It sounds like Holly's experience was at least a year ago. My kids have taken Potter's classes this year and last. Last year (2007-2008) there were glitches with Macs, but this year (2008-09) we've had absolutely no problems. A lot of the kids in my son's Web Design class this year also had Macs, so there was a lot of support and help for Mac issues there, too (with respect to web design software). Next year my kids will be taking three Potter's classes -- English 2, Biology, and my son's third year of computer science. (I don't know how to do a second quote) Is this listed in the class description? I mean, do you know beforehand for which classes you'll have to check dc's work? Val To answer Val's question, I think the parent involvement *is* listed in the class description. They want to make sure you're "on board." For example, at the Potter's School website, if you look at the listing for English 2, it says: Please click here to read the overview, syllabus, and parent responsibility agreement carefully before registering. If you click on the link, it brings up a Word file that spells out what is expected. Yes, I thought it was a bummer to have to check my kids' work (in English 1), but it really wasn't that bad -- 10-15 min/week to check their grammar exercises; for about five essays total, give comments on the rough draft; and grade a grammar quiz and reading comprehension test every quarter. Even though I did it grudgingly, I found it was nice seeing what they were up to. My tendency is to be very hands-off. ~Laura

They particularly appeal to boys (my sons are 12 & 13). One of my sons won first place in a math contest (and $100 ;-) and I know that things he learned from MM definitely helped (one of the questions in the contest had to do with how many pieces result from cutting a pizza all the way across with a certain number of cuts, and that was in MM -- but the books are so full of interesting facts that I'm sure the books also helped in less tangible ways). My kids will start trig this fall, and we're planning to read the MM trig book (I think it's called the Fiendish Angletron or something) over the summer as preparation. You can get the books from Ray at Horrible Books -- http://www.horriblebooks.com/ http://www.horriblebooks.com/horriblebooklist.htm He orders them from England every few months. If you order from him by May 31st (his next order) you should receive them sometime around the end of June. He has great service and free shipping. You can also get them from http://www.bookdepository.co.uk/search?searchTerm=murderous+maths&search=search They also have good prices & free shipping. I've ordered from both places and have been very happy with both. ~Laura

This book really helped me learn more about how important whaling was in those days, the process of hunting whales, shipboard life, etc.: http://www.amazon.com/Moby-Dick-Herman-Melville/dp/0763630187/ref=sr_1_1?ie=UTF8&s=books&qid=1239736767&sr=1-1 New Bedford, Massachusetts, was the *world's* greatest whaling port in the 1850s, and (I think) the fourth largest town in the new American country for a while, but you hear much more about Philadelphia, Boston, etc. in the history books. So, in addition to being a (in parts) gripping read, and a classic that is often alluded to (even in Star Trek ;-) 'Moby-Dick' is a snapshot of the world at that time and taught me a lot about U.S. & world history. But like I said, I won't force it on my boys! ~Laura

in my forties, and felt a big sense of accomplishment ;-) but . . . I was motivated and had the time. And the only parts I found gripping reading were the first 10 or 15 chapters, the story-within-a-story (a long chapter called, I think, "The Town-Ho's Story"), and the last 15 or so chapters. BTW what gave me the final nudge to read it (after thinking about it for years!) was seeing references to it all over, including on "Star Trek" ;-) So I don't plan to have my sons read it in high school unless they express an interest. ~Laura

oops -- I meant we're in Latin Prep 2 (but just barely . . . chapter 3). I looked at the sample intro test and it seemed plenty challenging enough, especially for our first year doing these tests! ~Laura

Thanks -- I'll check that out. I just got lazy, haha -- I figured they had a good handle on mythology, at least, and all of a sudden it was the week of the test, and my husband was out of town (that's why we squeezed it in the last possible day -- he was the proctor) . . . (Is it OK to talk about the questions now?) This is funny -- the only question my one son missed was about what the room is called where a Roman father had his office -- both of my sons guessed cubiculum, because they know about cubicles ;-) Maybe the test-writers had that in mind!

We took it on the last possible day, and mailed it that evening. No delivery confirmation. One son got 39/40; the other just missed getting a ribbon (he got 34/40). This was on the intro test. We should've spent some time going over parts of a Roman house ;-) (we're using Latin Prep 1) -- that was the only question my one son missed!

