IMACS FAQ Complete

IMACS Programs Overview

IMACS (Institute for Mathematics and Computer Science) provides advanced mathematics and computer science education for students who need more depth, rigor, and intellectual challenge than standard school offerings. We offer live online classes, structured distance learning, and self-paced study, serving motivated students from elementary through high school.

Live Online Classes (IMACS Live)

Small, interactive, instructor-led classes that meet weekly and emphasize reasoning, discussion, and conceptual understanding.

• Mathematics Enrichment:
  Develops deep mathematical thinking through logic, structure, and problem-solving, forming the foundations of algebra, geometry, and precalculus.
  Who is this for? Students who are strong in math and want to understand why mathematics works, not just how to apply rules.
• Computer Enrichment:
  Introduces computational thinking, algorithms, and structured problem-solving, going beyond surface-level coding.
  Who is this for? Younger students curious about computer science who are ready for more than block-based or tutorial-driven coding.
• University Computer Science:
  A rigorous, college-level sequence covering programming, data structures, algorithms, and theory.
  Who is this for? Middle- and high-school students seeking a serious, university-style computer science education.
• Advanced Mathematical Logic:
  Focuses on formal logic, proof techniques, and abstract reasoning essential to higher mathematics and theoretical computer science.
  Who is this for? Students who enjoy abstraction and want to sharpen their reasoning and proof skills.
• AP Computer Science:
  A concept-driven course that thoroughly prepares students for the AP exam while emphasizing correctness and understanding.
  Who is this for? Students aiming for top AP performance and a strong foundation for future computer science study.

Distance Learning (eIMACS)

Instructor-supported distance-learning versions of select IMACS programs, offering greater flexibility while maintaining rigor:
University Computer Science, Advanced Mathematical Logic, and AP Computer Science.

Who is this for? Independent, disciplined learners—often homeschool students—who want IMACS rigor with a more flexible schedule.

Elements of Mathematics (EMF)

A self-paced, fully online mathematics curriculum that reconstructs middle- and high-school math from first principles, emphasizing structure, logic,
and deep understanding rather than rote procedures.

Who is this for? Independent learners who find traditional math uninspiring and want a coherent, intellectually rich path through precalculus.

Comparison of the Features and Focus of IMACS vs Art of Problem Solving (AoPS) vs Russian School of Mathematics

General: IMACS focuses on mathematical thinking and problem solving whereas math programs for gifted students like AoPS and RSM focus primarily on acceleration through the standard curriculum.

FAQ Category: Calendar and Schedules

• Q: What is the current IMACS session?

  A: The current session is 2025 Session 5 and the current SummerWeek number is 3. Lessons in this session started on June 8, 2026 and end on August 8, 2026. OpenEnrollment for students not currently enrolled started on January 1, 1970.
• Q: What are the IMACS sessions for 2025?

  A:

  • 2026 Session 1: Lessons in this session start on September 14, 2026 and end on November 8, 2026. OpenEnrollment for students not currently enrolled started on May 1, 2026. The AutoEnroll date is on August 3, 2026.
  • 2026 Session 2: Lessons in this session start on November 9, 2026 and end on January 24, 2027. Enrollment for existing students starts on October 12, 2026. OpenEnrollment for students not currently enrolled starts on October 23, 2026. The AutoEnroll date is on October 19, 2026.
  • 2026 Session 3: Lessons in this session start on January 25, 2027 and end on March 21, 2027. Enrollment for existing students starts on December 14, 2026. OpenEnrollment for students not currently enrolled starts on January 8, 2027. The AutoEnroll date is on January 4, 2027.
  • 2026 Session 4: Lessons in this session start on March 29, 2027 and end on May 23, 2027. Enrollment for existing students starts on February 22, 2027. OpenEnrollment for students not currently enrolled starts on March 5, 2027. The AutoEnroll date is on March 1, 2027.

FAQ Category: AI

• Q: How does IMACS give my child an edge in the age of AI?

  A: As AI becomes more common, the skills that matter most are the ones machines can’t replace — logical reasoning, critical thinking, and creative problem-solving. That’s exactly what the IMACS Mathematics Enrichment program develops. Instead of memorizing formulas, IMACS students learn how to think for themselves, giving them a real advantage over their peers. They gain the confidence to use AI as a tool, not a crutch — preparing them to thrive in school and in the future. For more information, see this article on AI and critical thinking in gifted children: https://www.imacs.org/ai-and-critical-thinking-in-gifted-children-what-parents-need-to-know/.
• Q: How will studying logic at IMACS prepare my student for college and future careers in the age of AI?

  A: AI can generate answers quickly, but it often struggles with accuracy, reasoning, and proof. The IMACS Logic for Mathematics program teaches students to think rigorously, build solid arguments, and recognize flawed reasoning. These skills give them a strong foundation for advanced math, science, and computer science, while also setting them apart from peers who rely mainly on memorization. IMACS alumni (see https://www.imacs.org/success-stories/) consistently credit this training for their success at top universities and in demanding STEM fields. Many have earned scholarships and recognition by demonstrating the ability to think critically and solve problems with confidence, advantages that will remain valuable no matter how AI continues to evolve.
• Q: In an AI world, what’s the relevance of the IMACS programming courses?

  A: As you know, AI is rapidly transforming education. The pace of change is so fast that schools, teachers, and curriculum developers everywhere are still figuring out how to respond. In particular, this can affect gifted students negatively (see https://imacs.org/ai-and-critical-thinking-in-gifted-children-what-parents-need-to-know/). The approach at IMACS has always been aligned with the skills that will matter most in an AI-driven world. The IMACS Computer Science courses focus on core concepts and big ideas rather than on any single programming language or current tool. This approach trains students in computational thinking, algorithmic reasoning, and problem-solving, skills that remain valuable no matter how technologies or programming languages evolve. By avoiding an overemphasis on syntax or rote learning, IMACS helps students become adaptable thinkers who can quickly master new tools, including those influenced by AI. This philosophy has guided the IMACS curriculum from the start and is one of the reasons IMACS graduates (see https://www.imacs.org/success-stories/) thrive in tech and beyond. You can read more about the IMACS CS curriculum’s history and benefits here: https://imacs.org/emails/documents/IMACS-Computer-Programming-Curriculum-Guide.pdf.

FAQ Category: About

• Q: Do IMACS instructors understand gifted children?

  A: Yes. IMACS has decades of experience working with bright and talented students who need extra challenge. Additionally, since our curriculum was designed for gifted students, when we train our instructors, they are being taught what to expect when working with such students.
• Q: Does IMACS prepare students for future success?

  A: Absolutely. Alumni go on to excel in advanced math, computer science, engineering, and other fields. IMACS helps lay the foundation for top high school, college, and career opportunities. Refer to https://www.imacs.org/success-stories/.
• Q: Is IMACS a tutoring program?

  Q: Does IMACS offer tutoring?

  A: No. IMACS classes do not cover the standard secondary school curriculum, but instead focus on teaching students to be better all-round thinkers.
• Q: What does IMACS do?

  A: IMACS offers instructor-led enrichment classes in mathematics and computer programming for talented elementary and secondary school students. All of our classes are online. Our curriculum uses an engaging and fun approach that enables students to develop strength in logical thinking, abstract reasoning, and analytical skills. These unique classes are beneficial to students who are naturally inquisitive or who have shown an early talent for math.
• Q: What does IMACS stand for?

  A: IMACS stands for the “Institute for Mathematics and Computer Science”.
• Q: What is IMACS?

  A: IMACS, the Institute for Mathematics and Computer Science, is an online program that has been offering classes to elementary, middle and high school students for 30+ years. Our goal is to help bright students reach their full potential by using a curriculum that focuses on logical thinking and analytical skills, and places students by ability and not age or grade.
• Q: What is Math Enrichment?

  Q: What are the IMACS Math Enrichment classes?

  A: The IMACS mathematics enrichment program is a multi-level program for above-average to talented children in grades 1-6. Students are placed by ability and must, therefore, complete the placement process prior to registration.
• Q: When did IMACS start?

  Q: When was IMACS created?

  Q: Who founded IMACS?

  Q: Who created the IMACS?

  A: IMACS was founded in 1993 by four mathematicians: Burt Kaufman, Edward C Martin, Iain Ferguson and Terry Kaufman. You can learn more at https://www.imacs.org/imacs-history/, or by reading the biography of its senior founder, Burt, at https://www.imacs.org/burt-kaufman/.

FAQ Category: Calendar and Schedules

• Q: What is the current IMACS session?

  A: The current session is 2025 Session 5 (Summer). Lessons in this session start on June 8, 2026, and will end on August 7, 2026. Enrollment for students is currently open.
• Q: What are the IMACS sessions for 2026?

  A: 2026 Session 1: Lessons in this session start on September 14, 2026, and end on November 8, 2026. Open enrollment for students not currently enrolled starts on May 1, 2026. The Auto-enroll date is August 4, 2026. 2026 Session 2: Lessons in this session start on November 9, 2026, and end on January 24, 2027. Enrollment for existing students starts on October 12, 2026. Open enrollment for students not currently enrolled starts on October 22, 2026. The Auto-enroll date is October 19, 2026. 2026 Session 3: Lessons in this session start on January 25, 2027, and end on March 21, 2027. Enrollment for existing students starts on December 14, 2026. Open enrollment for students not currently enrolled starts on January 7, 2027. The Auto-enroll date is January 4, 2027. 2026 Session 4: Lessons in this session start on March 29, 2027, and end on May 23, 2027. Enrollment for existing students starts on February 22, 2027. Open enrollment for students not currently enrolled starts on March 4, 2027. The Auto-enroll date is March 1, 2027. 2026 Session 5 (Summer): Lessons in this session start on June 7, 2027, and end on August 6, 2027. Open enrollment for students not currently enrolled starts on April 26, 2027.

FAQ Category: Classes

• Q: Are IMACS classes live?

  Q: Are IMACS classes in person?

