of calc and honors as BC. 75% of the class is the same, but that extra 25% really increases the pace for honors.

If you are at an IB school, a successful gen ed algebra 2 student will struggle with the rigor expected in IB analysis, but should be fine with IB applications. If analysis is desired, I would make the jump to honors.

Thanks so much for writing this. In A1H I started with an F then I slowly started undestanding the material and got a B+ average for the year what do you suggest I take for my Algebra 2 YR

Please speak to your current math teacher to get a recommendation and if you are still confused reach out to whoever at your school teaches algebra 2 honors. I am not qualified to make a suggestion based on one data point for an anonymous student I've never met.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I wrote a handout on this for our curriculum night. I can copy the text of it tomorrow when I’m back at my desk. That said, it will vary significantly by the school and teachers.

In short at my school: honors moves significantly faster and requires students to go beyond what is explicitly shown in class. For example:

Regular A2 will be shown various types of polynomials and how to factor them. The test will be an assortment of polynomials and students will be asked to factor them. A2H will get the same instruction, but then will be given something like 4x^3-2x^2-kx+1 and asked to find a value of k that makes it factor able with using the grouping method.

It also includes at least one or two extra standards/skills per unit. In my regular A2 class, I have time to spend a day reviewing prerequisite skills. In honors, students need to already have mastered (and retained) all the material from prior coursework, because the review days are taken up with extension topics. For example:

Both classes solved systems of quadratic equations. An algebra 1 standard is systems of linear equations. In A2 I spent time (maybe 1/2 block) reviewing simplistic systems that didn’t require much manipulation (terms dropped out easily) before shifting into more difficult examples with new content. After we covered all 3 methods with quadratics, I had a full day devoted to practicing all methods. In honors, we spent a 5 minute warm up reviewing what a system is, and then dove right into the new stuff, because in addition to quadratics we had to cover systems where x is a function of y (sideways parabolas), and all graphing and solving was expected to be done by hand. In gen ed, students were able to use calculators to graph equations and find intersections to check work or find ordered pairs for graphing.

If you are in an AP school, both classes are a stepping stone to precalc. You can think of gen ed as the AB version of calc and honors as BC. 75% of the class is the same, but that extra 25% really increases the pace for honors.

If you are at an IB school, a successful gen ed algebra 2 student will struggle with the rigor expected in IB analysis, but should be fine with IB applications. If analysis is desired, I would make the jump to honors.

Thanks so much for writing this. In A1H I started with an F then I slowly started undestanding the material and got a B+ average for the year what do you suggest I take for my Algebra 2 YR

Please speak to your current math teacher to get a recommendation and if you are still confused reach out to whoever at your school teaches algebra 2 honors. I am not qualified to make a suggestion based on one data point for an anonymous student I've never met.

Does this actually work? Whenever I have reached out to a teacher about stuff like this, they have given me a pro-con list, with no strong recommendations either way.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teacher above said honors algebra 2 better for both application and analysis if do IB and if don’t do honors then will have hard time with 1 of those. Is it an option to only take either application or just analysis or with IB does student have to take both, which means even if harder, if want to take IB and if IB means have to take both application AND analysis, better to get foundation from the honors class? If know student wants IB, want to steer them to where they have tools to succeed for classes want to take. For purposes of this question, putting aside of one class would get easier higher grade v another class. Thanks,

I'm having trouble understanding what you wrote.

IB Applications is a 2 year sequence. Regular algebra 2 or honors is okay preparation for this. It is application and interpretation of formulas with a tiny dash of calculus.

IB Analysis is a different 2 year sequence. You will need honors for this. It is intense math theory and deeper calculus.

In FCPS course catalog for IB, each of these are listed as separate options/classes: IB Math Analysis & Application (1 & 2), IB Math Analysis & Application SL (1&2) & IB Math Analysis & Application HL (1&2). So there it doesn’t look like you could take Analysis but not Application as all part of same class and only options are whether take higher level (HL), standard level (SL) or whatever the non-labeled one is.

https://insys.fcps.edu/CourseCatOnline/courselist/1041/10/0/0/0/1

Keep scrolling down to see the applications offerings. The full course titles for IB are "analysis and approaches" and "applications and interpretation". It's a shame they are both abbreviated "app".

Analysis and approaches (shortened to "analysis"): https://www.ibo.org/contentassets/5895a05412144fe890312bad52b17044/subject-brief-dp-math-analysis-and-approaches-en.pdf
Applications and interpretation ("Applications"): https://www.ibo.org/contentassets/5895a05412144fe890312bad52b17044/subject-brief-dp-math-applications-and-interpretations-en.pdf

Thank you!!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I wrote a handout on this for our curriculum night. I can copy the text of it tomorrow when I’m back at my desk. That said, it will vary significantly by the school and teachers.