That's good to know. I feel lost without a schedule, so your info is helpful! ~Laura

I would love one, too. I've been looking at high school class syllabuses (for classes that use the same textbook as CD) on the web but haven't found anything too useful yet. ~Laura

My son is currently taking Web Design I with Mr Connor through the Potter's School http://www.pottersschool.org/ Registration is *tomorrow* for returning families, and a few days later for new families (for next year's classes). My son has learned a LOT, and Mr Connor is very dedicated and often available for tutoring (when my son was confused, that was extremely helpful). It is a *two*-year course; this first year he learned HTML, JavaScript (just basics), and Python; next year I think they do more JavaScript, MySQL, AJAX, etc. Anyway, HIGHLY recommended. It moves at a fast pace, though. They also have classes on Visual Basic, C++, Java, CAD, MS Office stuff, etc. ~Laura

Thank you, Susan and Paula! Your posts were very helpful! Off to digest the info. You're right, Susan -- looking at the CD text TOC will help. I have Foerster's precalc text but not the Larson yet. Thanks again! ~Laura

I hope I can make this question clear ;-) We're currently doing Foerster's Alg. II with the Math without Borders CD-ROMs. I find them very helpful (even though I am very comfortable with math, and did a lot of post-calculus math in college -- but it's been a long time!) -- I find them so helpful, in fact, that I've decided to go with Chalkdust precalculus, because of the videos. (MWB precalc won't be out in time for us.) My kids are young (12 & 13) and fairly gifted at math -- they've won math contests, etc. I haven't pushed them, but I haven't held them back, either. So . . . I read on this board that CD precalculus often takes 18 months, but is a solid preparation for calculus. I was prepared for it taking that long (we're in no rush, since my kids are young), but then I remembered that Veritas Press says their school uses *just* the Foerster Alg. II book over two years (including the trig part, which I figured we'd skip, and do in precalculus) and their students are well prepared for calculus. So I'm wondering if CD precalculus really needs to take 18 months? Does it take that long only if students need to linger over certain sections, or do even math-adept students need that long just to wade through the material? Have my kids gotten a good enough foundation in Foerster's Alg. II that they'll be able to go more quickly through some of CD precalc? (wishful thinking?) Or should i just stick with Foerster's Alg. II and do the trig part, skipping the CD precalc? (I know he recommends using his newer trig/precalc text b/c of the graphing calculator.) i guess what I'm struggling with is that the Veritas way seems too short & easy (we'd be done in a few months!!) but spending 18 months on CD precalc seems long & hard ;-) We'll almost certainly do CD precalculus; I'm just wondering if it *has* to take 18 months, or is it do-able in 12? (or even 11 ;-) My kids have always just gone at their own pace -- we're in no rush -- but we just joined a charter school and they tell me they can't give more than a year's credit for a precalculus book . . . so I guess I'm just worried about scheduling. Of course, if it *does* take them 18 months, we'll figure out the transcript stuff; we won't skimp on mastery just to fit the paperwork!! And I do want them to have the very best math foundation -- no skimping. The 12-year-old is definitely going into some kind of computer-related field, and the 13-year-old will probably be an engineer. Thanks to anyone who has advice! I'd really appreciate it. ~Laura

This thread was very encouraging! We are "only" in section 7.3, and I was just wondering where other people were. I must say, the Math without Borders videos, and Ed Burger's through Hotmath (both of which I learned about on this board!), have been enormously helpful! ~Laura

I know this is only a piece of the big picture, but I just wanted to say there's a special challenge with online classes. My kids (ages 11 & 13) are taking two classes with Potter's (the younger one is taking a high-school programming class & both are taking English) and although we *love* the classes, there's a drawback compared with "regular" classes -- the Potter's classes meet only once a week, so there are no daily reminders from the teacher about various assignments -- reading, grammar, quizzes, papers, etc. Everything is just due in a week or so, which is a long time to a kid! As Jan P. said: Even college professors constantly remind students about upcoming quizzes, tests, papers, etc. When I think of my own junior high or high school classes, the teacher would make various assignments due every few days, and remind us not to forget such-and-such. Also, if you have a question about an assignment, even a relatively minor question, it's more work in an online class -- you can't just stay after class the next day & ask; you have to go to the effort of e-mailing the teacher. So I've decided to -- at least this year -- help my kids by writing down *every* assignment for their online classes on a big calendar/checklist. Hopefully they're beginning to see that things like writing a big program or memorizing a poem need to be started in plenty of time; a short, easy grammar assignment can be left until almost the last minute, if need be. HTH -- just wanted to encourage you! ~Laura

