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square_25

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About square_25

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    Hive Mind Queen Bee

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  1. Hey all, I think I've decided to get some MCT books for grammar next year, since they are well-reviewed and look appealing :-). However, I've been told that the Island, Town, Voyage sequence is pretty repetitive. Which ones would you get for my accelerated 7.5 year old, who is going to be in grade 3 next year? Would you get all of them, or would you just get two, and if you'd get two, which ones? Here's a sample from her most recent writing project, so you can have a sense of where she is (yes, we've been working on this for a while, if anyone's paying attention!) She's intuitive with both spelling and punctuation, and she reads a TON.
  2. Well, if they are not, they can just stop following the thread ;-). But it's an easy way for people to check in, because they'll get notifications if they do choose to follow the thread.
  3. Yep, exactly :-). See, they are really not that bad. Multiplication is repeated addition of the same number, and exponentiation is repeated multiplication of the same number :-).
  4. The other thing you could do is to keep posting on the same thread... then everyone who's following the thread would get notifications. (Plus, we'd have a fun AoPS Prealgebra thread people could look through if they wanted!)
  5. I think doing @ before my name works? Like, @Kit, that should have tagged you.
  6. They ought to define them, I think! They aren't so bad. As a definition, x^n = x * x * .... * x, n times. (I'm using the short hand x^n to mean "x to the power of n," which mostly would be written with the n on top as a superscript. But I can't type that into here :-).) So, for example, 4^2 = 4*4 = 16. And what are 3^2, 2^3, and 2^4? 😄
  7. No problem at all! Happy to help :-). Feel free to tag me when you post these, if you like -- my oldest is only 7, so I'm not always on this board (although I am sometimes, since I've taught older kids before and like answering questions about it occasionally :-).)
  8. Wait, wait, i think you're right!! You just need add on the missing bit.
  9. Right! But what’s an easy way to figure out 21*37037? 😉
  10. As usual, let’s talk this out! What does the product of 37037 and 27 mean, in words?
  11. Hmmmm, that's a tricky one! It's possible that would work. I really don't know. I basically can't read non-fiction if it's "dry" at all, and I'm not sure you can get me to absorb non-fiction except when it's fairly literary and really carries you along. My older girl is exactly the same way, and my current thinking is that I'll try to structure her education around fiction as much as possible. Paradoxically, I've learned more FACTS from fiction than I have from non-fiction. I know quite a lot about history from a variety of British authors... much more than I remember from my Canadian history classes (which have disappeared without a trace.) This is all to say that I've had a hard time changing this kind of preference in self-motivation, both in myself and in my kids. But it's possible changing the focus to analysis might help :-).
  12. My personal stance on memorization of formulas is that you're going to have to do it eventually... but it's best to only do after you're very firm on WHY a formula is true. And AoPS, in my experience, doesn't give learners enough time to really absorb the formulas before moving on from the rationale and taking them as a given. So before using a formula, I'd personally review in my head whether I can actually figure out WHY it's true. And if you aren't sure, I'd make a note to go back and figure out why. This isn't my favorite order to do things in, to be honest -- my preferred method involves doing questions that allow you to work on the concept before having to memorize it. But I think with AoPS, you ARE going to need to use the formulas... I'd just make sure to keep looking back.
  13. This is just my perspective... but I don't know that I would require kids to do literary analysis, per se. I also come from a math background and didn't take English classes in college (although I took them in high school.) However, I did take humanities classes in college and have always done well with the writing portion of the classes; I enjoy analytical writing. From my perspective, the purpose of this sort of analysis is to teach kids to think deeply; to engage with a variety of human experiences; to merge their analytical ideas with "fuzzier" subjects. And since these are demanding and deep requirements, I would probably work with my kids to find out what really interests them and then work on projects related to that, whether that turns out to be literary analysis or not. For example, I don't know that I'd do literary analysis with a kid who isn't particularly interested in fiction. Instead, I might pick some non-fiction book they love that explores deep ideas and analyze something about that. And I'd probably start by having interesting conversations about the books and brainstorming possible projects we could work on. That's just my two cents, though :-). I so far have two fiction lovers in this household, so I imagine at some point they'll want to analyze the literature they are reading. However, for me, the analysis is not optional, but what precisely they analyze is.
  14. I just had a good idea! I brainstormed this kind of thing with my sister for my sister's math IB project. Then I realized... there are tons and tons of pages discussing possible Internal Assessment (IA) projects for the IB program! Here's one example: https://www.lanternaeducation.com/ib-blog/50-ib-maths-ia-topic-ideas/ Are these the sorts of things you mean? It sounds pretty similar to me :-).
  15. Hmmmm. Well, she could study distributions of things, I suppose? Does she know about a variety of probability distributions (the normal curve, etc.)? Actually, I suppose a lot of things I listed are fairly applied, although some are applied to computers :-). Can she program or no?
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