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Algebra I/II

The ATYP Year I course is a rigorous, accelerated class that covers two years of high school Algebra in a single school year. The class contains the standard content for comprehensive high school Algebra I and Algebra II classes including linear equations in one, two or three unknowns, polynomial and rational expressions, inequalities in one and two variables, lines, factoring, exponents, radicals, quadratic formula, complex numbers, and roots of high-degree polynomials, as well as some basics of probability, sequences and trigonometry. Students will learn to use their graphing calculators as a powerful instructional tool through graphing and programming. The students sharpen their skills by submitting their solutions to more than 1500 homework problems. Enrichment work in mathematical problem solving is emphasized.

This class meets one afternoon per week from 1:20 – 3:50 pm.  The day of the week varies each year depending on number of students and instructor availability.  A break is held half-way through the class meeting to allow the students to stretch, use the restroom and get a snack from the vending machines (money needed).  The classes meet in a classroom on the Western Michigan University Campus with an instructor that is qualified in mathematics and understands gifted youth.  Each instructor creates their own assessment tools that are used throughout the year.  Typically, there are 2 tests given each semester and a cumulative semester exam.  To culminate the year, a nationally normed standardized test is given to assess the student’s knowledge of Algebra topics.  Grades are given and sent to the student’s school at the semester break and at the end of the year.  An optional study session is run by a student grader each weekend that allows the students to discuss the homework and generate ideas for solutions.

Homework is assigned in a rotational manner.  Each week the homework will have three parts.  Approximately one-third of the homework questions will come from material that has just been discussed in class.  Approximately one-third of the homework questions will come from material that was discussed the week before.  So, they will have done some problems for this section the previous week, gotten some feedback on how they handled those problems, and (hopefully) internalized the concepts more thoroughly.  The last one-third of the homework questions come from material discussed two weeks prior.  Thus, this material should be mastered as they solve these questions.  This approach helps solidify the concepts being taught in an individual manner and without unnecessary repetition in class.

Calculator Policy for ATYP
A graphing calculator can enhance the understanding of mathematics by allowing student access to harder problems and alternate ways of representing data. However, students are not encouraged to use a graphing calculator until a few months into the program. This is to make sure the student understands basic principles and theorems before allowing the calculators to do the work for them. ATYP encourages students to make use of concepts introduced in the book and not to reach for a calculator to do basic mathematics operations.

This being noted, ATYP utilizes graphing calculators in all years of its mathematics program. Most current graphing calculators are acceptable. If a student already owns a graphing calculator, then check with the instructor to make sure that it is compatible with ATYP’s program. If a student needs to purchase a graphing calculator for ATYP’s program, then both a TI-83+ and a TI-84+ are acceptable. Since KAMSC is recommending that their incoming freshman have a TI-84+ calculator, by purchasing a TI-84+ you may be able to use your calculator throughout more of your school career. A calculator with a keyboard or one containing a computer algebra system does not help a student learn mathematics and, as such, should not be purchased for this program.

Kelly Schultz
Kelly.Schultz@wmich.edu.