  A: Classes are live, and depending on the level, range from 45 minutes to 120 minutes in duration. In addition, math enrichment students prepare for each lesson by watching carefully scripted videos and completing interactive worksheets that introduce or remind students of material that will be covered in the upcoming live session. Following each live session, students complete homework worksheets.
• Q: Are IMACS courses self-paced or taught by an instructor?

  A: Students in the math enrichment program meet on zoom with an instructor who leads a class of at most 10 (PE1 classes) or 12 (all other classes) students through engaging and thoughtful activities. Students in the computer enrichment and university level courses meet on zoom and work at their own pace, through multi-step projects and activities. An instructor is there to help and guide students develop their problem-solving skills and help students learn to become independent problem solvers.
• Q: Are classes online or in-person?

  Q: Do you have one-on-one classes?

  A: Classes are conducted online via Zoom with a live instructor. Classes have at most 10 (Primary Enrichment) or 12 students. IMACS also offers asynchronous and self-paced classes via distance-learning for advanced students in mathematical logic and computer science.
• Q: Are there prerequisites to take the AP CS course?

  A: There are no prerequisites, although parents are advised to call IMACS and speak to an instructor before enrolling. Generally we recommend that students first take IMACS University Computer Science course.
• Q: Can just one or two weeks of summer camp benefit my child?

  A: Daily exposure to novel ideas and talented instructors has had a seminal effect on many young IMACS students over many years. Older students in the self-paced mathematics and computer science classes can make significant academic progress during two-hours-per-day of intensive effort.
• Q: Can my child take IMACS classes on a phone or iPad or other tablet?

  A: While some students have successfully completed IMACS classes on tablets, we recommend that children use the largest screen available and have access to a mouse. Smaller screens will work but a laptop or desktop makes the experience much more enjoyable and productive for the student. IMACS uses advanced technology to allow students to interactively participate in lessons, and children using older devices may experience audio and/or connectivity issues. In order to get the most out of the class, participants should use the newest device available.
• Q: Can my child try a free class before enrolling?

  A: Yes. Parents of students aged 6 – 11 should register for a free Placement class by visiting https://imacs.org/start. Older students may take a free computer Trial class or an Aptitude Test for an advanced class by visiting https://imacs.org/start.
• Q: Do you have any programs for kindergarten students?

  A: The IMACS Math Enrichment program is generally for above-average to talented students in grades 1-6, but we always place students based upon their ability, not grade or age. Some gifted kindergarten students may be ready for the program.
• Q: How do I find out how my child is doing?

  A: We encourage parents to send an email to parentrelations@imacs.org or call 954-791-2333 or 1-866-634-6227 and let us know any thoughts, feedback or concerns. We’re happy to talk with you about your child’s progress, and will make sure to get you in contact with their instructor.
• Q: How do I find out which instructor is teaching my child’s class?

  A: Please contact IMACS at parentrelations@imacs.org or 954.791.2333 to obtain this information.
• Q: How do I know if my child is ready for an IMACS University Level Class?

  A: Students must take an aptitude test before enrolling in one of these classes. For more information, visit https://imacs.org/start, or call IMACS and talk to an experienced instructor.
• Q: How do I schedule a makeup class?

  Q: What if none of the makeup classes work with our schedule?

  Q: My child missed their Live! class. How do I schedule a make-up class? What if none of the make-up classes work with our schedule?

  A: In order to schedule a makeup class, you can visit your parent portal, then click the “makeup” tab. You may also contact IMACS at parentrelations@imacs.org, or call 866.634.6227. Mathematics Enrichment classes must be made up in the same week; if none of the makeup classes work with your schedule, a recorded Live! session will be available after the current week’s class.
• Q: How do I schedule a makeup class?

  A: To schedule a makeup class, please visit your IMACS Parent Portal and then click “makeups” or contact IMACS. Math Enrichment classes must be done within the same week. If no makeup classes can be done within the same week, a recording of the week’s lesson will be provided on their IMACS Student Portal after their normal class ends. Computer Programming Enrichment courses must be completed within the same session.
• Q: How does IMACS differ from other programs?

  A: IMACS offers live, instructor-led enrichment classes in mathematics and computer programming designed for talented elementary and secondary school students. All classes are online and taught in a way that is both challenging and engaging. Unlike other programs that emphasize tutoring or repetitive practice, IMACS focuses on developing students’ logical reasoning, abstract thinking, and problem-solving skills. These critical thinking abilities provide long-term benefits that extend far beyond math class, equipping students with tools they can use throughout their lives. Our unique curriculum is especially rewarding for students who are naturally curious or who demonstrate an early aptitude for mathematics.
• Q: How does it work once my child is enrolled?

  A: For the Computer Enrichment, University Computer Science (UCS) and University Logic for Mathematics (LM) classes, students attend a class once per week. Students in UCS or LM have access to the course material 24/7during the registration period, while Computer Enrichment students only have access to the material during class. For the Mathematics Enrichment courses, students first watch upbeat videos and, when applicable, complete interactive online activities. Next, students attend a Live! online class via Zoom with an IMACS instructor and other students. Then, students complete more interactive online activities after the Live! session.
• Q: How long does it take for a student to complete IMACS Computer Enrichment (CE)?

  A: To complete the entire course takes between 2 to 2.5 years. However, it depends on the ability of the student, and some have completed the course in 1.5 years.
• Q: How long does it take for a student to complete UCS?

  A: Students may choose to continue their studies outside of class time, so much depends on the diligence of the student and the time they have available. On average, most talented students generally finish each course in 18-24 months.
• Q: How many projects are there in Computer Enrichment?

  A: There are 58 regular projects and 6 challenge projects. Regular projects involve Manhattan (taxi) geometry and 2D geometries. Challenge projects involve 3D geometries. All projects require employ the Logo programming language.
• Q: How many students are in each class?

  Q: How big are the class sizes?

  A: For younger students, classes are restricted to no more than 10 students. For older students the maximum is 12.
• Q: How often are classes held?

  A: Most classes meet once per week and last 60 to 90 minutes, depending on the program.
• Q: How qualified are IMACS Instructors?

  Q: Who are the instructors?

  A: IMACS has a long history of working with talented instructors. All IMACS instructors are hired after a rigorous training period. Initial applicants are given an aptitude test of which the majority — even many seasoned teachers — do not pass. Those who pass work with IMACS instructional team to learn IMACS teaching methodologies. Those who pass this final process become IMACS instructors.
• Q: I feel like my students aren’t at the correct level, how can I get them into more advanced classes?

  A: Please contact IMACS.
• Q: I tried to schedule a makeup class but the only class we can take is full, what can I do?

  A: You may contact IMACS at 954-791-2333 or email parentrelations@imacs.org to see if IMACS can add you to a waitlist for the class. If you have a child in the math enrichment program and they are not able to do a makeup, then your child will have to watch a class recording.
• Q: If both my children take the same class, can they share a laptop?

  A: Students should be on their own devices to make sure that they are both able to participate as individuals in class.
• Q: Is IMACS Computer Programming right for my child?

  A: The IMACS Computer Programming course is perfect for students who need a challenge worthy of their ability, as well as for those who have untapped academic skills just waiting to surface. Because the course is self-paced with individual attention from the IMACS instructor, your child will never be held back from reaching his or her potential. Too often, children (and adults!) give up on a problem that takes more than a minute to solve. IMACS Live! Programming students are purged of the fear of big, complex tasks and develop a well-founded confidence rooted in genuine advancement of their reasoning skills. Find out by scheduling a free Computer Programming trial class.
• Q: Is there any homework for IMACS classes?

  A: Homework is strongly encouraged for Mathematics Enrichment students. Each week, Mathematics Enrichment students watch short video lessons and do worksheets prior to attending their IMACS Live! zoom session. Then their homework will be available after the current week’s Live! zoom session ends. All homework is done online and students earn points toward purchases at the IMACS Store. Along with the current week’s homework, the video lessons and worksheets for the following week are also released at the end ofthe current lesson.
• Q: My child is already enrolled. Can I have help navigating the student page?

  A: Yes! Please visit this page for directions on how to navigate the page. In addition, please contact IMACS at parentrelations@imacs.org or call 954-791-2333 or 1-866-634-6227 and someone will be happy to assist you.
• Q: We are thinking of skipping a session, because we won’t be available during certain weeks? How should we approach this?

  A: IMACS does not recommend skipping sessions or consecutive weeks as it can be challenging to catch up, especially in the highest three levels of Math Enrichment. Instead, IMACS recommends having your child keep up with the work and do makeup classes or watch the video recordings on weeks your child cannot attend the live Zoom class.
• Q: What classes does IMACS offer?

  A: Mathematics Enrichment: for students in grades 1 – 6; Computer Programming Enrichment for students in grades 5-8; University-level courses in Computer Science and Mathematical Logic; Summer Classes: Summer Logic Puzzles classes for students in grades 1 – 8, Summer Computer Programming Enrichment for students in grades 3-8; and Summer University-level courses in Computer Science and Mathematical Logic for students in grades 6-12.
• Q: What if my child finds the class too easy or too hard?

  A: The IMACS placement process minimizes this issue, but if needed, IMACS will adjust a student’s class so they are always in the right spot.
• Q: What if my child is far ahead (or behind) their grade level?

  A: IMACS does not teach the standard secondary school mathematics curriculum but instead focuses on developing a child’s innate reasoning and thinking skills. The rote skills learned in the standard curriculum are not relevant to IMACS classes, and so the only way to assess whether an IMACS class is right for your child is to take a free Placement or Trial class at which time an experienced instructor will determine if your child is ready, and which class would provide the maximum benefit.
• Q: What if my child is not into computers and coding?

  A: An IMACS Live! education will always go deeper than just coding in the latest popular language. Our approach to teaching computer programming for kids is the perfect way to systematically develop problem solving, logic, and thinking skills that will help your child in other areas of their life. The ability to solve problems logically is a valuable skill that every child should have the chance to learn. We’re not only teaching kids how to be successful in the world of technology, but also how to be involved learners and organized thinkers. Our classes appeal to all kinds of kids, whether they are academically inclined, or they just love gaming and want to develop their own video games. We believe that every student can learn foundational programming skills to help them build their knowledge and self-confidence. There’s no better way to support your child than by offering them the opportunity to learn and grow by enrolling them in our exciting computer programming classes today!
• Q: What is taught in AP^® Computer Science A?

