FALL SEMESTER - 2024 Classes start - 12 August Fall break - 30 September Thanksgiving break - 25 November Classes end - 9 December ​ SPRING SEMESTER - 2025 ​ Classes start - 13 January Mid-winter break - 17 February Spring break - 14 April Classes end - 5 May

2024-25 ACADEMIC YEAR ​ Fall break - 30 September Thanksgiving break - 25 November Winter/Christmas Break - 9 December through 12 January Mid-winter break - 17 February Spring break - 14 April

Yes. We understand students may have family plans, which is why all classes are recorded and why class attendance is not mandatory (though strongly recommended). If students decide not to or cannot attend classes held on a Monday holiday, they are still responsible for the material covered in class - which can be found on the class website in the form of live class recording, individual lesson supplemental recordings, and recommended homework assignment scheduling.

Absolutely not! Attendance is NOT taken in any of the classes, so students are free to attend or not attend as their schedules require. Students are still responsible for the material covered and homework assigned during the missed class(es), which is why recordings of the live classes are posted within 24 hours after the live class has finished.

That's perfectly okay! About a quarter to one-third of our students attend classes asynchronously... which means we never see them in a live class (usually due to scheduling conflicts or time zone differences). Since the only main difference between attending live classes and watching the recordings is the abiity to chat live during class, these students tend to do just as well as their live-class attending peers.

We use Canvas for the student learning management system - where students will get their assignments, turn in homework, take tests, receive teacher feedback, collect grades, and communicate with the teacher and other students outside of class. We use Zoom! for the live class portion of these courses. Students will be able to see the teacher during class and have the ability to chat questions to the teacher and interact/engage during class via chat. Occasionally, students may be invited to work on the digital whiteboard or demonstrate something using webcam. Each live class is recorded and converted into an unlisted YouTube video. The link is then posted in Canvas as a private link for students to access throughout the academic year. Supplemental videos for each individual lesson are posted for students as unlisted, YouTube links in their corresponding week in Canvas.

YES!! :) Here is a sample of a fairly typical class (the class after a test was given): https://youtu.be/WmhzKj8ww0I

YES!! Here is an example of a fairly typical class schedule. This one is for Algebra 1 from 2017-18. If you would like a copy of a fully syllabus, email intake@mathmedicsplus.com.

Short answer by Ruth Cooper: I find the third edition to be more concise and focused on learning the techniques of algebra then the more distracting, over-conflated fourth editions. Long answer by Ruth Cooper: In high school (I was homeschooled), we used the third-edition Saxon Algebra 1 and 2 textbooks. Learning algebra is hard, regardless of the text used, but despite the intensity of the topics, the simplicity of topic presentation and non-cluttered visual aspects of Saxon's textbooks contributed to a higher level of focus on the topics being learned. In 2014, I began to teach from the fourth-edition Saxon Algebra 1 and 2 textbooks. My initial response was, "I don't like this edition." Unfortunately, that response isn't professionally recognized. As I set out deciding what to offer through my company that Fall, I decided to dig into WHY I disliked the fourth editions and, ultimately, why I would choose the third editions. First, the fourth-edition algebra texts remind me of college textbooks - enormous, intimidating, and visually distracting. If these texts are complicated and confusing to one who has firm algebraic foundations, what help does that give a first-time algebra student. Second, the problem sets are overwhelming with large numbers of arbitrarily complex "real world" problems and theoretical proof/verify problems. The real-world topics and numbers can be additionally confusing, distracting, and anxiety inducing. Third, the fourth edition inflated content by adding 374 pages (including 12 investigations and 11 calculator labs) to the original third-edition count of 120 lessons. While there is benefit in learning to use a graphing calculator, the investigations (or mini-torture sessions as we referred to them), are usually outside the scope of what the student is learning, even if related in some way. In summary, I think the fourth edition has strayed too far from John Saxon's original vision and methodology and has become more complicated and confusing... making it harder to focus on the mastery of algebra. Algebra is hard - there is no getting around that. Students' brains have to rewire as they learn to think in new ways and it's not always the most awesome experience. We can make it better. For that reason, I chose to offer the third-edition algebra courses. I think there's a simpler, more direct way to learn... a way with less visual clutter, more to-the-point word problems, and more narrowly focused on pertinent algebra topics.

Our recommendation is usually to continue on into Algebra 2. If you have a student who struggled in Algebra 1, going directly into Algebra 2 can be the most merciful path since there will not be a "gap" caused by a year of Geometry. Because we use the third edition Saxon Algebra 2 text, it is better to go from Algebra 1 into Algebra 2 since the Algebra 2 textbook has half a credit of geometry already woven into it. The remaining half credit of geometry is accquired by completing the first half of Saxon's Advanced Mathematics textbook.

Yes. Becoming familiar with a graphing calculator is a necessary skill as students move through Algebra 2 and head toward SATs. Because the third edition Algebra 2 Saxon text has minimal instruction on how to use graphing calculators (mostly due to the year it was published), we have made important adjustments to that curriculum. Our Algebra 2 classes incorporate graphing calculator instruction via "labs" that have been set up for students to acquaint themselves with graphing calculators and how to use them.

