Monthly Action Plan

05 Monthly Action Plan (Junior Spring → Senior Fall)

This calendar focuses on the next critical stretch of time leading into early applications. Each month includes a small number of targeted actions so that your research, mathematical profile, and application preparation develop in a clear sequence. Where appropriate, other sections of this plan contain deeper guidance.

Month Key Actions Target Outcome
May (Junior Year)
  • Begin drafting a formal mathematical paper or deep expository article based on your Yale number theory work.
  • Create a structured outline (sections, definitions, main results, examples, references) and begin writing the first full draft.
  • Schedule an early checkpoint conversation with your research mentor to confirm scope and expectations.
 Working manuscript with clear structure and at least several completed sections ready for mentor feedback.
June
  • Continue writing and refining the manuscript so that a complete draft exists by the end of the month.
  • Ensure mathematical exposition is readable: definitions, proofs, diagrams, and examples should be clearly organized.
  • Send the draft to your mentor for detailed review and requested revisions.
 A full manuscript suitable for mentor review and substantive revision.
July
  • Incorporate mentor feedback and strengthen the mathematical argumentation, exposition, and citations.
  • Format the paper in a clean preprint style (LaTeX recommended if you are using it) suitable for academic sharing.
  • Discuss with your mentor whether the work is appropriate for an arXiv-style preprint or student journal submission.
 Near‑final version of the paper with improved clarity and formatting.
August
  • Finalize the manuscript and prepare a polished preprint or journal submission draft.
  • Request a final round of feedback from your research mentor before public sharing or submission.
  • Prepare a short research summary (150–250 words) describing the project for future application use.
 Completed research paper and a concise explanation of the work ready for applications.
September (Senior Fall Begins)
  • Launch a small Olympiad-style math problem‑solving or training group for younger students at your high school or in your community.
  • Run weekly or biweekly sessions focused on problem solving and mathematical reasoning.
  • Document participation, lesson topics, and student outcomes so the impact can be described in applications.
 Established mentoring or training initiative demonstrating leadership in mathematics.
October
  • Verify that your transcript from your high school clearly lists your highest-level mathematics coursework.
  • Prepare concise research documentation (paper link, abstract, mentor information) that can be shared through application updates or additional information sections.
  • Organize materials needed for early applications to Princeton, MIT, and Caltech, including your research summary and activity descriptions.
 Academic records verified and research materials organized for application submission.
November
  • Submit Early Action applications where applicable (see overall application planning in earlier sections).
  • If allowed by each institution, include a brief research update referencing your completed manuscript.
  • Continue running the math problem‑solving group and record participation and outcomes.
 Early applications submitted with research activity clearly documented.
December
  • Prepare application updates if meaningful progress occurs with the research paper or mentoring initiative.
  • Organize documentation of your math group’s participation and outcomes for possible updates.
  • Ensure all remaining Regular Decision materials are finalized and submitted.
 All applications complete with organized documentation of your research and mentorship activities.

Rashid, the sequence above is designed so that your research work reaches a polished stage before applications open, while your leadership initiative in the fall provides a visible way to share mathematical knowledge with younger students. Maintaining documentation of both the research process and the teaching initiative will make it easier to present these experiences clearly in your applications and any follow‑up updates.

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