  A: AP^® Computer Science A is a comprehensive Java programming course leading to the Advanced Placement Computer Science A exam. This course is qualified through the College Board’s rigorous Course Audit process.
• Q: What is taught in Computer Enrichment?

  A: The Computer Programming Enrichment (CE) course introduces students to computer programming using Logo, a pedagogical language developed at MIT. The course is designed to challenge students to think logically and critically through meticulously designed, multi-step projects. Students are guided by instructors to develop their problem-solving skills and ability to be independent problem solvers.
• Q: What is taught in University Computer Science I?

  A: University Computer Science I is an introductory computer science course that teaches core concepts in computer science and covers topics such as Boolean algebra, recursion, numeric algorithms, data structures, and object-oriented programming.
• Q: What is taught in University Computer Science II?

  A: University Computer Science II is an advanced course that builds on the first University Computer Science I with topics such as ordering/sorting algorithms, infinite lists, list comprehension, function abstraction, and artificial intelligence.
• Q: What is the maximum class size?

  A: Maximum class size is 10 for the first Mathematics Enrichment level and 12 for programming classes and for the more advanced levels.
• Q: What is the time commitment for IMACS Mathematics Enrichment students?

  Q: How much time should students expect to spend each week?

  A: Each week, students watch the video lessons and do the worksheets prior to attending their IMACS Live! zoom session. (This should take about 15 to 30 minutes.) The Live! Zoom classes will be 45 minutes, 1 hour, or 90 minutes depending on what level your child is in. Then their homework will be available after the current week’s Live! zoom session ends. (This should take about 15 to 30 minutes.)
• Q: What’s a qualifying score on the aptitude test?

  A: There are many factors that go into determining a student’s readiness for IMACS university-level courses. These factors go beyond just the raw score. A experienced instructor will contact the parents to discuss the results and make recommendations. To register for the advanced course aptitude test, visit https://imacs.org/start.
• Q: What’s the difference between IMACS and coding schools?

  A: There are two types of coding schools: “Developer” and “Learn a Programming Language”. A typical coding school subhead might read, “Become a Developer in 12 Weeks!” Interestingly, this is not hyperbole. The term “Developer” in this context means “Web Developer” … someone who can produce the “HTML” and “CSS” text files used to display web pages in a browser. These are skills that can be mastered by a talented high school student in just a few hours, after which the student can claim to be a coder or developer. (This is also a process that AI models do very well, and at speed.) The “learn a programming language” schools offer more in that they teach students an actual programming language. Java, Javascript and Python are currently in vogue (although the language-de-jour changes regularly). This certainly takes several hours of study, even for talented students, but at the end of the process the student can claim to be a computer programmer in their chosen programming language. The focus at IMACS is on the branch of mathematics called computer science that underpins all programming languages — past, present and future. As a result, on completing the University Computer Science courses IMACS students can program in many languages, and can quickly learn to program in whatever new language might come their way. And, at the end of the IMACS course, the student can justifiable claim to be a computer scientist and a multi-lingual and multi-paradigm programmer.
• Q: Which programming languages does IMACS teach? What else will my child learn?

  A: In Computer Enrichment, we teach fundamentals using the pedagogical language Logo. In later classes (see https://www.imacs.org/program/university-computer-science/) we move on to deeper computer science concepts using the Python, Scheme, Haskell, and Java programming languages. But the lasting value of the course is not in learning the details of a specific programming language. IMACS Live! students learn to think with mathematical precision while interacting with fun programming concepts, puzzles, and challenges inspired by computer science, physics, and math. Working through the self-paced projects designed by IMACS Live!, and guided by a well-trained and highly-educated instructor, your child will develop a talent for problem solving that overflows out of IMACS Live! and into all aspects of their academic and professional careers.
• Q: Why is IMACS Computer Enrichment a better way for kids to learn programming?

  A: We certainly teach kids how to code and make cool projects. However, our courses in computer programming for kids go far beyond teaching individual programming languages. We teach computational thinking and reasoning that students can always rely on to find solutions, no matter which programming language they happen to be using. These timeless skills are extremely helpful when learning more advanced languages. Our classes are interactive and fun, and we offer self-paced courses so kids can learn to code, master concepts, and solve problems at their own speed.
• Q: Will I receive updates on my child’s progress?

  A: IMACS provides detailed assessments at the end of the year. During the year, if parents may keep up to date with their child’s progress using the Parent Portal, or may contact Parent Relations who can provide detailed information after contacting their child’s instructor.

FAQ Category: Curriculum

• Q: Are IMACS Math Enrichment classes only for students who are gifted or very advanced in math?

  A: No. IMACS welcomes students of varying math abilities, and since students are placed according to ability, we are able to ensure that each child is enrolled in a level that is both challenging and fun. While we are not a tutoring service and do not review concepts taught in schools, we do teach logical reasoning skills that help all students become better thinkers and problem solvers. Our highly-trained instructors give a lot of encouragement and make classes fun for everyone. No matter the level in which students begin, our goal at IMACS is to help them grow by developing skills beyond what traditional schools offer.
• Q: Are IMACS university-level classes accredited?

  Q: Do colleges grant credit for IMACS university-level courses?

  A: When a student completes an IMACS university-level course, IMACS provides an official IMACS Transcript to the student along with a detailed description of the course just completed. While IMACS is not an accredited institution, it lists on transcript the equivalent number of college credits for our courses as typically provided by top universities. It is up to each university to decide whether to accept our credits. Nonetheless, our students find that the most meaningful and enduring benefit from having been in our program is the advantage it gives them in college and in their future careers, regardless of whether they received credit. And finally, IMACS always provides strong college letters of recommendations for students who do well in IMACS university-level program.
• Q: Can my child join IMACS in the middle of the school year?

  A: Computer Programming, University Computer Science, and University Logic for Mathematics are self-paced, so students may join at any point during the year. Math Enrichment students are allowed to join mid-year only if the Placement Class instructor determines that he or she can handle jumping in with other students who have been in the class all year. IMACS’ spiral approach to learning is friendly to new students while allowing continuing students to receive even deeper benefits. (Spiral approach means that a particular idea is taught in numerous lessons in an increasingly advanced and challenging setting. For example, the first IMACS “arrow road” lesson is accessible to most first graders, while the last one would challenge a math major at a top university!)
• Q: How do schools license the EMF curriculum?

  A: For license information, please call 954.791.2333 or email info@emfmath.com.
• Q: How do you keep highly gifted children engaged?

  A: IMACS has decades of experience in teaching precocious and gifted students. IMACS constantly challenges students with deeper more creative problems, many of which would not be accessible to non-IMACS students until much later in post-secondary education. This gives IMACS students an advantage over their peers in many areas of study.
• Q: How does the Elements of Mathematics: Foundations (EMF) course fit into your sequence of classes?

  A: EMF is a self-study mathematics course for talented middle school students. EMF covers Pre-Algebra through Precalculus plus many college topics including Set Theory, Number Theory, Abstract Algebra, etc. IMACS students who complete ME3: Advanced Enrichment are great candidates for this self-paced program.
• Q: How does the IMACS curriculum compare to other math programs for gifted and talented students such as Art of Problem Solving (AoPS), Russian School of Math (RSM), etc.?

  A: IMACS focuses on mathematical thinking and problem solving whereas math programs for gifted students, like AoPS and RSM, focus on acceleration through the standard curriculum. Many professionals accept that the standard curriculum for secondary school mathematics has been outdated for some time and now, in the era of AI, is no longer fit for purpose. However, the thinking skills that IMACS has taught for more than 30 years remain universally applicable.
• Q: Is there homework, and should I offer to help?

  A: Math Enrichment students will have several interactive online problems and activities to solve each week. This work is mostly optional and reinforces what students are learning in class. Most students enjoy their IMACS work not only because it’s fun and interesting, but also because students can earn points to redeem for prizes in the online IMACS store. The #1 rule to helping your child with his or her homework is to let your child do all the thinking. The goal of doing an IMACS worksheet is not to complete the worksheet; the goal is to make your child think.
• Q: My child already does very well in math. What additional benefits can IMACS provide?

  A: Elementary school mathematics curricula focus on arithmetic, and bright students typically do well at this with little or no effort. This frequently leads to poor study habits and a fixed mindset, rather than the growth mindset cultivated by IMACS. Our program is designed specifically to develop logical and critical thinking in talented students, dramatically increasing their problem-solving skills.
• Q: What are the main benefits of IMACS over a tutor?

  Q: What are the main benefits of IMACS over what my child does in school?

  Q: How does the IMACS approach differ from tutoring?

  Q: How is IMACS different from tutoring?

  A: Here’s the answer from our students: “IMACS is fun!”
• Q: What is the IMACS string game?

  A: The string game is a tool for teaching concepts of set theory on a Venn diagram using the attributes of the string game pieces. The pieces can be colorful shapes, numbers, relations, or really anything.
• Q: What is the mathematics curriculum/pedagogy?

  A: The IMACS mathematics curriculum is built around a unique enrichment approach that emphasizes logic, problem solving, and abstract reasoning rather than rote memorization. Students engage with carefully designed puzzles, games, and activities that use mathematical abstractions such as sets, relations, and functions to develop deep conceptual understanding. A spiral development model ensures that ideas reappear at progressively higher levels, allowing students to absorb concepts gradually and connect them across topics. Special teaching tools like the “String Game,” “Arrow Roads,” and the minicomputer make advanced ideas accessible at a young age. Overall, the pedagogy challenges students to construct their own breakthroughs, fostering resilience, creativity, and genuine mathematical insight.
• Q: What programming languages does IMACS teach?

  A: IMACS computer classes focus on the fundamentals of computer science and algorithmic thinking, but along the way students learn to write programs in Logo, Scheme (a variety of Lisp), Haskell (a functional language), Python. Students may also elect to take a class in Java for the College Boards AP^® Computer Science exam.
• Q: What skills will my child gain?

