My DD is using "So You Really Want to Lean Science 2." It is a no frills science survey. She doesn't like hands-on activities, so it is a good fit for her. She will probably take two years to go through it.

A few years ago, my DD had an online class that was a really bad fit. The teacher was unorganized and struggled with the technology. Neither of us understood the point of many assignments, and the balance of content in the class did not match what was promised in the class description. I had DD drop the class, even though it was after the refund deadline. Another mom I know IRL had a child in that class, and they stuck it out for the year, and the class didn't get better. Other classes in other subjects by the provider were great--that one was not.

Rose, Oh my, you have so much on your plate. I saw in your signature that your DD14 does as much as she has spoons for each day. You have more spoons than she does, but you too have a limited supply and can do only so much. None of the choices feel right, but that doesn't mean that they are wrong. I don't know what choices you've already explored, but I suggest you put relationships ahead of high academics. This is not to dismiss academics completely, but middling academics with a solid relationship is better than trying for high academics and having a disasterous relationship and probably not getting the high academics anyway. If you are already getting so much pushback that both of you are in tears every day, pushing harder won't do any good. My older DD and I constantly butted heads until we sent her to school. After she went to school, our relationship improved. There is a *lot* that I didn't like about sending her to that school, but the change in our relationship made it worthwhile. My younger DD is in 6th grade, and we are starting to butt heads as well. I think part of our conflict over writing is that she struggles with writing much more than her older sister did. However, she is a different person, and sending her to school now isn't the right decision for her. Outsourcing classes (some online, some at a local co-op) also helps.

My DD's first online class was a literature class with Athena's Academy. It was a great first online class because there were regular assignments with due dates, but no grades to stress about. I highly recommend having your daughter learn to type before taking an online class.

On further reflection, here are some other options: "Your going on the course" could be a gerund phrase acting as a delayed appositive to the subject "it." Usually a delayed appositive needs a preceding comma; however, when the delayed appositive renames the subject pronoun "it," the comma is often omitted. - It is still worthwhile, your going on the course. - It is still worthwhile your going on the course. <--original version If you take out the "r," "you going on the course" could be an asbolute phrase, which would need a comma. - It is still worthwhile, you going on the course.

The "your" isn't why the sentence sounds odd to me. It sounds odd to me because I don't see how "your going on the course" relates grammatically to the rest of the sentence. The main clause is "it is worthwhile," which is a subject + linking verb + prediate adjective sentence pattern. If "your going on the course" is a gerund, it doesn't fit any of the roles of a noun in the sentence (not a subject or an object). If "your going on the course" is a participle, it doesn't have a noun or pronoun to modify. I would rephrase. Some options that sound okay to me: - It is still worth your while to go on the course. - It is still worthwhile to go on the course. - Your going on the course is still worthwhile. - Going on the course is still worthwhile. - It is still worthwhile for you to go on the course.

Planning a class when you don't have an open & go, do the next thing resource takes lots and lots of time. Here are things that help me: Have a scope & sequence and map it to the weeks you have available. Plan a few basic activities that you can do over and over with new content. Lecture, discussion, games, etc. Decide how much the lesson plan depends on the kids doing their homework. If it requires homework, have a plan for what to do if kids don't do their homework. Next year I need to tell myself to not teach a class from scratch again.

I couldn't imagine using BA with a kid who is working below level and fighting math. How about switching to something more independent and less discovery base, something where the problems are setup where students are expected to be able to get most of the answers by themselves the first time?

When looking at online class options, I found The Bridge School. Does anyone have any experience with it? It looks like they have classes for 6th - 12th grades, and you can take just a few classes or do an entire high school with them. https://www.thebridgeschool.net

Last year, both of my DD went to public school after being homeschooled for years. My older DD stuck with public school the whole year and is now in a traditional private school. My younger DD lasted a semester before asking to be homeschooled again. I was really surprised that she wanted to go back to homeschooling, because she is very social and always longed to go to school when she was homeschooled. She isn't any happier with homeschooling than she was the first time, but she no longer wishes to go to public school.

Last year, both of my DD went to public school after being homeschooled for years. My older DD stuck with public school the whole year and is now in a traditional private school. My younger DD lasted a semester before asking to be homeschooled again. I was really surprised that she wanted to go back to homeschooling, because she is very social and always longed to go to school when she was homeschooled. She isn't any happier with homeschooling than she was the first time, but she no longer wishes to go to public school.

I loved this book when I was a tween!

