Is the school remote to you? Can you and your student appear in person at the office?

I'm not sure what you mean by "math sense." But kids who have finished SM or BA have typically proceeded to the next books in the AoPS series: PreAlgebra and so on. You can also mix in some old MathCounts and AMC 8's to reinforce the skills he has learned and will learn in the next year or so.

Flow charts. (I'm looking at you, BFSU.)

I went back and forth on including semester grades, but ultimately chose to only include final grades just because it looked cleaner, and the semester grades didn't add much information. If you have any classes that are 1 semester long, it may look cleaner to include semester grades for all classes. We schooled year round, and I ended up "squishing" classes that were mostly taught in one school year into that school year, just for simplicity, and who cares about plus or minus a few months? It makes more sense to have biology in sophomore year, than May of freshman year, through the summer, and then finishing in February sophomore year. On my transcript for high school courses taken in middle school (in my case, algebra and geometry), I organized my transcript by subject, with the most recent courses at the top. So 7th grade would have algebra and 8th grade would have geometry. Then I would include those in my high school transcript for the box-checkers, but italicized them and asterisked them to indicate that they did not count in high school GPA and the units did not count for graduation.

Before you submit, I believe there is a way to print out everything that you've submitted to the common app. Maybe not the uploaded files, but everything else. It's worth printing out and checking for errors.

Good news. It seems that the files have also been transferred to the groups.io site. You can find them here: https://groups.io/g/hs2coll/files I'm loving groups.io. It's so much cleaner than yahoogroups.

Did you already his the final, final Submit button? The one that takes multiple steps and acknowledgements to fully execute? If you haven't (and you'd know if you have...it takes several steps to make happen), then you can delete any files you've uploaded and replace them with other files, as often as you like. But I believe once everything has been Submit-ted, then that might be it. You can also contact the help desk at CA. I find they are very responsive, replying same day a lot of the time.

Yes, it was years ago, but we used them. I think I purchased them from Carolina.

I agree it's ethical. When I was taking AP calculus BC, my classmates and I were sort of flailing, so our teacher gave us extra assignments and take home exams, probably for more practice, but I suspect also to boost our grades a bit. It worked. Many of us got 5s on the exam. If you want to feel more comfortable with offering EC, make sure it addresses whatever deficiencies he's showing in his Spanish. Better for the EC to help improve his skills as well as his grade.

I would check with the colleges you are applying to and see what they require. For example, we were surprised that CalTech has fairly lenient requirements for coursework outside of math and science. 4 years of math (including calculus) 1 year of physics 1 year of chemistry 3 years of English (4 years recommended) 1 year of U.S. history/government (waived for students in schools outside the U.S.) Thinking again, though, I would expect most successful applicants to exceed these very minimal requirements. I'm personally unaware of any colleges that require economics, though this article states otherwise. My own public high school didn't offer economics (in the sense of micro or macro), but rather consumer economics, like how to buy a car, how interest rates work, how to write a check and balance your checkbook. To me, regular econ feels like a college level course.

Does your library have a subscription to Scientific American? You might check out some old issues or their website and see if there are any biology-related research that is summarized there. Then take a look at the bibliography for anything that piques, and go from there. Keep reading and following rabbit holes until you hit upon something. Do you live near a college or university? Are there any lectures presented by biology faculty that are open to the public? If so, look up their publications, and see if anything piques interest.

Don't forget Billy Ocean.

Before starting Intermediate C&P, does your students understand the basics of Intro C&P? Does she have experience with combinations and permutations, probability and multiplication, expected value, pascal's triangle, hockey stick, binomial theorem? I only ask because even basic C&P isn't very often taught in regular curriculum and I'm not familiar with MUS. Does your student have a lot of experience with math contests? There are a lot of old math contest problems in their problem sets. I think either of the C&P books or the NT book would be a good place to start. It will be more fun to learn something new rather than rehash old material. For more fun, you can also have her take old AMCs to expand on her knowledge of algebra, probability, NT, and geometry. If you do decide to do precalculus, you can just skip to the end of chapter review and challenge problems, and then if there is material that she isn't familiar with, you can go back and study just that chapter. Good luck.

Here is the AoPS advice on how to avoid mistakes: https://artofproblemsolving.com/news/articles/stop-making-stupid-mistakes To that I will add: Line up your equal signs. Write neatly, with 1 expression on each line (maybe 2 if they are short), and line up the equal signs on the left. If you are combining like terms (not sure how often this happens in physics), underline the terms as you combine them. Many ppl line through them and there's nothing wrong with that, but it makes it harder to re-read and check your work. If you underline as you replace them, then that's a quick check that you haven't missed any terms or counted the same term twice. Write neatly and slowly. Take a little extra time to make your solution look beautiful. Someone will actually read your FRQ, so at the least you want to give them a reason to give you partial credit. I think if your student is having difficulty knowing when to use a particular equation, then he probably needs a tutor or just additional study. You can help by becoming a college board approved teacher so you can have access to additional old exams for practice.

I agree with @Mom2mthj. Part of his problem check list is that before he writes down the answer to any question, he needs to re-read the question so that he can answer the question that was asked, not what he thinks was asked. This is a common issue, and one which can be rectified with practice. Always re-read the question before writing down the answer. So many times in AoPS we'll get thick in the weeds of the calculating a solution, and then once in a while I'll pop my head up and ask out loud, "Now what are they looking for?" I'll see if I can find info re: avoiding missed negative signs, etc. If he's using the wrong physics formula, I'm wondering if he has a deep understanding of what he is studying?

Are you using the Common App? If I recall correctly, doesn't it show like a green check mark after each section is complete? Otherwise, just wait for your student to learn what's up from the schools.

My dd took had Mr. Kernion for AP Physics C : E&M her junior year. She took it second semester after Mechanics with Mr. Lanctot. Prior to that she had always studied math using AoPS, so she has strong math skills. She switched from Lanctot to Kernion and preferred Mr. K. She got an A+ first semester and an A second, and scored a 5 on both AP physics C exams. She took it at the same time as AP calculus BC, APUSH, and AP English, all at PAH. I don't remember her complaining about it, except about Lanctot, and she was glad she switched at the semester. (I don't recall her exact complaint about Mr. L.) HTH.

I agree with @Jackie. You can maybe complete the Intro CP or Intro NT in 2 months, but your student will be working fairly hard. The AMC 8's will be good review and consolidation of what he's already learned, plus an introduction to new material. He can do 2-3 a week and learn a lot of math that way. If it starts to get too easy, he can bump it up to AMC 10, and as a bonus, he he will be preparing for the real thing scheduled for February 2020.

My dd took the class a few years ago.

If r = 5n + ln10 then x is the rth root of e, or e^(1/r). I agree there is probably an error here.

X = e^(1/[5n+ln10]) Definition of exponents. The question is, what is n=?

I'm in the middle of James Tanton on Visualizing Mathematics. I'm learning a lot and it's very entertaining.

I wouldn't hammer at it so much at the elementary level, simply because often these problems are rather self-evident and don't require a lot of explanation. A "complete solution" often is in the eye of the beholder. For example, the AMC solutions proffered by the Mathematical Association of America, are often terse to the point of inscrutability. Here's a typical MAA solution: And here's the solution to the same problem from AoPS:

Ah, this was too funny. Thanks for the chuckle.

Good point. In my case, since I scored a 4 on AP English, I got to take a 1 quarter of freshman English (for the better writers) instead of 2 quarters. I really didn't belong in that higher level class, and could have used more instruction. To this day, I don't think I ever really learned how to do "college writing."