  A: IMACS students develop strong logical reasoning, advanced problem-solving, and the confidence to tackle complex and novel challenges.
• Q: What subjects does IMACS teach?

  A: IMACS teaches classes in mathematics, mathematical logic, and computer science.
• Q: What’s the difference between taking IMACS university-level class (UCS and LM tracks) through IMACS Live and what you call distance-learning?

  A: Students who enroll for IMACS Live attend a class each week with an instructor on hand to answer questions and offer advice and encouragement. Distance-learning students do not attend class, but can contact an instructor for guidance and assistance using the IMACS online messaging system or by email.
• Q: Why is computer science important for my child to learn and when did IMACS start teaching it?

  A: IMACS has been teaching computer science since 1993, well before “coding” became a fad. Computer science is so much more than coding: it requires engagement in computational thinking, in which logic, abstraction and creativity come together to help solve intellectually interesting problems. In studying computer science, as opposed to following coding instructions, students gain a wide variety of experiences, such as using information to solve problems, designing systems to maximize simplicity and usability, and learning to break complex problems into smaller pieces that are easier to solve. If these experiences sound like they would be applicable in a wide variety of fields … it’s because they are! In studying computer science, students learn to think abstractly and analytically, setting them up for success in any STEM field they choose.
• Q: Why should my child learn programming when AI is taking away so many computer science graduate jobs?

  A: IMACS programming classes are not simply about learning to code—they are about learning to think. While students certainly do gain coding experience, that is incidental to the larger purpose of developing a deep understanding of core computer science concepts and algorithmic thinking skills. These are precisely the kinds of skills that remain valuable even as AI automates routine programming tasks. IMACS students learn how to analyze problems, design logical solutions, and understand the principles behind computation—abilities that transfer well beyond coding itself. In a world where AI can generate code, the lasting advantage belongs to those who can reason critically, adapt creatively, and apply foundational computer science thinking to new and unforeseen challenges.
• Q: Will IMACS Math Enrichment help my child in school?

  A: Yes! And not just in mathematics. By demonstrating to a bright child that using his or her intellect is fun, and by providing a variety of problem-solving techniques and reasoning skills, IMACS has a positive impact on a child’s school performance.
• Q: Will IMACS help with school math?

  A: Yes, many parents notice improvement in school math, but the real focus at IMACS is developing logic, reasoning, and creativity — the foundation for long-term success in many subjects.
• Q: Will this improve problem-solving and critical thinking?

  A: Yes. The mission of IMACS is exactly this, and we have decades of experience showing that our methods work. IMACS programs are specifically designed to strengthen logical reasoning and creative problem-solving by guiding students through challenges that require deep thinking rather than memorization. Generations of IMACS graduates have gone on to excel in advanced academics and careers, providing strong evidence that these skills last a lifetime.

FAQ Category: EMF Curriculum

• Q: How long does it take to complete the EMF curriculum?

  A: Most students complete the curriculum in three years.
• Q: What is the EMF curriculum?

  A: Elements of Mathematics: Foundations (EMF) is a complete secondary school online curriculum for mathematically talented students that uses a foundation of discrete mathematics to launch students into modern proof-based mathematics. EMF Math students succeed in the traditional American sequence of Pre-Algebra, Algebra, Geometry, and Precalculus but with deeper understanding. Contents:

  Operational Systems (85 pages, 107 exercises)

  Codes (2 pages)Exercise 1

  Codes That Use Arithmetic (4 pages)Exercises 2–5

  A New Arithmetic for Coding (8 pages)Exercises 6–12

  Clock 12 Arithmetic: Addition (4 pages)Exercises 13–17

  Clock 7 Arithmetic: Addition (2 pages)Exercises 18–20

  Clock 12 Addition Game (4 pages)Exercises 21–26

  Clock Arithmetic: Subtraction (4 pages)Exercises 27–29

  Clock 12 Subtraction Game (3 pages)Exercises 30–33

  Clock Arithmetic: Multiplication (3 pages)Exercises 34–38

  Clock Arithmetic: Summary (5 pages)Exercises 39–44

  Operations (10 pages)Exercises 45–54

  Laws for Operations (3 pages)Exercise 55

  The Least Common Multiple and Greatest Common Divisor Operations (4 pages)Exercises 56–64

  Operational Systems (6 pages)Exercises 65–69

  Properties of Operational Systems (7 pages)Exercises 70–79

  Review Exercises (3 pages)Exercises 80–85

  Review Quiz (7 pages)Problems 1–11

  Test (6 pages)Problems 1–11

  The Integers (91 pages, 100 exercises)

  Introduction (5 pages)Exercises 1–7

  The Integers (3 pages)Exercise 8

  Addition (16 pages)Exercises 9–24

  Additive Inverse (4 pages)Exercises 25–29

  Ordering the Integers (3 pages)Exercises 30–32

  Positive and Negative Integers (2 pages)Exercises 33–36

  Inequalities (6 pages)Exercises 37–41

  Subtraction (11 pages)Exercises 42–53

  The Operational System \((\mathbb{Z},-)\) (4 pages)Exercises 54–57

  Multiplication (10 pages)Exercises 58–61

  An Abbreviation (5 pages)Exercises 62–66

  The Zephyr (4 pages)Exercises 67–73

  Measurement (8 pages)Exercises 74–81

  Review Quiz (5 pages)Problems 1–11

  Test (5 pages)Problems 1–8

  Sets, Subsets and Set Operations (127 pages, 132 exercises)

  Introduction (3 pages)Exercise 1

  The String Game 1 (5 pages)Exercises 2–5

  Roster Names (5 pages)Exercises 6 and 7

  Improper Roster Names (3 pages)Exercise 8

  Membership (8 pages)Exercises 9–16

  String Pictures (11 pages)Exercises 17–27

  Venn Diagrams (2 pages)Exercise 28

  Relationships Between Sets (5 pages)Exercises 29–31

  Subsets (11 pages)Exercises 32–42

  Power Sets (3 pages)Exercises 43–49

  The String Game 2 (4 pages)Exercises 50–52

  Extending the Picture-Language for Sets (5 pages)Exercises 53–57

  Intersection (5 pages)Exercises 58–63

  Union (3 pages)Exercises 64–67

  Set Difference (3 pages)Exercises 68–70

  Symmetric Difference (5 pages)Exercises 71–74

  Complements (2 pages)Exercises 75 and 76

  Sets of Sets (3 pages)Exercises 77–81

  Review Exercises (7 pages)Exercises 82–95

  The String Game 3 (3 pages)Exercises 96 and 97

  Counting Subsets (9 pages)Exercises 98–105

  Pascal’s Triangle (9 pages)Exercises 106–117

  Review Quiz (6 pages)Problems 1–6

  Test (7 pages)Problems 1–9

  Ordered n-Tuples (91 pages, 95 exercises)

  Introduction (1 page)

  Ordered Pairs (7 pages)Exercises 1–5

  Cartesian Products (14 pages)Exercises 6–19

  Open Sentences in Two Variables (5 pages)Exercises 20 and 21

  Open Sentences and Their Solution Sets (11 pages)Exercises 22–38

  The Metro City Taxicab Company (11 pages)Exercises 39–49

  Componentwise Operations (12 pages)Exercises 50–64

  Operations on Subsets (16 pages)Exercises 65–82

  Review Quiz (7 pages)Problems 1–7

  Test (7 pages)Problems 1–6

  Mappings (118 pages, 125 exercises)

  String Pictures Revisited (2 pages)

  Introduction to Mappings (7 pages)Exercises 1–7

  Mappings and Their Properties (8 pages)Exercises 8–13

  Counting Mappings (4 pages)Exercises 14–18

  Permutations (7 pages)Exercises 19–24

  Images Under Mappings (9 pages)Exercises 25–38

  Clock Arithmetic Mappings (4 pages)Exercises 39–44

  Review Quiz 1 (10 pages)Problems 1–15

  Test 1 (10 pages)Problems 1–14

  Stretcher Mappings (5 pages)Exercises 45–49

  Shrinker Mappings (8 pages)Exercises 50–54

  Composite Mappings (7 pages)Exercises 55–60

  Images of Composite Mappings (3 pages)Exercises 61–64

  Addition of Lengths (5 pages)Exercises 65–67

  The Relation "Is Shorter Than" (2 pages)Exercise 68

  Some Applications (5 pages)Exercises 69–73

  Some Stretcher and Shrinker Applications (4 pages)Exercises 74–77

  Percentages (8 pages)Exercises 78–84

  Review Quiz 2 (4 pages)Problems 1–6

  Test 2 (5 pages)Problems 1–6

  A Composition Convention (1 page)

  The Rationals (115 pages, 106 exercises)

  The Rational Number Line (10 pages)Exercises 1–10

  Denseness (2 pages)Exercise 11

  Multiplication in \(\Bbb{Q}\) (10 pages)Exercises 12–22

  Division (11 pages)Exercises 23–32

  Addition (11 pages)Exercises 33–39

  Ordering the Rationals (3 pages)Exercises 40–42

  The Distributive Property (2 pages)Exercises 43–45

  Solving Equations (11 pages)Exercises 46–50

  Subtraction (8 pages)Exercises 51–59

  Ratio and Proportion (16 pages)Exercises 60–79

  Absolute Value (15 pages)Exercises 80–90

  Review Quiz (10 pages)Problems 1–10

  Test (6 pages)Problems 1–6

  The Decimals (145 pages, 174 exercises)

  Introduction (3 pages)