In short at my school: honors moves significantly faster and requires students to go beyond what is explicitly shown in class. For example:

Regular A2 will be shown various types of polynomials and how to factor them. The test will be an assortment of polynomials and students will be asked to factor them. A2H will get the same instruction, but then will be given something like 4x^3-2x^2-kx+1 and asked to find a value of k that makes it factor able with using the grouping method.

It also includes at least one or two extra standards/skills per unit. In my regular A2 class, I have time to spend a day reviewing prerequisite skills. In honors, students need to already have mastered (and retained) all the material from prior coursework, because the review days are taken up with extension topics. For example:

Both classes solved systems of quadratic equations. An algebra 1 standard is systems of linear equations. In A2 I spent time (maybe 1/2 block) reviewing simplistic systems that didn’t require much manipulation (terms dropped out easily) before shifting into more difficult examples with new content. After we covered all 3 methods with quadratics, I had a full day devoted to practicing all methods. In honors, we spent a 5 minute warm up reviewing what a system is, and then dove right into the new stuff, because in addition to quadratics we had to cover systems where x is a function of y (sideways parabolas), and all graphing and solving was expected to be done by hand. In gen ed, students were able to use calculators to graph equations and find intersections to check work or find ordered pairs for graphing.

If you are in an AP school, both classes are a stepping stone to precalc. You can think of gen ed as the AB version of calc and honors as BC. 75% of the class is the same, but that extra 25% really increases the pace for honors.

If you are at an IB school, a successful gen ed algebra 2 student will struggle with the rigor expected in IB analysis, but should be fine with IB applications. If analysis is desired, I would make the jump to honors.

Thanks so much for writing this. In A1H I started with an F then I slowly started undestanding the material and got a B+ average for the year what do you suggest I take for my Algebra 2 YR

Please speak to your current math teacher to get a recommendation and if you are still confused reach out to whoever at your school teaches algebra 2 honors. I am not qualified to make a suggestion based on one data point for an anonymous student I've never met.

Does this actually work? Whenever I have reached out to a teacher about stuff like this, they have given me a pro-con list, with no strong recommendations either way.

No one else can take responsibility for you.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I wrote a handout on this for our curriculum night. I can copy the text of it tomorrow when I’m back at my desk. That said, it will vary significantly by the school and teachers.

In short at my school: honors moves significantly faster and requires students to go beyond what is explicitly shown in class. For example:

Regular A2 will be shown various types of polynomials and how to factor them. The test will be an assortment of polynomials and students will be asked to factor them. A2H will get the same instruction, but then will be given something like 4x^3-2x^2-kx+1 and asked to find a value of k that makes it factor able with using the grouping method.

It also includes at least one or two extra standards/skills per unit. In my regular A2 class, I have time to spend a day reviewing prerequisite skills. In honors, students need to already have mastered (and retained) all the material from prior coursework, because the review days are taken up with extension topics. For example:

Both classes solved systems of quadratic equations. An algebra 1 standard is systems of linear equations. In A2 I spent time (maybe 1/2 block) reviewing simplistic systems that didn’t require much manipulation (terms dropped out easily) before shifting into more difficult examples with new content. After we covered all 3 methods with quadratics, I had a full day devoted to practicing all methods. In honors, we spent a 5 minute warm up reviewing what a system is, and then dove right into the new stuff, because in addition to quadratics we had to cover systems where x is a function of y (sideways parabolas), and all graphing and solving was expected to be done by hand. In gen ed, students were able to use calculators to graph equations and find intersections to check work or find ordered pairs for graphing.

If you are in an AP school, both classes are a stepping stone to precalc. You can think of gen ed as the AB version of calc and honors as BC. 75% of the class is the same, but that extra 25% really increases the pace for honors.

If you are at an IB school, a successful gen ed algebra 2 student will struggle with the rigor expected in IB analysis, but should be fine with IB applications. If analysis is desired, I would make the jump to honors.

Thanks so much for writing this. In A1H I started with an F then I slowly started undestanding the material and got a B+ average for the year what do you suggest I take for my Algebra 2 YR

Please speak to your current math teacher to get a recommendation and if you are still confused reach out to whoever at your school teaches algebra 2 honors. I am not qualified to make a suggestion based on one data point for an anonymous student I've never met.

Does this actually work? Whenever I have reached out to a teacher about stuff like this, they have given me a pro-con list, with no strong recommendations either way.

No one else can take responsibility for you.

IOW no

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My 8th grader took Algebra I HN last year and is in Geometry HN this year. However, math is absolutely not her favorite nor her best class. This thread has been so helpful since they have to make class decisions soon!

Curious, what do you think she will decide to take?

TBH, I am going to have her read this thread and the extremley helpful explanation from the teacher that details the differences between the two. She is very much an arty kid who is a strong writer/reader. Regular Algebra II might be the best fit!

Thanks for reply. I know each kid different, but is helpful to hear thought process of others (kids and teachers). I swear when I went to school was just 9th grade math, 10th grade math… don’t remember choices like today, but maybe memory was purged after graduated.

