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This paper is a study on the improvement of classroom instructions for enhancing algebra learning in slow learning middle school students. Based on the study of Watson & De Geest(2012), the algebraic properties presented in textbooks have been detailed in the present study. Also, the aim was to verify the effect of each level when the detailed instructional data was put into a general class where students with different achievement levels were mixed. The effect of the detailed instructional treatment was quantitatively analyzed using the SPSS statistical tool, and a qualitative analysis was attempted based on the specific examples of answers written by students. In addition, post-test 1 and post-test 2 were performed to analyze the retention effect. As a result of the analysis, no difference in all the levels of the comparison group and the experimental group in post-test 1 was observed; however, in post-test 2, the algebraic achievement of the lower group of the test group was statistically significant, thereby confirming the retention effect. Moreover, there was no statistically significant difference in algebraic achievements above the middle group. As a result of the average comparison, it was confirmed that the refined instructional treatments had a positive effect on learners above the middle group. These findings provide pedagogical implications for a lesson plan that can be helpful to students of all levels with poor math skills in the mixed mathematics classroom.