  The Decimals (10 pages)Exercises 1–8

  The Arithmetic of the Decimals (4 pages)Exercises 9–13

  Approximating with Decimals (7 pages)Exercises 14–20

  Errors in Approximation (6 pages)Exercises 21 and 22

  Positional Notation (6 pages)Exercises 23–27

  Decimal Arithmetic Using Positional Notation (11 pages)Exercises 28–35

  Approximating in Positional Notation (5 pages)Exercises 36–38

  Orders of Magnitude and Scientific Notation (4 pages)Exercises 39–46

  Percent Revisited (4 pages)Exercises 47–56

  Rates (11 pages)Exercises 57–68

  A Geometrical Interlude (7 pages)Exercises 69–76

  An Interesting Application (16 pages)Exercises 77–96

  Statistics: A First Look (8 pages)Exercises 97–110

  Statistics: House-hunting (3 pages)Exercises 111–119

  Statistics: Sports Teams (10 pages)Exercises 120–136

  Statistics: Spreadsheets (1 page)

  Statistics: Politics (8 pages)Exercises 137–148

  Statistics: Epilogue (1 page)Exercise 149

  Review Quiz (12 pages)Problems 1–15

  Test (8 pages)Problems 1–10

  Probability (92 pages, 107 exercises)

  Introduction (1 page)

  One-Stage Random Experiments (13 pages)Exercises 1–7

  Two-Stage Random Experiments (9 pages)Exercises 8–17

  Multistage Random Experiments (10 pages)Exercises 18–35

  More Multistage Experiments (12 pages)Exercises 36–46

  The Product Rule (10 pages)Exercises 47–58

  Counting Subsets (9 pages)Exercises 59–69

  Combinatorics and Probability (7 pages)Exercises 70–75

  Random Digits (5 pages)Exercises 76 and 77

  Simulation and the Monte Carlo Method (5 pages)

  Review Problems (3 pages)Exercises 78–87

  Review Quiz (4 pages)Problems 1–10

  Test (4 pages)Problems 1–10

  Number Theory (112 pages, 239 exercises)

  Tim's Troubles with Timesville (6 pages)Exercises 1–17

  Multiples and Divisors of Natural Numbers (10 pages)Exercises 18–36

  Back to Timesville (3 pages)Exercises 37–45

  The Expanse of Primes and The Division Theorem (8 pages)Exercises 46–60

  Number Bases (10 pages)Exercises 61–83

  Least Common Multiples and Greatest Common Divisors (9 pages)Exercises 84–99

  Mathematical Induction (7 pages)Exercises 100–104

  Natural Numbers from a Different Viewpoint (8 pages)Exercises 105–136

  The Mappings \(\sigma\) and \(\Phi\) (15 pages)Exercises 137–150

  Factors in Another Operational System (13 pages)Exercises 151–187

  The Fundamental Theorem of Arithmetic (3 pages)

  Additional Practice (7 pages)Exercises 188–209

  Review Quiz (5 pages)Problems 1–10

  Test (7 pages)Problems 1–20

  Congratulations! (1 page)

  Algebra: Groups, Rings and Fields (141 pages, 226 exercises)

  Operational Systems Review (4 pages)Exercises 1–5

  Groups (10 pages)Exercises 6–17

  Componentwise Properties (3 pages)Exercises 18–22

  Cancellation and Uniqueness of Inverses (13 pages)Exercises 23–37

  Solving Equations in Groups (13 pages)Exercises 38–54

  Opposite Operations (13 pages)Exercises 55–68

  Review Quiz 1 (5 pages)Problems 1–8

  Test 1 (5 pages)Problems 1–8

  Rings (9 pages)Exercises 69–82

  Ring Properties (6 pages)Exercises 83–95

  Iterated Products (7 pages)Exercises 96–106

  Iterated Sums (7 pages)Exercises 107–117

  Using Iterated Sums and Products (4 pages)Exercises 118–127

  The Characteristic of a Ring (5 pages)Exercises 128–138

  Using Ring Formulas (4 pages)Exercises 139–143

  Zero Divisors (4 pages)Exercises 144–154

  Test 2 (4 pages)Problems 1–9

  Zero Divisors, Revisited (5 pages)Exercises 155–164

  The Definition of a Field (1 page)

  Solving Equations in Fields (3 pages)Exercises 165–170

  Fractional Notation (2 pages)Exercise 171

  Field Properties (10 pages)Exercises 172–195

  Test 3 (4 pages)Problems 1–6

  Algebra: Relations, Mappings, Equations (117 pages, 253 exercises)

  Relations (15 pages)Exercises 1–37

  Set Operations on Relations (7 pages)Exercises 38–54

  Converse of a Relation (5 pages)Exercises 55–66

  Composition of Relations (12 pages)Exercises 67–92

  Properties of Relations (6 pages)Exercises 93–114

  Equivalence Relations (10 pages)Exercises 115–145

  Test 1 (7 pages)Problems 1–9

  Mappings and Equations over Fields (6 pages)Exercises 146–153

  Mappings as Relations (4 pages)Exercises 154–164

  Converse and Composition of Functions (5 pages)Exercises 165–184

  Invertible Mappings (7 pages)Exercises 185–191

  The Mappings \([+a]\) and \([a\cdot]\) (6 pages)Exercises 192–204

  The Mappings \(\textrm{Inv}_{\bullet}\) and \(\textrm{Inv}_{+}\) (10 pages)Exercises 205–217

  The Power Mappings (8 pages)Exercises 218–230

  Cancellation in the Solution of Equations (3 pages)Exercises 231–234

  Test 2 (6 pages)Problems 1–10

  Algebra: Relational and Ordered Operational Systems (75 pages, 106 exercises)

  Introduction (3 pages)Exercises 1–3

  Linearly Ordered Sets (10 pages)Exercises 4–18

  Neighbors in Linearly Ordered Sets (8 pages)Exercises 19–33

  Monotonicity (3 pages)Exercises 34 and 35

  Ordered Groups (12 pages)Exercises 36–60

  Solving Inequalities in Ordered Groups (4 pages)Exercises 61–65

  Ordered Rings (6 pages)Exercises 66–72

  Solving Inequalities in Ordered Rings (4 pages)Exercises 73–75

  Ordered Fields (9 pages)Exercises 76–87

  Solving Inequalities in Ordered Fields (7 pages)Exercises 88–94

  The Density of the Rationals Revisited (1 page)Exercise 95

  Test (8 pages)Problems 1–11

  Real Functions I (242 pages, 349 exercises)

  Extending the Ordered Field of Rational Numbers (10 pages)Exercises 1–9

  Approaching the Real Numbers via the Decimals (10 pages)Exercises 10–22

  Notation for Real Numbers (1 page)Exercise 23

  Finding the Rational Number with a Given Periodic Nest (3 pages)Exercises 24–28

  Historical Note about \(\pi\) (2 pages)

  Real Numbers in Physical Situations (7 pages)Exercises 29–37

  Coordinatizing the Plane (2 pages)Exercises 38 and 39

  Real Functions (7 pages)Exercises 40–51

  Constant Functions (3 pages)Exercises 52–55

  Functions whose Graphs are Lines (20 pages)Exercises 56–95

  The Ring of Real Functions with Domain \(\Bbb{R}\) (5 pages)Exercises 96–103

  Some Functions whose Graphs are not Lines (10 pages)Exercises 104–120

  Test 1 (9 pages)Problems 1–14

  Systems of First Degree Equations (18 pages)Exercises 121–146

  Word Problems (4 pages)Exercises 147–154

  Systems of First Degree Inequalities (6 pages)Exercises 155–165

  Graphical Solution of Quadratic Equations (10 pages)Exercises 166–181

  Quadratic Inequalities (5 pages)Exercises 182–188

  Solving Quadratic Equations by Factorization (11 pages)Exercises 189–203

  Test 2 (5 pages)Problems 1–6

  Completing the Square (10 pages)Exercises 204–215

  Uniqueness of Forms (6 pages)Exercises 216–222

  Graphical Interlude (6 pages)Exercises 223–233

  Manipulating Square Roots (2 pages)Exercises 234 and 235

  The Quadratic Formula (8 pages)Exercises 236–245

  Statistics: A Second Look (4 pages)Exercises 246–249

  Statistics: The Normal Distribution (8 pages)Exercises 250–264

  Statistics: Properties of Variance (3 pages)Exercises 265 and 266

  Statistics: Confidence Intervals and Margin of Error (7 pages)Exercises 267–275

  Introduction to Trigonometry (8 pages)Exercises 276–286

  Extending Trigonometric Function Domains (9 pages)Exercises 287–296

  Relationships between Trigonometric Functions (6 pages)Exercises 297–304

  Working with Radians (8 pages)Exercises 305–312

  Test 3 (8 pages)Problems 1–17

  MathQuill Entry (1 page)

  Real Functions II (285 pages, 349 exercises)

  Sequences and Series (13 pages)Exercises 1–16

  Arithmetic Sequences and Series (13 pages)Exercises 17–33

  Geometric Sequences (10 pages)Exercises 34–47

  Geometric Series (9 pages)Exercises 48–57

  Statistics: Lines of Best Fit (9 pages)Exercises 58–69

  Factoring Real Polynomial Functions (7 pages)Exercises 70–76

  Powers with Integer Exponents (8 pages)Exercises 77–91

  Integer Power Functions (2 pages)Exercises 92–97

  The Binomial Theorem (15 pages)Exercises 98–115

  Test 1 (8 pages)Problems 1–12

  The Converse of a Real Function (2 pages)Exercises 116 and 117

  Root Functions (6 pages)Exercises 118–121

  Powers with Rational Exponents (11 pages)Exercises 122–136

  Rational Power Functions (10 pages)Exercises 137–154

  The Absolute Value Function (9 pages)Exercises 155–170

  The Greatest Integer Function (7 pages)Exercises 171–185

  Growth Functions (11 pages)Exercises 186–196

  Exponential and Logarithmic Functions (11 pages)Exercises 197–209

  Working with Exponential and Logarithmic Functions (10 pages)Exercises 210–224

  What's So Natural About \(e\)? (2 pages)

