For example: "Fractions: Puzzles, Problems and Games", "Fractions without Rules", or "The Weird World of Numbers".

Two long sentences or four short sentences!  You do not need to talk about the purpose of Math Fundamentals, since we will describe that for all courses.  For example, "How many ways can you draw 1/3? Is 0.9999... equal to 1? How can it be that when you divide a number, sometimes it gets larger? In this class we'll study fractions from many different perspectives. We'll solve problems, apply fractions to real-world scenarios, play games and work on fraction puzzles."

A sample problem in your topic that has a neat solution and might get students thinking.  The idea is to give them a taste of what the class will be like so they can decide if they want to take it.

By default, we expect most classes at BEAM Discovery to have 12-15 students and to run with one instructor and two TAs; you're welcome to leave this answer blank if that default works for you. Otherwise, please provide as much information as you have. You might say, "I want a 5:1 ratio, which means I'm equally okay with 15 students and two TAs along with me or 20 students and 3 TAs."

For example: "KenKen Puzzles and Math" or "Solving Mysteries".

Two long sentences or four short sentences! It should describe your course and what distinguishes it from other LR courses. You do not need to talk about what logical reasoning means, since I will describe that for all courses. For the above course, it might be "Ever hear of Sudoku? Meet their mathier cousins, KenKen. We'll learn how to solve these really interesting puzzles and use them to get better at difficult math problems."

A sample puzzle that students will learn to solve, even if students won't understand how to do it right away. The goal is to pique their interest.

By default, we expect most classes at BEAM Discovery to have 12-15 students and to run with one instructor and two TAs; you're welcome to leave this answer blank if that default works for you. Otherwise, please provide as much information as you have. You might say, "I want a 5:1 ratio, which means I'm equally okay with 15 students and two TAs along with me or 20 students and 3 TAs."

For example: "Squares, Primes, and the Integers in Between!" or "Patterns through Algebra, Geometry, and Arithmetic".

Two long sentences or four short sentences! It should describe your course and what distinguishes it from other CPS courses. You do not need to talk about what CPS is. For example, "What patterns can you find when you count by nines? What is so special about prime numbers and square numbers? In this class, you'll learn lots of cool ideas about patterns that come from multiplication and division, and you'll use those ideas to solve problems."

A sample problem that students will learn to solve. Not sure where to start? BEAM can give you past MATHCOUNTS problems to consider!

By default, we expect most classes at BEAM Discovery to have 12-15 students and to run with one instructor and two TAs; you're welcome to leave this answer blank if that default works for you. Otherwise, please provide as much information as you have. You might say, "I want a 5:1 ratio, which means I'm equally okay with 15 students and two TAs along with me or 20 students and 3 TAs."

For example: "Astronomy: How do we learn things about space?", "Codes, codes, codes", or "Computer Programming".

A one-paragraph description of your course; Applied Math doesn't have a sample problem. Try to be brief, because students are more likely to read short things. Explain clearly what students will learn to do in the class. For example, "You probably think of codes as a way to send secret messages, but that's only one thing that codes are used for. For example, when you compress a file on your computer, you encode the information in a different way that takes up less space; that requires a different kind of code. And then there are error-correcting codes: a way of encoding a message so that even if some of it gets messed up, you can still recover the original. This is how the music on your CDs is encoded, so that even if the CD gets scratched, you can still listen to it without a problem; it's also how we send messages to space probes. In this class, we'll explore all of these kinds of codes through games and puzzles, and also talk about real-world applications."

By default, we expect most classes at BEAM Discovery to have 12-15 students and to run with one instructor and two TAs; you're welcome to leave this answer blank if that default works for you. Otherwise, please provide as much information as you have. You might say, "I want a 5:1 ratio, which means I'm equally okay with 15 students and two TAs along with me or 20 students and 3 TAs." Historically, Applied Math classes have often required far more TA support than the pure math courses; please tell us if that applies to you.

For example, is there a skill that's absolutely crucial for the class that we should keep a look out for when assigning students to the class? We know very little about students going into the summer, but we do have them fill out a very basic skill assessment we can use. That being said, it's important that each student have classes they feel comfortable and prepared for!

TAs might be counselors (who are college students) or junior counselors (high school students who attended BEAM in middle school). They bring a mix of social, academic, and teaching skills to the program. What would you like in your TAs? For example: specific content knowledge (especially programming); general mathematical strength; college student; good at student discipline; highly charismatic; prior teaching experience; in a teacher training program; BEAM alum; high energy; etc.

Please include the item, the quantity needed, and a LINK to the cheapest good version of the item available at smile.amazon.com. (This is like www.amazon.com but gives a donation to charity when you stop; feel free to name the Art of Problem Solving Foundation your charity!) For all supplies, please mark the level of *urgency* (e.g., this is necessary for the class or this would help but is not necessary). If a supply is necessary, please also clarify by when it is needed (e.g., first day of class or second week or...).

Please include the item, the quantity needed, and a LINK to the cheapest good version of the item available at smile.amazon.com. (This is like www.amazon.com but gives a donation to charity when you stop; feel free to name the Art of Problem Solving Foundation your charity!) For all supplies, please mark the level of *urgency* (e.g., this is necessary for the class or this would help but is not necessary). If a supply is necessary, please also clarify by when it is needed (e.g., first day of class or second week or...). Please DO NOT replicate the technology you already requested on the "initial staff info" survey.

Faculty are welcome to join in on any activities that counselors run for students, but you may also run activities if you would like! In addition to all kinds of sports, you could run a chess club, teach students how to solve a Rubik's cube, play board games, do some arts and crafts, teach some type of dance, run karaoke, even do an "ask me anything" about astrophysics! (Which has happened before.) Activities can be one hour, or they can meet daily for an hour for a week. Suggest activities here and we'll follow up about scheduling. (Note that ALL participation in activities is voluntary for faculty.)