학원 STARPREP® GRADES 6–12 · PREMIUM SCHOOL MATH 1:1
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Premium School Math 1:1 Program — Grades 6–12 From top of the class in school math to AP, Digital SAT, AMC/AIME, and early university‑level readiness
STARPREP’s Premium School Math 1:1 Program is a long‑horizon pathway from Grade 6 to Grade 12 designed to make mathematics your child’s signature academic strength — the subject in which they can legitimately compete for undisputed #1 in their class or year, while building a smooth runway toward AP Calculus, AP Statistics, Digital SAT Math, AMC/AIME, and USAMO‑level problem solving. Rather than chasing short‑term boosts, we design a multi‑year architecture where school grades, advanced courses, and contest readiness all reinforce one another.
• Each school year, math is treated as a non‑negotiable #1 subject — the subject where we deliberately build a clear margin.
• We pursue early, calm acceleration in Grades 6–8 so that high school (Grades 9–12) can focus on AP, contests, and STEM depth rather than crisis catching‑up.
• The internal goal is simple: when teachers think of your child, they think of “the student who is genuinely strong in math”.
| Grades 6–12 · School Math 1:1 | Early Acceleration · Pre‑Algebra → AP Calc/Stats | Outcome‑Engineered · Error Taxonomy · Timed Calm | AP · Digital SAT · AMC · AIME · USAMO |
In School, Math Should Be the Clearest Strength
Mathematics is the gatekeeper subject for advanced science, computer science, engineering, quantitative social sciences, and many competitive university programs. It concentrates key external evaluations: school grades, AP scores, Digital SAT Math, and AMC/AIME/USAMO performance. For that reason, STARPREP explicitly treats math as a “non‑negotiable #1” — the subject where we intentionally build a consistent lead, not just “keep up”.
Our goal is that, on transcripts and in teacher recommendations, math consistently appears as the subject in which the student is visibly ahead of the curve: strong classroom performance, top quiz and exam scores, advanced placement into higher‑level tracks, and confidence under exam conditions.
When acceleration is postponed until Grade 9 or 10, students often experience stressful, rushed learning: shaky foundations, formula memorization without understanding, and unstable test performance. Our model is the opposite. We distribute acceleration across Grades 6–8 so that high school math feels familiar, steady, and under control.
- G5–6: Build a complete, fluent Pre‑Algebra engine
- G6–7: Pre‑Algebra consolidation + early Algebra 1 topics
- G7–8: Full Algebra 1 at depth + preview of key Geometry ideas
- G8–9: Geometry + core Algebra 2 concepts
- G9–10: Algebra 2 + Trigonometry + AP‑level Precalculus topics
- G10–11: AP Calculus / AP Statistics + AMC 10/12 and AIME track
- G11–12: AIME refinement, USAMO‑flavored thinking, and university‑level bridge courses where appropriate
By front‑loading conceptual understanding and high‑quality practice early, we free up Grades 10–12 for strategic differentiation — more APs, stronger contest portfolios, and deeper STEM exploration.
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Phase 1 · Foundation (≈ Grades 5–7)
Stage goal: a fluent, reliable Pre‑Algebra engine
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Phase 2 · Acceleration (≈ Grades 7–10)
Stage goal: high‑school content finished calmly, not rushed
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Phase 3 · Distinction (≈ Grades 10–12)
Stage goal: visible differentiation vs. peers and strong STEM readiness
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- Outcome‑first design: We start from concrete outcomes — school ranking, AP performance, Digital SAT, AMC/AIME and higher contests — and reverse‑engineer the yearly plan.
- Cognitive‑load aware teaching: Carefully chosen examples, compact notes, and separation of concept learning from speed training so students do not feel overwhelmed.
- Error Taxonomy & Fix‑Rules: We classify mistakes (concept, translation, algebra, carelessness, time), attach a one‑line “fix rule” to each, and then re‑test with parallel problems until the pattern is broken.
- Timed Calm & Exam Habits: We coach “exam behavior” — flag‑and‑return, no sunk‑cost thinking, sign/unit/scale checks, and deliberate pacing so students stay calm but fast under time pressure.
- School‑aligned and globally connected: We match the local school curriculum, textbooks, and test dates, while at the same time connecting the ideas to AP, Digital SAT, and AMC/AIME style reasoning.
- Integrity‑first policy: No shortcuts that break understanding, no inflated promises. We rely on clear explanations, consistent practice, and habits that can be demonstrated on actual exams.