  Natural Logarithms and Exponents (2 pages)Exercises 225–227

  Graphical Interlude (7 pages)Exercises 228–233

  Test 2 (6 pages)Problems 1–11

  Statistics: Modeling the Data (6 pages)Exercises 234–239

  Rational Functions (15 pages)Exercises 240–261

  Asymptotes (16 pages)Exercises 262–273

  Extending the Rational Field (15 pages)Exercises 274–285

  The Field of Complex Numbers (13 pages)Exercises 286–292

  Working in the Complex Field (15 pages)Exercises 293–315

  Polynomial Functions over \(\mathbb{C}\) (8 pages)Exercises 316–318

  Test 3 (8 pages)Problems 1–8

  MathQuill Entry (1 page)

  Geometry: Incidence and Transformations (188 pages, 296 exercises)

  Introduction (4 pages)Exercises 1–4

  Space, Planes, Lines, and Points (9 pages)Exercises 5–13

  Reals, Length, and \(u\)-Distance (6 pages)Exercise 14

  Betweenness and Measuring (9 pages)Exercises 15–30

  Some Familiar Geometric Figures (5 pages)Exercises 31–42

  Introduction to Topology (25 pages)Exercises 43–93

  Measuring Angles (15 pages)Exercises 94–115

  Test 1 (7 pages)Problems 1–11

  Mappings in Space (2 pages)Exercise 116

  Line Reflections of a Plane (10 pages)Exercises 117–136

  Introduction to Constructions (1 page)

  Properties of Line Reflections (18 pages)Exercises 137–173

  Plane Reflections of Space (3 pages)Exercises 174 and 175

  Composition of Mappings (5 pages)Exercises 176–182

  Parallel Lines and Planes (9 pages)Exercises 183–201

  Translations of a Plane (24 pages)Exercises 202–232

  Translations of Space (1 page)

  Rotations of a Plane (21 pages)Exercises 233–265

  Rotations of Space (2 pages)Exercise 266

  Test 2 (11 pages)Problems 1–19

  Epilogue (1 page)

  Geometry: Congruence and Similarity (256 pages, 302 exercises)

  Congruence and Isometries (9 pages)Exercises 1–7

  The Operational System \((\mathcal{Iso}(\Pi),\circ)\) (3 pages)Exercises 8–13

  Fixed Points of Isometries (19 pages)Exercises 14–42

  Subgroups of Isometries (5 pages)Exercises 43–50

  Isometries of Space (1 page)

  Symmetries of Plane Figures (9 pages)Exercises 51–62

  Symmetries of Triangles (19 pages)Exercises 63–84

  Polygons and Convexity (16 pages)Exercises 85–97

  Symmetries of Convex Quadrilaterals (18 pages)Exercises 98–120

  Symmetries of Convex Polygons (6 pages)Exercises 121–129

  Symmetries of Circles (6 pages)Exercises 130–135

  Symmetry Groups (2 pages)Exercises 136–141

  Space Symmetries (4 pages)Exercises 142–144

  Magnifications of a Plane (21 pages)Exercises 145–164

  Ratios and Proportions (10 pages)Exercises 165–180

  Similitudes of a Plane (17 pages)Exercises 181–197

  The Composition of Magnifications (14 pages)Exercises 198–214

  The Group \((\mathcal{Sim}(\Pi), \circ)\) (3 pages)Exercises 215–217

  Similarity in Circles (4 pages)Exercises 218–225

  Applications to Circles (18 pages)Exercises 226–244

  Congruence and Similarity of Arcs (6 pages)Exercises 245–251

  Additional Arc Discoveries (13 pages)Exercises 252–267

  Centers of Triangles (12 pages)Exercises 268–280

  Similarity in Space (8 pages)Exercises 281–283

  Test (12 pages)Problems 1–19

  MathQuill Entry (1 page)

  Geometry: Coordinates and Measurement (328 pages, 404 exercises)

  Areas (6 pages)Exercises 1–5

  Areas of Triangles (5 pages)Exercises 6–13

  Areas of Other Polygons (11 pages)Exercises 14–32

  Areas of Circles (6 pages)Exercises 33–41

  Volumes of Prisms and Circular Cylinders (7 pages)Exercises 42–44

  Volumes of Other Solids (17 pages)Exercises 45–59

  Solids of Revolution (5 pages)Exercises 60–64

  Surface Area (11 pages)Exercises 65–74

  Right Triangles (14 pages)Exercises 75–88

  Special Right Triangles (8 pages)Exercises 89–96

  Trigonometric Identities (15 pages)Exercises 97–113

  Graphing Trigonometric Functions (6 pages)Exercises 114–116

  More Trigonometric Identities (6 pages)Exercises 117–122

  The Law of Sines and Cosines (9 pages)Exercises 123–132

  The Converses of Trig Functions (6 pages)Exercises 133–137

  Solving Trigonometric Equations (3 pages)Exercises 138–142

  Test 1 (10 pages)Problems 1–19

  Euclidean Distance in a Plane (3 pages)Exercises 143–146

  Taxidistance in a Plane (8 pages)Exercises 147–159

  Addition (16 pages)Exercises 160–175

  Introduction to Vector Spaces (18 pages)Exercises 176–195

  Vector Spaces of Translations (5 pages)Exercises 196–200

  Space Coordinates (8 pages)Exercises 201–209

  Addition and Scalar Multiplication in Space (5 pages)Exercises 210–214

  Isometries in Terms of Coordinates (25 pages)Exercises 215–253

  Straight Lines in a Plane (16 pages)Exercises 254–272

  Lines as First Degree Equations (15 pages)Exercises 273–302

  Lines in \(\Bbb{Z}_p^2\) (5 pages)Exercises 303–311

  Straight Lines in Space (9 pages)Exercises 312–320

  Transforming Graphs (8 pages)Exercises 321–331

  Conic Sections (26 pages)Exercises 332–358

  Other Applications of Coordinates (7 pages)Exercises 359–370

  Test 2 (8 pages)Problems 1–15

  MathQuill Entry (1 page)

  Precalculus Coda (315 pages, 416 exercises)

  Introduction (1 page)

  Vectors in \(\mathbb{R}^2\) (22 pages)Exercises 1–28

  Vectors in \(\mathbb{R}^3\) (21 pages)Exercises 29–55

  Linear Dependence and Independence (4 pages)Exercises 56–61

  Linear Transformations of \(\mathbb{R}^2\) (7 pages)Exercises 62–72

  An Introduction to Matrices (12 pages)Exercises 73–91

  Using Matrices to Solve Systems of Equations (11 pages)Exercises 92–107

  Inverting Matrices (10 pages)Exercises 108–120

  Orthogonal Mappings (13 pages)Exercises 121–131

  More About \(\mathcal{Or}(\mathbb{R} \times \mathbb{R})\) (13 pages)Exercises 132–150

  Working With Bigger Matrices (17 pages)Exercises 151–167

  More About Isometries and Similitudes (7 pages)Exercises 168–177

  Systems in Other Fields (4 pages)Exercises 178–183

  Review Quiz 1 (11 pages)Problems 1–22

  Test 1 (12 pages)Problems 1–23

  Polar Coordinates (19 pages)Exercises 184–204

  Complex Numbers Revisited (7 pages)Exercises 205–218

  Parametric Representations (14 pages)Exercises 219–233

  Real Functions and Their Graphs (9 pages)Exercises 234–242

  Interlude: Synthetic Procedures (6 pages)Exercises 243–245

  More Real Functions and Their Graphs (7 pages)Exercises 246–252

  Limits of Real Sequences (17 pages)Exercises 253–276

  Limits of Real Functions (31 pages)Exercises 277–310

  Continuity (14 pages)Exercises 311–328

  Review Quiz 2 (12 pages)Problems 1–22

  Test 2 (12 pages)Problems 1–21

  A New Beginning (1 page)

  MathQuill Entry (1 page)

  Supplement: Pre-Algebra (24 pages, 53 exercises)

  Supplemental Information (5 pages)

  Pre-Algebra Practice Test (18 pages)Exercises 1–53

  Conclusion (1 page)

  Supplement: Abstract Algebra Readiness (21 pages, 36 exercises)

  Introduction (1 page)

  Review 1 – 12 (6 pages)Exercises 1–12

  Review 13 – 24 (8 pages)Exercises 13–24

  Review 25 – 36 (6 pages)Exercises 25–36

  Supplement: Algebra 1 (16 pages, 25 exercises)

  Supplemental Information (5 pages)

  Part 1 (Calculators not permitted) (5 pages)Exercises 1–11

  Part 2 (Calculators permitted) (5 pages)Exercises 12–25

  Test Preparation (1 page)

  Supplement: Algebra 2 (20 pages, 32 exercises)

  Supplemental Information (6 pages)

  Part 1 (Calculators not permitted) (8 pages)Exercises 1–19

  Part 2 (Calculators permitted) (5 pages)Exercises 1–13

  Test Preparation (1 page)

  Supplement: Geometry Notebook (119 pages, 120 exercises)

  Introduction (3 pages)

  Definitions (21 pages)

  Theorems and Properties (26 pages)

  Constructions (18 pages)

  Rosettes (2 pages)Exercise 1

  Population Density (1 page)Exercise 2

  Angular Rates (1 page)Exercises 3 and 4

  Definitions Practice (4 pages)Exercises 5–16

  Proofs Practice (3 pages)Exercises 17–25

  Constructions Practice (8 pages)Exercises 26–32

  Applications Practice (18 pages)Exercises 33–84

  Part 1 (Calculators not permitted) (8 pages)Exercises 85–105

  Part 2 (Calculators permitted) (5 pages)Exercises 106–120

  Test Preparation (1 page)

  Supplement: Precalculus Readiness (21 pages, 59 exercises)

  Introduction (1 page)

  Review (20 pages)Exercises 1–59

  Supplement: Precalculus (55 pages, 140 exercises)

  Introduction (1 page)

  Information on Interest (3 pages)Exercises 1 and 2

  Information on Heating and Cooling (1 page)Exercise 3

  Information on Direct and Inverse Variation (1 page)Exercise 4

  Information on Other Topics (1 page)

  Part 1 (calculators not permitted) (41 pages)Exercises 5–127

  Part 2 (calculators permitted) (5 pages)Exercises 128–140

  Test Preparation (1 page)

  MathQuill Entry (1 page)

  (Total 3199 pages and 4351 exercises.)

