Algebra (Power Basics)

MathGrades 6–12

About This Curriculum

A simplified, easier-to-read algebra course designed for struggling learners, junior high students, or remedial work with a lower reading level than traditional algebra texts.

What makes it unique: Written at a fourth-grade reading level with on-level content in an accessible format specifically designed for students not well served by traditional strategies and texts.

Algebra (Power Basics): Simplified Algebra for Struggling Learners

Algebra (Power Basics) is a simplified, easier-to-read algebra curriculum designed specifically for struggling learners, junior high students, or remedial high school work. The curriculum uses larger print and lower reading levels while covering major algebra concepts, though less comprehensively than standard courses.

Best for

Struggling algebra students in grades 6-12, students needing remedial math support, or junior high students requiring a gentler introduction to algebraic concepts

Evaluation Criteria

1 strength · 5 concerns · 2 neutral · 1 insufficient evidence

Sequencing ApproachStrength

The curriculum uses a mastery-based approach appropriate for its target audience of struggling learners.

Described as using mastery-based pedagogy and designed for students who need simplified, step-by-step progression through algebra concepts

Worked ExamplesConcern

Evidence suggests limited use of worked examples in the instructional design.

The course is 'set up so that students can work independently for the most part' with minimal teacher guidance, suggesting fewer modeled examples

Teacher TrainingConcern

Minimal teacher support is provided beyond answer keys.

The teacher's guide 'has some instructional information' but primarily 'serves as the answer key to the student text' with limited pedagogical guidance

Direct InstructionConcern

The curriculum does not facilitate strong direct instruction and relies heavily on independent work.

Review states the course is 'set up so that students can work independently for the most part' with teachers mainly correcting work and administering tests

Assessment DiagnosticConcern

The curriculum includes tests but no evidence of diagnostic or formative assessments.

Review mentions a 'test pack' with answer key but no discussion of diagnostic tools or ongoing assessment strategies

Conceptual Procedural BalanceConcern

The curriculum appears to emphasize procedural work over deep conceptual development.

Review notes that coverage is 'not as comprehensive as most' with minimal work on complex concepts like square roots and multi-variable equations, suggesting a focus on basic procedures

Word ProblemsNeutral

The curriculum includes some word problems and practical applications but at a simplified level.

Review notes that 'both the text and workbook include some practical application and word problems' though 'time/rate/distance problems are not as complex as you find in most courses'

Retrieval PracticeNeutral

The curriculum includes practice through workbooks but limited evidence of systematic retrieval practice.

Students do 'bulk of their practice in the workbook' but no mention of spaced review or cumulative practice strategies

Visual RepresentationsInsufficient Evidence

No evidence of systematic use of visual models or manipulatives is provided.

Review focuses on text format and reading level but does not mention visual representations or mathematical models

Sources: cathyduffyreviews.com