Where did you go to school?
Many Private schools have Math 9/10/11 or 1/2/3. Maybe non-US schools do to. I think UK has "4/5/6th form" and optional "advanced level" , and Germany is similar.
But 30 years ago "Algebra, Geometry, Trig, Calculus" or some variation was very common in US public schools.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I wrote a handout on this for our curriculum night. I can copy the text of it tomorrow when I’m back at my desk. That said, it will vary significantly by the school and teachers.

In short at my school: honors moves significantly faster and requires students to go beyond what is explicitly shown in class. For example:

Regular A2 will be shown various types of polynomials and how to factor them. The test will be an assortment of polynomials and students will be asked to factor them. A2H will get the same instruction, but then will be given something like 4x^3-2x^2-kx+1 and asked to find a value of k that makes it factor able with using the grouping method.

It also includes at least one or two extra standards/skills per unit. In my regular A2 class, I have time to spend a day reviewing prerequisite skills. In honors, students need to already have mastered (and retained) all the material from prior coursework, because the review days are taken up with extension topics. For example:

Both classes solved systems of quadratic equations. An algebra 1 standard is systems of linear equations. In A2 I spent time (maybe 1/2 block) reviewing simplistic systems that didn’t require much manipulation (terms dropped out easily) before shifting into more difficult examples with new content. After we covered all 3 methods with quadratics, I had a full day devoted to practicing all methods. In honors, we spent a 5 minute warm up reviewing what a system is, and then dove right into the new stuff, because in addition to quadratics we had to cover systems where x is a function of y (sideways parabolas), and all graphing and solving was expected to be done by hand. In gen ed, students were able to use calculators to graph equations and find intersections to check work or find ordered pairs for graphing.

If you are in an AP school, both classes are a stepping stone to precalc. You can think of gen ed as the AB version of calc and honors as BC. 75% of the class is the same, but that extra 25% really increases the pace for honors.

If you are at an IB school, a successful gen ed algebra 2 student will struggle with the rigor expected in IB analysis, but should be fine with IB applications. If analysis is desired, I would make the jump to honors.

Thanks so much for writing this. In A1H I started with an F then I slowly started undestanding the material and got a B+ average for the year what do you suggest I take for my Algebra 2 YR

F? What did you do the year before algebra 1H? What grade was Algebra 1H?
Hop on Khan or IXL and review Algebra 1. Is it easy for you now?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My 8th grader took Algebra I HN last year and is in Geometry HN this year. However, math is absolutely not her favorite nor her best class. This thread has been so helpful since they have to make class decisions soon!

Curious, what do you think she will decide to take?

TBH, I am going to have her read this thread and the extremley helpful explanation from the teacher that details the differences between the two. She is very much an arty kid who is a strong writer/reader. Regular Algebra II might be the best fit!

Alg 2 H was VERY hard for my kid. Different district. But it’s generally a very challenging class.

[Anonymous]

Anonymous wrote:I wrote a handout on this for our curriculum night. I can copy the text of it tomorrow when I’m back at my desk. That said, it will vary significantly by the school and teachers.

In short at my school: honors moves significantly faster and requires students to go beyond what is explicitly shown in class. For example:

Regular A2 will be shown various types of polynomials and how to factor them. The test will be an assortment of polynomials and students will be asked to factor them. A2H will get the same instruction, but then will be given something like 4x^3-2x^2-kx+1 and asked to find a value of k that makes it factor able with using the grouping method.

It also includes at least one or two extra standards/skills per unit. In my regular A2 class, I have time to spend a day reviewing prerequisite skills. In honors, students need to already have mastered (and retained) all the material from prior coursework, because the review days are taken up with extension topics. For example:

Both classes solved systems of quadratic equations. An algebra 1 standard is systems of linear equations. In A2 I spent time (maybe 1/2 block) reviewing simplistic systems that didn’t require much manipulation (terms dropped out easily) before shifting into more difficult examples with new content. After we covered all 3 methods with quadratics, I had a full day devoted to practicing all methods. In honors, we spent a 5 minute warm up reviewing what a system is, and then dove right into the new stuff, because in addition to quadratics we had to cover systems where x is a function of y (sideways parabolas), and all graphing and solving was expected to be done by hand. In gen ed, students were able to use calculators to graph equations and find intersections to check work or find ordered pairs for graphing.

If you are in an AP school, both classes are a stepping stone to precalc. You can think of gen ed as the AB version of calc and honors as BC. 75% of the class is the same, but that extra 25% really increases the pace for honors.

If you are at an IB school, a successful gen ed algebra 2 student will struggle with the rigor expected in IB analysis, but should be fine with IB applications. If analysis is desired, I would make the jump to honors.

This is a great explanation. Do you recommend IB App to someone interested in engineering or do they have to take Analysis? We're at an IB school.