The roadmap below shows how we move from “solid school math” to “clear long‑term advantage.” High‑school material is completed earlier, deeper, and more stably, freeing time for APs, contests, and STEM exploration.
- Confident operations with fractions, ratios, and percent in multi‑step problems
- Translating word problems into simple equations and inequalities
- Exposure to coordinate plane, patterns, and early “function language”
- Linear equations, inequalities, systems, functions, polynomials, and factoring
- Quadratic equations and graphs, with interpretation in real‑world contexts
- First taste of AMC‑style reasoning for strong students (e.g., AMC 8/10 entry)
- Lines, angles, triangles, congruence, similarity, and key proof patterns
- Circles, area, volume, and coordinate geometry applications
- Review of quadratics; introduction to complex numbers and exponential functions
- Polynomials, complex numbers, rational, exponential, and logarithmic functions
- Right‑triangle trigonometry, unit circle basics, and introductory trig graphs
- Connecting Algebra 2 ideas to Digital SAT and AMC 10‑style problems
- Function families, transformations, inverses, compositions, and modeling
- Advanced trig, identities, equations, and periodic models
- Preparation for AP Precalculus and a smooth transition into AP Calculus
- AP Calculus AB/BC with strong FRQ justification habits and clear conceptual understanding
- AP Statistics as a bridge from data to inference and real‑world interpretation
- AMC 10/12 refinement and AIME‑level problem‑solving for students on the contest track
- AIME score refinement and, where appropriate, introductory USAMO‑style problems
- Bridge topics in Linear Algebra, Multivariable Calculus, and Discrete Math for STEM‑bound seniors
- Support for transition into university‑level courses and placement exams
For families aiming beyond school mathematics and AP, the American Mathematics Competitions (AMC) and the American Invitational Mathematics Examination (AIME) provide a globally recognized pathway into more advanced problem solving and, potentially, Olympiad‑level opportunities.
- Levels: AMC 8 (middle school), AMC 10 (up to Grade 10), AMC 12 (up to Grade 12)
- Format: Multiple‑choice contests; AMC 8 is shorter and fast‑paced, AMC 10/12 are longer and more advanced
- Domains: Algebra, geometry, number theory, counting & probability, logical reasoning, and creative problem solving
- Role: Strong scores on AMC 10/12 can qualify students to sit for the AIME
- Eligibility: Invitation‑only, based on performance on the AMC 10 or AMC 12 in a given year
- Format: 15 problems, each requiring multi‑step reasoning; answers are three‑digit integers
000–999 - Role: AMC and AIME scores together are used to determine invitations to higher‑level Olympiad stages
Note: Dates, cutoffs, and registration policies are set each year by the contest organizers. Families should always check the latest official information when planning their contest timeline.
- Students who want core excellence: those who want math to feel “easy” at school because they are learning ahead of pace with deeper understanding and consistent high scores.
- Honors/AP track students: students aiming to finish the full high‑school math sequence early, take multiple AP math courses, and maintain strong GPAs across their transcript.
- Ambitious STEM and contest students: students targeting competitive STEM majors, top‑tier universities, or meaningful performance on Digital SAT Math, AMC, AIME, and beyond.
Within a few weeks: neater notes, clearer written solutions, fewer small mistakes, and improved quiz scores.
Within one semester: higher confidence, more active participation in class, and a noticeable drop in homework stress even as the material becomes more advanced.
Over 1–3 years: math emerges as the most reliable subject on the report card — the one that teachers cite as a particular strength and that supports honors/AP placements and STEM ambitions.
Course Map Program Overview
| Course | Key Topics (aligned to school pacing) |
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Pre‑Algebra
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Algebra 1
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Geometry
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Algebra 2
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Trigonometry
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AP Precalculus
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AP Calculus AB
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AP Calculus BC
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AP Statistics
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AMC 8
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AMC 10
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AMC 12
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AIME
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Note: Scope and textbooks vary by school and region. We adapt the sequence and emphasis to match each student’s current school curriculum and exam calendar.
Detailed Curriculum Map Concepts · Pitfalls · Habits
| Course | Concepts · Pitfalls · Habits (school‑aligned) |
|---|---|
| Pre‑Algebra |
Concepts: integer/fraction/decimal operations; ratios, proportions, and percent; equations/inequalities; exponents and roots; basic graphing.
Pitfalls: sign and decimal slips; unit confusion; misreading multi‑step word problems.