For PreAlgebra students... No. For Algebra 1 students... Highly recommended. For Algebra 2 students... Yes. For Geometry students... Yes. For Trigonometry students... Yes. Some of the homework, labs, and test questions will depend on using a graphing calculator.

You will need a TI-83, TI-84, TI-84+, or similar model. It MUST have a graphing screen and be able to display at least two graphs on an x-y coordinate plane (it has to be able to draw two lines on the screen at one time).

Yes. With auditing, you will register and pay for the class, but the final grade will be "Audit."

Auditing a class is when a student has full access to every amenity and teacher feedback within a course and participates to the best of their ability, but finishes the year with a grade of "Audit" instead of a formal letter grade. Students who are earning a lower-than-expected grade, are failing a course, or are wishing to experience the course without the weight of homework can select "Audit" as an option (Parental approval is required).

Yes. With parental approval. If you would prefer a student's grade to show "Audit" rather than a letter grade, send an email to help@mathmedicsplus.com requesting audit status.

YES! We currently offer three payment plan options: One-Pay - this is a one-time, pay-in-full option Four-Pay - payments are spread over four months (includes a small service fee) Monthly Pay - payments are spread over nine months (includes a small service fee) If, for some reason, a different plan is needed, we'll be more than happy to set you up with specialized billing... just email intake@mathmedicsplus.com with your request.

Not really, but kind of. Current students are offered a discount (via email) if they register for the next course.

Yes. We try to do at least one special or discount each year, but when they happen is unpredictable. Promotions will come out via our Facebook page. We do offer a sibling discount. $50 off each additional live-class registration, $25 off each additional self-paced registration.

Yes. We take $50 off each additional live class registration ($25 for self paced). If one student is registered for a class, each student from the same family receives a $50 (or $25) discount per class.

Yes. Scholarships are funded by donations from generous donors and the amount available varies. Scholarships and what they cover vary based on the need in question. If you would like to apply/inquire for a scholarship with us, please send an email detailing your need/request to scholarship@mathmedicsplus.com. If you would like to become a donor or would like to provide an anonymous scholarship for a specific student, we would love to facilitate that for you... please send an email detailing your request to scholarship@mathmedicsplus.com

Yes!! We love being able to provide scholarships to those in need and would welcome your donations!! Please contact us at scholarship@mathmedicsplus.com to make arrangements.

$150 is due at the time of registration for a two-semester class ($75 for a one-semester or self-directed class) and is non-refundable; this covers enrollment costs and reserves your seat. Balance of tuition is due in full by 15 July. Last day for course withdrawal and 50% refund is 31 Aug. No refunds will be made after 31 Aug (approximately two weeks into the course). Please note: enrollment in the any installment option means you have contracted with MathMedics+ to pay the full class amount as if it had been paid prior to the first class and you acknowledge you are responsible for paying the remaining tuition amount in full. If you should decide to withdraw during the first two weeks, the autodraw invoice will be adjusted to 50% of the original amount and will continue charging monthly until paid in full. If you should decide to withdraw from a class at any point after the 50% refund deadline of 31 Aug has elapsed, no refund will be available and your responsibility to pay in full will remain. The autodraw will continue charging monthly until paid in full.

The classes are straightforward until you get to the Algebra 2/Geometry entanglement. The third edition Algebra 2 book has half a credit of Geometry woven into it, which means, once the first 60 lessons of Advanced Mathematics are completed (another half credit of Geometry)... et viola - a full Geometry credit has been earned The fourth edition Algebra 2 book does NOT have geometry woven into it and a separate Geometry class would be required. Here are the suggestions we usually make for transcript creation purposes: Saxon Algebra 1/2 - put "PreAlgebra" (1 credit) on the transcript Saxon Algebra 1 (3rd or 4th edition) - put "Algebra 1" (1 credit) on the transcript Saxon Algebra 2 (3rd edition) - WITHOUT moving on to the Advanced Mathematics book - put "Algebra 2" (1 credit) on the transcript - put "Geometry" (1/2 credit = 1 semester = not a complete course) on the transcript (if not moving on to the Advanced Mathematics book) Saxon Algebra 2 (3rd edition) - WITH moving on to the Advanced Mathematics book - put "Algebra 2" (1 credit) on the transcript Saxon Advanced Mathematics, Lessons 1-60 - having completed Algebra 2 (3rd edition) - put "Geometry with Advanced Algebra" (1 credit) on the transcript Saxon Advanced Mathematics, Lessons 61-125) - put "Trigonometry with PreCalculus" (1 credit) on the transcript Saxon Calculus - put "Calculus" (1 credit) on the transcript Further questions? Email help@mathmedicsplus.com.

Yes.

Not at all. We welcome all faiths and worldviews. Be aware some comments or remarks from other students or the teacher may contain Christian worldview content, but this company and its classes are NOT a platform for prosleytizing and there is no intent to do so. We hold that everyone is at a different place in their walk through life and just because individuals may currently hold differing perspectives, beliefs, or worldviews, this does not mean EITHER party is entitled to belittle, shame, or tear down the perspectives, beliefs, or worldviews of others who do not agree with them. Students/parents/teachers are entitled to their own opinions, beliefs, etc... math class is NOT the place to hash out those differences. Respect and civility is a high priority here. Bullying will not be tolerated.