Mom28kds
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Posts posted by Mom28kds
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Accidentally put in the wrong place. Sorry
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3 hours ago, Momto6inIN said:
After each school year I type up complete course descriptions of what we actually did while it's all still fresh in my mind and keep it on my computer. Texts used and books read, topics covered (from table of contents), how we assessed (exercises, quizzes, tests, discussions, papers written), level of the course (standard, honors, or college level), amount of credit awarded, and grade
Then I throw all their written work all together in a haphazard pile and stick it on the uppermost shelf of their closet and hope no one ever asks to see it lol
This would be great! I like this style. Detailed recordkeeping is overwhelming me. I'm secretly hoping I don't need as much as alot of people say.
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48 minutes ago, stlily said:
I haven't done this yet but I plan to implement a system similar to this:
This is great! Thank you 🙂
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41 minutes ago, PeterPan said:
So I think there's a difference between sorta being there for life purposes (able to think it out) vs. able to crank it out proficiently for a worksheet. I don't expect my ds to do reams of problems, but I *do* want him to get the concept enough that he can scale it in his head on a life level or know what to punch into a calculator or know if he got a reasonable/ballpark answer.
So when I did fractions with my ds (which obviously can be an ongoing project), we used https://store.rightstartmath.com/rightstart-fraction-puzzle/ It's the bomb. And we took a deck of basic number cards (RS sells them) and would turn over two cards each, allowing us to form fractions for a sort of fraction war. And we would VERY TEDIOUSLY find each card on the fraction puzzle and figure out exactly what it would look like. And then we would compare those two rows. That's like two months of work just there, getting from two cards make a fraction and I get that one of those numbers will be how many parts in the whole and the other will be how many of those parts. THEN, when all that was singing kinda brilliantly and he could see which was bigger, THEN I started asking nastier questions like HOW MUCH BIGGER. Well to answer how much bigger, now you need to change the denominators to match, boom.
The problem comes that what they understand with small digits, using just what is on the fraction puzzle, suddenly gets a lot harder when you say now do it across all the multiples.
So just looking at my ds and knowing why I haven't asked him to do that, I know that it's because those aren't solid enough yet in his world to do that.
So that might be something to think through, where that glitch is. Because until that idea of scaling is solid and those numbers are familiar enough that she can recognize them and see the relationship between 30 and 45, I don't know how it works, kwim? We get the relationship, but the person with a significant math disability isn't feeling it.
On the plus side, I'm no idiot, and some of my multiplication facts were crunchy into high school. You're basically trying to help our kids make friends with a lot of numbers. My ds memorizes a ton of Zelda stupidity, but he's not really making friends with those numbers, even though that would help his math a lot more.
So is there a way to work backward? Like if it's the scaling (Ronit Bird says to think through multiplication as scaling), then maybe limiting the fraction field to numbers she has already made friends with, kwim?
Or you could go kind of a life skills way with it, like making friends with US measurement numbers. 8, 16, 64 and so on. (ounces, pints, cups, etc.) In reality there are very few numbers over 100 she needs to be friends with. And if you do the gig with marking off primes, there are a finite, somewhat reasonable number of numbers to be friends with below 100. So you could find useful numbers and approach it in a very limited way. Narrow it down, get the concept, come back later with some more.
With my ds, a very narrow field of instruction has always helped. So maybe only do denominator changes within things that can be thought of as multiples of 2. And start with straight multiples of 2 and then double multiples of 2. But really tight like that. Make some custom sheets of problems or make a custom deck of cards. I have lots of RS (rightstart) card decks, and they have multiplication cards. So you could sift and pull ONLY multiples of 2 from the entire deck, kwim? Filter/limit hard and play a game using those. Once those are comfortable, expand with double doubles.
Whatever, might not work. My ds does finally somewhat get the idea of multiples of something, but I haven't been pushing multiplication super hard. It was sort of jibberish in his world. We're doing decimals right now and exploring percents. But for him it also helps to take things across contexts. Otherwise it's true for him in one workbook but not another topic or setting, no generalization. So it gives you a way to buy time, if something isn't clicking, if you ask how you could apply it in another setting. Like fabric uses fractions of yards. You could get out a yardstick and fold fabric to different lengths and make up games. I'm very concerned that my ds see these relationships between the fractions, the decimals, the measuring (linear), time, money, etc.