It sounds like your daughter is not yet in grade 7 or 8 (since you mention the SCAT testing), but I'll post my experience in case it helps someone. My older son took the SAT through JHU-CTY last year (at age 12) & qualified for the math/science courses; my 11-year-old son will take the SAT this January & I have no doubt he will qualify for both math/sci and verbal classes (& what's more, want to actually take them :-) By searching the web I found a middle-school just a few miles away that offers the SAT just to its 7th and 8th graders (for this talent search) in small classrooms, and they graciously let my son take it there. This year my friends have gotten into the act and there will be at least three other homeschooled kids taking it with my younger son. It's a nice environment because there aren't big scary high-school kids taking it with them. This school site isn't listed in the College Board materials; I just found it through this middle school's GATE (gifted) website. Oh, and I didn't bother having this son take the SCAT last year because there was no Prometric site near us (by near us I mean within 3 or 4 miles!), and he'd have to re-qualify this year anyway for the JHU programs. ~Laura

We used Jacobs, not Foerster, for Algebra I (but are using Foerster for Alg II). Section 13.6 of Jacobs is "Completing the Square," and in the very next section he derives the quadratic formula by completing the square.

last week, and he said specifically that contrary to what we may have heard, Caltech does not consider a semester of CC science equal to a year of high-school science (at least, a year of an AP class). Of course, Caltech is a selective private school -- as other posters have indicated, colleges differ on this. ~Laura

with younger or more sensitive children. For example, check out the Viking funeral p. 25 -- I won't be assigning this to my boys (ages 11 & 13) anytime soon. HTH! ~Laura

places like Stanford, Princeton, Dartmouth -- they have excellent engineering departments and the students also get a well-rounded education (if that's what he wants!). Like Jane said, if you know what kind of engineering he's interested in, that can help narrow the search. For example, Stanford would be awesome for EE/CS because of the proximity & ties to Silicon Valley firms like Intel, Apple, HP, Cisco, Sun, Google . . . but all of the suggestions are excellent! ~Laura

and boy, it's pretty hard! There is a LOT of material there. I don't think you would cruise through it. My boys & I have spent time in Korea and it's still taking us a while to get through the Rosetta Stone lessons. So, just my $0.02, but I think Rosetta Stone would be a great start, along with, as Jenn & Catherine mentioned, finding a school or a Korean student to converse with. Korean TV is also a good idea. ~Laura

I'm planning to use Johnson's book for my boys, too (I'm reading it myself now just for fun -- I love it). Could I please have your outline, Tina? Thanks so much! kangward [at] earthlink.net

Thanks so much for posting this!

I would love to see Mr Jacobs' lists of problems, too! Wish I'd had them while we were actually doing Geometry, instead of feeling my way in the dark. I should've posted here!! :-) ~Laura

In the first few chapters I thought Dr Callahan did a good job of picking interesting problems (I did notice he always skipped problems involving dice, cards, etc.!). But by chapter 8 (I'm looking at my notes) I noticed he almost never had any problems from Set II -- which are the more challenging ones. (Set I problems reinforce & often "prove" the concepts from the section text.) I think it was in the teacher's manual that it is suggested that most students should work a selection of problems from both sets. So in chapter 8 I started assigning several problems from Set II. By the end of the book I had my boys pick at least two problems from each set (ones that looked interesting to them). So yes, I thought he was too skimpy on problems. Even bright kids need a bit more practice to solidify the concepts! Also, he skips a whole chapter (13), but we did that chapter, too -- some of the problems in the next chapter couldn't be done without understanding chapter 13! ~Laura

There's nothing like BTDT for those of us who are planning for next year!! We were planning to use Thinkwell *lectures* (not the problems) as just a supplement to help my kids understand the concepts in Foerster's Alg II. My kids find Ed Burger entertaining. But I wasn't looking forward to trying to figure out which Thinkwell lectures would correspond to where we were in Foerster's -- which is why I was so excited when Michelle & Mary posted about these DVDs tied directly to Foerster's! Nissi -- Sharon's right, it's the "College Algebra" you'd want from Thinkwell, if you're doing Foerster's Alg. II. We are just going to watch the lectures, not do the problems. You can watch the Thinkwell lectures for *all* their math courses for something like $26 a year at hotmath.com (which I also learned about on this board!!). I am sooo grateful to the posters on this board -- I almost bought the Thinkwell course for just College Algebra for *much* more than $26, and we'd have only a year's access to the course. We may very well end up taking more than 12 months to do Alg. II, as my boys are only 11 & 12 right now. We're in no rush, and the concepts keep getting more advanced :-)