FAQ Category: Getting Started

• Q: Can I help my child during the Pre-Placement Preparation course?

  A: We strongly recommend that you allow your child to solve the puzzles unaided, since this gives the IMACS instructor better insight into the intuitive abilities of your child. However, feel free to observe while your child works through these activities. You may find the videos interesting since they demonstrate some of the techniques and concepts that are covered in IMACS math enrichment classes. In addition, the extent to which your child is engaged by the puzzles will provide you with insight into whether an IMACS math enrichment class may be right for your child.
• Q: Does my child have to solve all the puzzles?

  A: Your child should attempt every puzzle, but it’s okay if they can’t find a solution for all of them.
• Q: How can my child prepare for the IMACS Aptitude Test for the university-level courses?

  A: No preparation is needed because the Aptitude Test does not test what your child knows, but how well your child can think through novel problems. The style of the test matches the style of our courses. In particular, the test is online, and it requires students to read dense mathematical material and answer challenging questions based on their logical reasoning abilities. Results from this test have been excellent indicators for us in determining a student’s readiness to tackle our university-level mathematics and computer science courses. To register for the aptitude test, visit https://imacs.org/start.
• Q: How do I enroll my child?

  A: Along with the recommendation, IMACS will send you all of the information you need to enroll.
• Q: How do I register for Pre-Placement Preparation Course?

  A: Click on one of the red “Free Class” buttons at either the bottom or top of your screen or visit https://imacs.org/start.
• Q: How do we get started?

  A: Start by taking a Free Class. Visit https://imacs.org/start/.
• Q: How do you decide which mathematics enrichment level my child is ready for?

  A: The IMACS mathematics enrichment program is a multi-level program for above-average to talented children in grades 1-6. Students are placed by ability and must therefore complete the placement process prior to registration. The placement process consists of a Pre-Placement Preparation course that your child should work through. After your child completes the Pre-Placement Preparation activities, parent and student should attend an IMACS Live! placement class via the Zoom video conferencing platform. The placement classes are taught by senior instructors with extensive experience assessing students’ intuitive mathematical abilities. The instructor evaluates each student’s responses to novel situations. As the class progresses and the instructor learns more about each individual student, he or she continually tailors questions to assess individual reasoning and arithmetic abilities. After the class, the instructor will email you a recommendation for the appropriate math enrichment level for your child and the best time of the year to start.
• Q: How does class placement work?

  Q: How does IMACS place students?

  Q: Does IMACS place students by grade?

  Q: Does IMACS place students by age?

  Q: Does IMACS place students by age, grade, or ability?

  A: IMACS students are placed by ability, not age or grade. After taking a free class, an IMACS instructor will recommend the placement that will provide the greatest benefit to the student.
• Q: How does the IMACS Mathematics Enrichment program work?

  Q: What is the schedule for IMACS Mathematics Enrichment classes?

  A: The IMACS school year starts in September and ends in May. The IMACS program is split into four sessions. Each session is eight weeks long, so parents are only committed to 8 weeks at a time. Every week we release new video lessons, online activities, homework assignments and hold one live zoom class which can be 45 minutes, 1 hour, or 90 minutes, depending on the level.
• Q: How long does Pre-Placement Preparation course take and what does it consist of?

  A: It takes about 20-30 minutes and consists of three videos, each followed by a number of fun puzzles.
• Q: How long does the IMACS Placement class take?

  A: About 45 minutes.
• Q: How will I learn the recommended enrichment level?

  A: IMACS will contact you by email shortly after your placement class finishes.
• Q: I would like information for assessing my 13 year old and 9 year old.

  Q: I would like to book a trial class for my daughter who is starting fourth grade.

  Q: I have a fourth grader who loves math. I’d love to set him up for these programs. What’s the next step for registration? And what are the options in terms of data and times? I am interested in the computer science track for my 8th grader.

  Q: I have a 12 yr old boy that homeschools. I’d like to know how your program works, price and check if it’s a good fit for us.

  A: Sign up for a free Placement Class and/or free Computer Programming Trial Class by visiting the IMACS website at www.imacs.org/start.
• Q: Must the Pre-Placement Preparation course be done in a single sitting?

  A: Yes; we strongly recommend students work through these 20-30 minutes of activities in a single setting.
• Q: Should I watch the Placement class?

  Q: Do I have to watch the IMACS Placement class?

  A: While you don’t have to, we strongly encourage you to watch the class. Watching the class will give you information that will be useful when deciding whether to enroll your child in an IMACS math enrichment course. For example, you will observe: the engaging and effective IMACS approach to teaching logic, reasoning, and problem-solving; the extent to which your child is engaged; and the unmatched teaching ability of IMACS instructors.
• Q: What IMACS class do you recommend for my child’s grade level or age?

  A: We recommend our Math Enrichment Program for students entering 1st – 5th grade. We have five levels of our math enrichment program. Students are placed in our program based on their ability, not grade or age. All new students must go through a free placement process prior to enrolling with us. This will ensure that they are enrolled into a course that is both challenging and beneficial. This will also allow you and your child to see what our classes are like. The price of each level will vary from about $300 to $700 per 8-week session. And we have four 8-week sessions per school year, which makes our math enrichment program a 32-week program. For students who are 6th grade and up, we recommend our Computer Programming Enrichment (CE) course. Students should sign up for a free CE trial class on our website. The Computer Programming Enrichment (CE) course introduces students to computer programming using Logo, a pedagogical language developed at MIT. The course is designed to challenge students to think logically and critically through meticulously designed, multi-step projects. Students are guided by instructors to develop their problem-solving skills and ability to be independent problem solvers.
• Q: What is the placement process for Mathematics Enrichment?

  Q: How do you determine the right class or level for my child?

  A: For the mathematics track, students first complete about 20-30 minutes of online activities. Next students and their parents attend a free one-hour Placement Class. This class is an opportunity for parents to understand the IMACS approach. After class, parents may ask questions. For the Computer Science track, students attend a free Trial class. Following either class, the instructor sends recommendations to parents indicating the level best suited to the student.
• Q: What is the purpose of IMACS Pre-Placement Preparation course?

  A: To introduce students to the main components of the IMACS math enrichment curriculum and to give us a preliminary indication of your child’s intuitive mathematical abilities.
• Q: What is the purpose of the Placement class?

  A: When combined with information from the Pre-Placement Preparation course, it allows the IMACS instructor to recommend the appropriate math enrichment level for your child.
• Q: What should I do to prepare my child for the Pre-Placement Preparation course?

  A: Nothing! Just arrange for your child to be seated with a computer, laptop or tablet available.
• Q: What should I know about the Mathematics Enrichment Placement Process and the Free Placement Class?

  A: The IMACS Mathematics Enrichment program is a multi-level program for above-average to talented children in grades 1-6. Students are placed by ability and must, therefore, complete the placement process prior to registration. The goal of this process is to learn how to best serve your child with an appropriate level of challenge. There are two steps: (1) Have your child complete the Pre-Placement Preparation Course, then (2) Schedule a Placement Class.
• Q: What type of device and browser are recommended for the Pre-Placement Preparation course?

  A: We recommend using a Chrome or Firefox browser on a desktop or laptop with a pointing device. If using an iPad, place it in landscape mode for the best results.
• Q: When can I schedule the IAMCS Placement class?

  Q: When are IMACS Placement classes held?

  A: Once your child finishes the Pre-Placement Preparation course, you will receive an email with a link to schedule your free Placement class. Placement classes are available at various times throughout the week to accommodate parent schedules.

FAQ Category: IMACS Store

• Q: Can international students redeem points in IMACS Store?

  A: Yes, but international students may only use their points for Amazon Gift Cards.
• Q: How does my student get points and badges?

  A: Students earn points for watching the short video lessons and for successfully completing worksheets. Additionally, students are awarded points by instructors during live zoom lessons. The points are used to calculate the student’s level, allowing them to earn various badges each week. Student points may be redeemed in the IMACS Store where students use them to “purchase” a variety of games and puzzles.
• Q: How long does it take for my student’s item to be shipped?

  A: Please allow 5 to 7 businesses for items to ship and be delivered.
• Q: I forgot to confirm my child’s order and now the link has expired.

  A: If you did not confirm your child’s order, their points have been returned. Please re-order items on your child’s IMACS Store which is located on their student portal.
• Q: My child has points. How do we redeem them?

  A: Click on the Store button listed in the tabs at the top of your child’s IMACS Student Portal. Your child’s current point total, along with a list of available games/prizes, with their corresponding point values, will appear. Select the games you would like to purchase. Click Checkout Now. Click Confirm to confirm the games you want to purchase. A message will be sent to the email addresses on file to confirm the purchase. Parents will need to click on the link found in the confirmation email. Here, parents can review the items their child has chosen to purchase, confirm the shipping address, and include special instructions (if applicable). Click Confirm to confirm or Cancel to cancel the order.
• Q: My child wants to purchase a game from the store but doesn’t have enough points, can they use the points they have and I pay for the rest with my card?

  A: No.
• Q: My two children want to buy a game together, can we combine their points for this?

  A: Yes, please contact IMACS.
• Q: We ordered an item from the IMACS Store and have not received it yet.

  A: Please allow for 5 – 7 business days for items to be shipped and delivered. If you your child does not received your item after one week, please contact IMACS.
• Q: Where can I see how many points my child has earned?

  A: Click on the Store button listed in the tabs at the very top of the screen. This will bring you to the IMACS store. Your child’s current point total will appear at the top of the page.

FAQ Category: Parent Relations

• Q: Can I change my time zone on my parent portal?

  A: Contact IMACS Parent Relations parentrealations@iamcs.org and let them know what time zone you would like your parent portal set to. If you are traveling or using a VPN, your portal may ask if you want to change your time zone to your current location. Please click “NO” unless you plan to be in a different time zone for a some time.
• Q: How can I update my child’s schedule?

  A: You can view the available class options on your IMACS Parent Portal. Then email IMACS at parentrelations@imacs.org or call 954-791-2333 to request the schedule change.
• Q: How do I get a referral code?