Habits: ratio tables; unit “sanity checks”; bar models and sketches before calculation.
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| Algebra 1 |
Concepts: linear families; systems; functions; factoring; quadratics; exponent laws; exponential models.
Pitfalls: distributing negatives incorrectly; mixing up slope signs; confusing vertex and intercepts.
Habits: think “form → features”; check intercepts and slopes; quick sketches before heavy algebra.
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| Geometry |
Concepts: logical proofs; similarity; circles; solids; right‑triangle trigonometry.
Pitfalls: trusting “not‑to‑scale” diagrams; misusing ratios; missing 3D unit conversions.
Habits: fully annotate givens; build ratio ladders; write units first, then numbers.
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| Algebra 2 |
Concepts: polynomial division; complex numbers; rational, exponential, and logarithmic functions; sequences/series; conics; advanced trig.
Pitfalls: confusing holes and asymptotes; misapplying log laws; incorrect inverses.
Habits: behavior tables; checking inverses via composition; graph first, then algebra.
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| Trigonometry |
Concepts: unit circle; graphs of trig functions; identities; equations; periodic models.
Pitfalls: degree↔radian confusion; SSA ambiguity; ignoring domain restrictions.
Habits: use reference triangles; always write general solutions; label amplitude/period/phase explicitly.
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| AP Precalculus |
Concepts: function families and transformations; inverses and compositions; modeling; trig/polar/parametric representations; finite sequences; binomial and difference quotient.
Pitfalls: domain errors for inverses; misunderstanding asymptotes; confusion with polar conventions.
Habits: sketch “graph skeletons”; check domain and range first; convert between equivalent forms.
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| AP Calculus AB |
Concepts: limits and continuity; derivatives; theorems; motion; related rates; optimization; Riemann sums; FTC; u‑substitution; accumulation functions; differential equations; areas and volumes.
Pitfalls: forgetting conditions; dropping the “+C”; mismatching units or bounds.
Habits: state hypotheses; label units; justify with words and math together.
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| AP Calculus BC |
Concepts: parametric/polar calculus; advanced integration (IBP, partial fractions, improper); logistic models; Euler’s method; series tests; power/Taylor series; error estimation.
Pitfalls: choosing the wrong convergence test; confusing conditional vs. absolute convergence; mishandling index shifts.
Habits: always name the test and reason; write interval/radius of convergence; switch comfortably between parametric/polar and Car-tesian views.
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| AP Statistics |
Concepts: exploring and collecting data; probability and random variables; inference (z/t, chi‑square, regression).
Pitfalls: “correlation = causation” errors; skipping conditions; mixing up parameters and statistics; misinterpreting p‑values.
Habits: always state the parameter and conditions; interpret results with context and units; name tests explicitly and explain why they are appropriate.
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| AMC 8 |
Concepts: arithmetic, ratios, basic counting, number theory, and contest‑style geometry.
Pitfalls: underestimating “easy‑looking” problems; misreading multi‑step prompts.
Habits: draw diagrams first; test small numbers; perform a quick reasonableness check before bubbling.
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| AMC 10 |
Concepts: algebra, geometry, counting, number theory, inequalities, functional thinking.
Pitfalls: over‑using heavy algebra instead of structure; spending too long on one problem; ignoring penalty scoring.
Habits: classify problems as easy/medium/hard; protect a solid baseline score; use bounding and estimation aggressively.
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| AMC 12 |
Concepts: full high‑school contest syllabus (Algebra II, advanced geometry, trigonometry, sequences/series, complex numbers).
Pitfalls: brute‑force approaches; missing symmetry or invariants; mishandling edge cases.
Habits: search for substitutions, symmetry, and invariants; set up clean coordinate frames; manage AIME index positioning strategically.
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| AIME |
Concepts: olympiad‑flavored algebra, combinatorics, number theory, and geometry with 0–999 integer answers.
Pitfalls: uncontrolled algebra explosions; unstructured casework; arithmetic errors after long chains of reasoning.
Habits: line‑by‑line organization; always seek alternative perspectives; use the “integer answer” structure to check and refine solutions.
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Registration & Contact How to Enroll
- From the schedule above, choose your course, day, and time, then click the “Register” button for that course.
- Complete the online Google Form (student information, goals, AP subjects, etc.).
- Level test & consultation — via KakaoTalk, phone, or in-person, we confirm group vs 1:1 track, timetable, and subject combination.
- Official registration & materials — before class starts, we send details on textbooks, digital resources, and orientation.
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