Hello everyone, if you are in middle school and thinking about exploring higher math, you can take your math skill to the next level by joining this class where high school math concepts will be taught from scratch! 

Why this class? 
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I know One-On-One classes are expensive. Instead try a One-on-Three class! 

- Small class size; only 3 students per class! 
- Weekly assignments and quiz 
- grade report
- Learn by doing and explaining
- collaborate with others to solve problems

This is a unique course because it offers a student-led class. In a nutshell, in this class students will be doing most of the work and the teacher (me of course!) is more like a facilitator who encourages/inspires students to talk and explain math! 
The structure: 
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1. Usually, students and teacher will discuss an idea/concept/topic 
2. Once the students agree with the idea, then they will be given some problems.
3. Students will need to work with a partner or individually to complete the problems.
4. Once they are done solving (struggling with!) the problems, they will need to explain the answers in details(even if they are wrong). Other students need to give their inputs about the solutions to have a rich discussions in the class.
5. Students need to make notes in the class (notes will contain key ideas and vocabs)

As this is an ongoing class, there is no commitment. You just learn math as long as you find interest in it! And, if you start to find the class extremely challenging, you can stop and review what you have learned so far and join later! In this class, we will first start with the following 7 units of Algebra that are designed for middle schoolers. The units are listed below- 

1. UNIT 1: Modeling with Functions (5 weeks)
Week 1:  Big Idea: Rate of change describes how one quantity changes with respect to another. (Week 1) 
Week 2: Big Idea: A graph is a visual representation of the relationship between variables of a function.: Core Resource: Studying Situations With Graphs (Week 2)
Week 3: Functions can be represented in multiple, equivalent ways.: Core Resource: Function Features (Week 3)
Week 4: Functions belonging to the same family share similar graphs, behaviors, and characteristics.: Core Resource: Function Family Features (Week 4)
Week 5: Review (Week 5)

2. UNIT 2: Linear and Exponential Functions ( 5 Weeks)
Week 6: Rate of change distinguishes linear and exponential function families.: Core Resource: Comparing Models
Week 7: Functions can be represented in multiple, equivalent ways.: Core Resource: Connecting Transformations
Week 8: Function rules describe the quantitative relationship between variables.: Core Resource: Writing Rules
Week 9: Function families share similar rules and behaviors.: Core Resource: Graphing Functions
Week 10: Review

3. UNIT 3: Linear Equations and Inequalities in One Variables (4 Weeks)
Week 11: Equations can be derived from functions
Week 12: A solution set makes an equation or inequality true.
Week 13: Equations and inequalities can be represented in multiple, equivalent ways.
Week 14: Review 

4. UNIT 4: Linear Equations and Inequalities in Two Variables (4 Weeks)
Week 15: Systems of equations (or inequalities) contain functions that share the same set of variables.
Week 16: A solution set simultaneously makes every equation or inequality in a system true.
Week 17: A system of equations (or inequalities) can be solved using multiple, equivalent methods.
Week 18: Review

5. UNIT 5: Quadratic Functions (4 Weeks)
Week 19:  Rate of change determines other characteristics of a quadratic function.
Week 20: All quadratic functions share similar graphs, behaviors, and characteristics.
Week 21: Functions can be represented in multiple, equivalent ways.
Week 22: Review

6. UNIT 6: Quadratic Equations (5 Weeks)
Week 23: Quadratics can be written in multiple, equivalent ways.
Week 24: Quadratic equations have 0, 1 or 2 real solutions.
Week 25: Quadratic equations can be solved by rearranging the equation into an equivalent form.
Week 26: The structure of a quadratic equation provides insights about its key characteristics.
Week 27: Review

7. UNIT 7: Statistics
Week 28: Measures of center are used to interpret univariate data.
Week 29: Visual models illustrate the correlation of bivariate data.
Week 30: Test 1
Week 31: Review Test 1
Week 32: Test 2
Week 33: Review Test 2

After week 33 class will meet every week for problem solving classes where past Regents questions will be solved
Every week, the class will be met for once and the agenda will be the following: 
Agenda: 
Intro to the topic (5 mins)
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Students will be introduced to a math topic. They will discuss among each other to find out how much they know about the topic and what questions they may have. 
Guided Practice (15 mins)
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A problem will be posted in the class and students will be asked to solve the problem. Through teacher guidance, they should be able to solve the problem and take notes during the guided practice. 
Independent Practice (25 mins)
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After the guided practice, students will be given a number of problems to solve. Students are allowed to discuss with each other to solve the questions. After students are done solving the problems, every student should able to explain their solutions. If a solution is wrong, students should able to make the necessary corrections.
Quiz time & Challenge Questions (10 mins)
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After completing the Independent Practice, students will be given a quiz. Some students may receive a challenge questions sheet instead of the quiz. The quiz should take approximately 10 mins and the score will be recorded for evaluation purpose. 
Discussions (5 mins)
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At the end of the class, a summary of the class will be presented. If any further clarification is needed, it will be discussed as well.