No, because I'm dumb. That will be a big help. It mixes radicals in the same section, which I was trying to avoid, but it will work for now. Thanks.

Let me tell you from experience that if she wants to go to college and earn a degree that will lead to editing she is going to have to write essays out the yang. Perhaps that is the way to go. Maybe explain that reality to her and say that while you understand she absolutely hates this type of writing, if she wants to reach her goal this is one of the many (many, many, many, many) things she is not going to want to do but have to do anyway. Have her research the classes she would take at a college if she doesn't believe you.

One of my DDs is just struggling with fractional exponents. I know it's just a matter of a fraction in the exponent freaking her out, so all she needs is seeing it a few more time for it to make sense. Does anyone know of a good supplemental (and preferably free) worksheet generator/website where I could find things on the same level as AOPS? Not just this topic, but in general in case (read: when) we hit this snag again.

We are using all ebooks this year and I have my kids annotate right on the reader (Nooks in our case). It's not a perfect system, as the pp pointed out you can't do symbols (other than the stock ones on a keyboard) or pictures, but it works for us. With three kids in HS, plus me and mom and the other kid's mom all reading, books would get expensive fast, so we chose this option.

Do you just let yours use them whenever they feel like it (outside of whatever is structured, of course), or do you try to pick times. What about topics? Do they just go in order or do you pick for them?

I am teaching 6 this year, counting my neighbor's two and my newest 1st grader. The little one is completely insatiable when it comes to learning. I cannot borrow enough books to keep her engaged. She sees the big girls doing so much more and she wants to do more. She is making it difficult for me to handle the transition period with the two ps "drones" that must adapt to the new style. (On a side note, it is funny how my kids marvel at how little their new classmates wish to engage.) Anyway, I told you all that to ask this: Has anyone ever used those "BIG WORKBOOK" things as supplements (not meaning the brand per se, just the idea)? I'm thinking of buying one and just letting the baby tear into it at her leisure. It won't be all she does, of course, but with everything going on it seems impossible for me to fill her need for input on my own, and I don't want to turn off the spigot when she is so thirsty. Thoughts?

Elements of Style. No question. Best book a writer could read.

Algebra teaches how to take the specific and make it general, which is an unequivocally important skill. While the math of it teaches 5+2 = 2+5 means a+b = b+a (commutative property of addition), the skill that is ultimately being taught is deductive reasoning. Not to mention I reject the idea that you can go through life without ever using algebra. That argument is nonsensical on it's face.

Can we ask why? I do not mean to challenge, but if there is some shortfall in IEW it might help to know what it is so you can be pointed in another direction more accurately.

I'm still here and I have been thinking about this. First I think they really are old enough that Latin, a foreign language, and English study are possible. Of course I understand that there are only so many hours in the day and we can't study everything we want how we want to. BUT if I had a native speaker wanting to teach my children language, I would take advantage of it. I would probably count it more important then Latin (maybe doing it only half speed or quarter speed), but if that doesn't work for you I would cut out something else. Maybe art or music, maybe a lighter year for science, maybe some other elective. I think this is a great opportunity and I think I would regret not using it more. I know. That's why I'm trying to make it work! We have decided to try all three languages and evaluate in a month where we are. Wish us luck.

I am a professional writer and yet could not find a way to get what was in my head into my childrens' heads. TWSS changed all that. I was halfway through the first video and it wasn't like a lightbuld came on, it was more like a supernova exploded. Sudenly everything made sense and it actually changed my whole plan for all the kids. We start next week, but the path is so clear now. I cannot recommend it enough and we technically have never used it!

http://www.seterra.net/ offers the freeware Seterra which is a political geography program. It's not the be all, end all but it does a nice job of what it does and the price is right!

Humbled by your closing words and thankful for them all, especially the links. I have still not decided what to do, though I still leaning very much in favor of MEP which does seem to address the ideas that make sense to me (ensuring mastery with small numbers first) without doing away with curriculum or structure or whatever you want to call it. The idea of not having a plan does terrible things to my nerves, but as a former teacher it is oooooh soooooo easy to slip into old paradigms. Thanks for all the input! :grouphug:

Ironically I am finding more threads on this here through a Google search than I am the built in search. Speaking of, I found your Grube's Method post. I was thinking of using MEP before I saw these studies. You think they are that similar?

See my previous on current research. Newer does not automatically equal better. Especially in education.