  A: Please visit your IMACS Parent Portal and then scroll down to the “IMACS Referral Program” and click “Learn more”.
• Q: I can’t login to my parent portal. What should I do?

  Q: How can I change my login method to the parent portal?

  A: Please contact IMACS at parentrelations@imacs.org or 954.791.2333 for a temporary link to access your parent portal. Then go to Click the “Account” tab and then go to Authentication to pick your preferred login method.
• Q: Who do I call to ask about IMACS classes?

  A: Call 954.791.2333 (or 866.634.6227) to speak with a parent relations assistant.

FAQ Category: School Licensing

• Q: How does a school go about licensing the EMF curriculum for their students?

  A: Schools purchase an annual school license ($100), along with student licenses at $360 per student. Three student licenses cover the full EMF sequence of 18 courses. The school license includes access for a designated coordinator to monitor student progress and grades.

FAQ Category: School Partnership Program

• Q: What is the IMACS School Partnership Program?

  A: This is an arrangement between a school (or its Parent Teacher Association) in which parents receive a discount on IMACS classes and the revenue is shared with the school or PTA.
• Q: What is the PTA or school role in the IMACS Partnership Program?

  A: The school or PTA distributes information to parents prior to each IMACS session.
• Q: What is the IMACS role in the IMACS Partnership Program?

  A: IMACS handles all enrollments and collection and distribution of fees. And (of course!) IMACS teaches the very best mathematics and computer enrichment classes.
• Q: What are the financial arrangements?

  A: Parents receive a 10% discount; School or PTA receives 10% of all gross revenue; IMACS matches any scholarships offered by the School or PTA.
• Q: How does a school or PTA learn more about the IMACS Partnership Program?

  A: Parents or administrators should call (toll-free in the USA) 866.634.6227 or 954.791.2333, or email parentrelations@imacs.org.

FAQ Category: Student Portal

• Q: Can I watch a recorded Live! sessions from previous weeks?

  A: You can watch a recorded live session (and view all the content) for all the weeks in which your child is enrolled. To access this information, use the “< Week" button to navigate to the previous week. Alternatively, you can click on the hamburger menu (three horizontal lines), select "My Settings", and select the appropriate week. The recorded session will be under the green tab with a title of the form "Week X Live!".
• Q: How can my child make corrections on a worksheet?

  A: Once a worksheet has been submitted for grading, if something is marked incorrect, students can correct it by clicking the green “I want to make corrections” button at the top.
• Q: How do I access my child’s Live! class?

  A: In the student portal, click on the green tab with a title of the form “Week X Live!”.
• Q: How do I complete a worksheet from a previous week?

  A: You can only view content from the weeks in which your child is enrolled. To access a previous week’s information, use the “< Week" button to navigate to the previous week. Alternatively, you can click on the hamburger menu (three horizontal lines), select "My Settings", and select the appropriate week. Use the tabs at the top (or the arrows at the bottom) to navigate to the different parts of the lesson.
• Q: How do I log in to the IMACS student portal?

  Q: Where is the IMACS student portal?

  Q: Where do students go to answer worksheets and watch the videos?

  Q: Where does by child go to finish the homework or take a class?

  A: Visit https://www.imacslive.com/me and login using the username and PIN provided you have been provided. The first time you log in you will be asked to create a secret code, which will be needed for future logins.
• Q: How many points is each worksheet worth?

  A: You can see how many points can be earned by the number of faded stars at the top of the page. If a worksheet has to be resubmitted, it will be worth fewer points with each subsequent attempt. Once the worksheet has been submitted, you can see the number of points earned by the number of stars shown.
• Q: My child has points. How do we redeem them?

  A: Click on the “Store” button listed in the tabs at the top of the student portal screen. Your child’s current point total, along with a list of available games and prizes, with their corresponding point values, will appear. Select the games you would like to purchase. Click “Checkout Now”. Click “Confirm” to confirm the games you want to purchase. A message will be sent to the email addresses on file to confirm the purchase. Parents will need to click on the link found in the confirmation email. Here, parents can review the items their child has chosen to purchase, confirm the shipping address, and include special instructions (if applicable). Click “Confirm” to confirm or “Cancel” to cancel the order.
• Q: Once logged in to the student, what do I do?

  A: Mathematics Enrichment students should select the “Math” tab. You will see a list of buttons across the top of the page listing the work for the selected week. Most weeks begin with a video lesson. Simply watch the first video and then navigate to the next tab which you can do by either clicking on the tab or by using the arrows at the bottom of the page.
• Q: What do we do when we get to a worksheet?

  A: Complete the worksheet. When finished, click the green check mark (located both at the bottom of the page and on the right toolbar). If the worksheet was not completed perfectly, a message will appear. Students can decide whether to make corrections for full credit or to be shown which problems were answered incorrectly. This message will only appear once. There may be some tools available, depending on what is needed for that specific worksheet. If you don’t know how to use these, click the Help button.
• Q: What if my child does not know their username or PIN?

  A: Please contact IMACS at parentrelations@imacs.org or call 954-791-2333 or 1-866-634-6227.
• Q: Where can I find the IMACS calculator? Where can I find a String Game Analysis sheet?

  A: In the student portal, click on the hamburger menu (three horizontal lines), which will allow the student to display the calculator and analysis sheets (only available once analysis has been discussed in class), as well as the progress, badges, and setting pages.
• Q: Where can I see how many points my child has earned from their IMACS student portal?

  A: Click on the “Store” button listed in the tabs at the very top of the screen. This will bring you to the IMACS Store. Your child’s current point total will appear at the top of the page.

FAQ Category: Tuition

• Q: Are IMACS classes expensive?

  A: The IMACS program is unique, but IMACS prices are comparable with other high-caliber secondary education programs.
• Q: Does IMACS have a referral program?

  A: Yes. The majority of parents learn about IMACS by word-of-mouth. We are delighted when parents recommend IMACS to their friends and therefore offer a referral program. The current referral program is described on the home page of your parent portal.
• Q: Does IMACS offer discounts?

  A: IMACS offers a 10% auto-enrollment discount and a 10% sibling/multi-class discount for the lower priced class.
• Q: Does IMACS offer scholarships?

  A: IMACS does not offer scholarships. Parents wishing to discuss individualized payment plans should contact IMACS Parent Relations.
• Q: How much are IMACS (Live) classes?

  Q: What is the cost of IMACS?

  A: IMACS classes range in price from $179 for 5-day summer classes to between $359 and $639 for 8-week mathematics enrichment classes depending on the level and $545 for computer enrichment classes. The first class is free so that parents may make an informed decision on whether IMACS classes are right for their child. IMACS also offers multiple-class, sibling discounts and auto-enroll discounts.
• Q: What is the IMACS Auto-enroll discount?

  Q: What is the IMACS Auto-enroll procedure?

  Q: If I sign up for auto-enroll, am I locked for the entire school year?

  A: A 10% discount is available to families who sign up for auto-enroll during sessions 1-4. Payments for the following session will be processed using the credit card on file on the Monday of the sixth week in the current session. For enrollments received in weeks 4 or 5, the auto-enroll date for the following session will be moved back one week. Reminder emails will be sent one week prior to the payment date. Parents may opt-out at any time prior to the auto-enroll payment date for the current session. Parents who wish to opt out of auto-enroll should reply to the reminder email or contact IMACS prior to the auto-enroll payment date for the current session
• Q: What is the IMACS refund policy?

  Q: Do you provide refunds for classes missed?

  Q: Can you process a refund for my child’s class?

  A: IMACS does not provide refunds.
• Q: What is the cost of IMACS Computer Enrichment?

  A: During the school year, IMACS classes meet in four eight-week sessions. Students attend class once per week for 90 minutes. Tuition is $545 per session. During the summer, classes meet in one-week sessions, Monday through Friday. Students attend class once per day for 90 minutes, and tuition is $219 per session. Early enrollment, sibling, and multi-class discounts are available.
• Q: What is the cost of IMACS University Computer Science?

  A: This class is offered as a part of both the IMACS school-year and summer programs. During the school year, classes meet for 2 hours once per week and the tuition is $645 per session. There are four eight-week sessions that meet from September through May. During the summer, these classes meet daily in one-week sessions, Monday through Friday, for two hours; tuition is $359 per session. Early enrollment, sibling, and multi-class discounts are available.
• Q: What is the cost of IMACS University Logic for Mathematics?

  A: This class is offered as a part of both the IMACS school-year and summer programs. During the school year, classes meet for 2 hours once per week and the tuition is $655 per session. There are four eight-week sessions that meet from September through May. During the summer, these classes meet daily in one-week sessions, Monday through Friday, and tuition is $359 per session. Early enrollment, sibling, and multi-class discounts are available.
• Q: What is the cost of eIMACS (Distance Learning) Advanced Mathematical Logic?

  A: The tuition is currently $985 per 40 weeks, a duration that is sufficient for most talented students to finish one course; 30 day extensions are also available to students who need more time.
• Q: What is the cost of eIMACS (Distance Learning) University Computer Science?

  A: The tuition is currently $985 per 40 weeks, a duration that is sufficient for most talented students to finish this course; 30 day extensions are also available to students who need more time.
• Q: What is the cost of the EMF program?

  A: The first course (Operational Systems) is free, see https://elementsofmathematics.com. Subsequent courses are $59.95 per course for 90-day access (sufficient for most students to complete a course; 30-day extensions for $25 are available). There are 18 courses, plus 6 (free) supplements.
• Q: What is the cost of the IMACS Summer Programs?

  A: Primary Logic Puzzles (grades 1-2) is a 45-minute class at $119 per session. Logic Puzzles (grades 3-8) is a 60-minute class at $189 per session. Computer Enrichment (grades 3-8) is a 90-minute class at $229 per session. University-level classes (advanced middle and high school) are two-hour classes at $359 per session. All summer classes meet in one-week sessions, Monday through Friday. Early enrollment, sibling, and multi-class discounts are available. IMACS also offers a referral credit to current families who refer their friends & family.