It is easiest if you just get the grade level workbook and print the whole thing out at once. If you haven't done grammar before, start with the Level 1 workbook for 6th grade, and go from there. https://www.kissgrammar.org/kiss/wb/PBooks/index_GradeL.htm

It didn't work for my kids. My older DD would lolligag so much that it was too difficult to track time. (No, the five minutes searching for pencil and the ten minutes you had to spend in the bathroom do not count as time on subject.) My younger DD works dilligently because she wants to be done. She would rather have a clear amount of work and then work hard and get it done sooner.

Our co-op is 18 total meetings, meeting every other week from September to May. We usually have 8 classes before Christmas, a long holiday break, and then 10 classes in the spring.

This: Being able to punch triple the number of pages at a time is the main thing. Also, the punching mechanism is easier because you lower the handle rather than sliding the punch. Plus, it has better guides, so my kids can punch their own paper with it and get the holes in the proper spot, versus when they used the P50. That's what I did for several years. I do miss the round holes and the satisfying click of the P50. My P110 has rectangular holes. But I love my P110. You are welcome! $75 is an amazing deal.

I'm another pro-click fan. I also have a comb binding machine, and I far prefer the pro-click. I used the $65 P50 for many years, but I splurged and got a used P110 off ebay for Christmas.

You could also try Killgallon. It also uses real sentences from literature. I've only seen the elementary books, but they all start with "chunking" sentences. Understanding the chunks could help her see prepositional phrases. There is also a lot of imitating sentences with complex punctuation.

If you want to try another grammar program, KISS Grammar is free and provides lots of practice. The sentences are also from real books. https://www.kissgrammar.org

Ah, is there a right and a wrong? That depends on if you like prescriptive grammar vs. descriptive grammar. If you like prescriptive grammar, there is a right and a wrong. Which is which depends on whose rules you follow. If you like descriptive grammar, there is no right or wrong, only what people do. Once you get to a certain point, I find that comma usage is a matter of personal style. As long as you can explain the reason for a comma or its absence, I think you'll be okay. For example many programs says that you should have a comma after a long introductory phrase, but they do not always quantify what makes an example long (nor should they imho).

I agree with Farrar on all points. Your daughter has a great writing voice and is clearly passionate about Star Wars. She knows so much that it is hard for her to filter the information down. Have you ever seen Lost Tools of Writing? It might be a bit below your daughter's abilty level regarding style, but it teaches a very specific organization pattern. This essay reminded me of the LToW format, but it lacks the clear thesis and transitions that hold the LToW pattern together.

Labeling parts of speech can be very boring and seem like it has no pratical value. I didn't find grammar interesting or useful until I learned phrases and clauses. Unfortunately, it is really hard to learn phrases and clauses without understanding parts of speech. The difference between a verb and a verbal can also really trip up students until they have enough grammar to understand both. How much work does her punctuation need? If she doesn't need much work on punctuation, she might be just fine dropping grammar. However, if she really struggles with punctuation, having formal grammar might help. For example, many comma rules are based on grammar. Since you put a comma after an introductory clause or long introductory phrase, it helps if you can identify a introductory phrase or clause. Since you put commas around appositives, it helps if you know what an appositive is. Since you never put a single comma between a subject and its predicate, it helps if you can identify both.

96 divided by 4 is 24. It's all about place value. It is easier to explain if you have place value blocks. If you have 96 in place value blocks, you have nine rods (10s) and six cubes (1s). Start sorting the largest place value into four equal piles. You can put two rods into each of the four piles, so you write a 2 over the 10s place value in long division. Subtract out those eight rods from the original nine rods. You have one rod left over. This is the subtraction in long division. Convert the rod to cubes and combine it with the original cubes. You now have 16 cubes: the original 6 and the ones from the rod. This is like bringing down the next place value. You can put four cubes into each of the four piles, so you write a 4 over the 1s place value in long division. Subtract out those sixteen cubes that you just put into the piles from what you had. You have no place value blocks left, so everything divided neatly with no remainder.

Sounds like my older DD. She is an artist with poor executive function skills. Seventh grade was a very tough year for both of us. *hugs*

I don't understand how the mnemonic applies to flour. A pint is a unit of volume. A pound is a unit of weight. Ounces can be units of weight or of volume, depending on context. A pint of water weighs about a pound, but that conversion doesn't apply to substances with different densities. DD was in the grocery store trying to buy marshmallows and was converting ounces (weight) into cups (volume) and getting all sorts of confused. I had to point out that you can only convert fluid ounces to cups, not ounces that indicate weight.