Another thing we've done and that can be good is simple memory games where we're mixing decks. So you can mix clock face cards and fractions and do memory/matching games. Or money and fractions or measurement and fractions. Anything you want. But again, they're converting back and forth. And clock faces are pretty easy to get at Dollar Tree or Target or whatever. I keep stacks of funky decks like that around so I can make up little games.
So to answer your question my only really solid math goals are, like I said, know what to put in the calculator, know if the answer he got is reasonable, and be able to do life level math either mentally or with a calculator as he prefers. So it's life level to be able to convert teaspoons to tablespoons to cups for a recipe. It's life level to want to have a cents of about how much a percentage off will be of a deal or whether the change you got or the price you were told was reasonable. Just me, but I would keep looking for contexts where she'll really use it. I don't consider computation as computation a priority for my ds at all. As long as he can do it with a calculator, the discussion is over. As long as he knows whether the answer he got is reasonable, it's over. And frankly, you can do fractions on a calculator. Get her a better calculator and show her how. Give her lots of ways, not just the one the curriculum thinks, kwim? Sometimes kids can work backward a bit, playing with the tech and seeing the patterns. The tech frees them to say well it's faster to know. Ask her to figure out three ways she could answer the question of equivalences--with a calculator that does fractions, with a multiplication machine which is something I LOVE for my ds and with a set of physical tools, kwim?
Your homeschool, your rules. That's the law. What would they do with her in school? What does her IEP say? That's another way to approach it. My ds' IEP doesn't yet say calculator, but that's doubtless something we'll be fixing this spring, as it's time. I'm not even going to bother teaching him multi-digit multiplication most likely. We'll put all our energy into making friends with those numbers and hoping he can see some relationships. Cuz, like you say, fractions are kinda impossible otherwise. You could also move on to some other topics and see if some of it comes by seeing the skill in new contexts.
First I want to thank you for such a detailed answer 🙂 You gave me alot to think about as well as eased my mind a little. I'll check out Right Start Math. I definitley need something that helps me with ideas because I'm not very good at math myself to come up with things. I think you are right in becoming friends with the numbers. At this point she sees no need therefore it won't make sense. Do you know if there is a Math that teaches to the daily usage instead of just pages of problems? MUS has very short lessons which is great but it would help if there were books that taught to every day life situations to help her "make friends" 🙂 Maybe Right Start does that. I'll go check it out.
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I have my first 9th grader and 2 more kids heading to high school the next 2 years. I'm trying to come up with a way to organize my student's coursework to save for recordkeeping of their high school work? I need to get my head wrapped around something that will be easy and do the trick. What do you do? How much do we need to save for records? Pics are welcome 🙂
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53 minutes ago, sweet2ndchance said:
I can't remember what is in Epsilon either but I wouldn't make any plans for high school based on struggle with a concept in eighth grade. I know you probably aren't basing anything on this one thing but probably a trail of math issues since she was young. But kids can make some amazing unexpected conceptual leaps, even kids who profess to hate math.
That said, when I was in high school the non-college bound math track was Algebra I or Pre-Algebra, Geometry and Consumer Math. I would consider these to be the bare minimum math requirements for any high schooler regardless of post high school plans.
Even if she does some day decide to pursue college education, she will have the chance to take remedial math courses to get up to speed for college math requirements. She might even find it easier to deal with when she is a little older and has had some time to see where math is used in real life.
That's encouraging! Thank you 🙂
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52 minutes ago, happysmileylady said:
Those are exactly what I was asking about with regards to high school plans. Basically I just wondered if you were prepping her for something other than your own standards, and it doesn't sound like you have to deal with outside requirements.
What sort of job/career is she thinking about?
We aren't sure about job/career at the moment. Thanks 🙂
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9 minutes ago, happysmileylady said:
The *VERY BASICS* in "real life?"
Basic arithmetic. I suspect you already have this.
You mention struggles with fractions....our primary use of fractions in real life in this house is in cooking. And although it doesn't happen often, we *have* had to add, for example 1/2 cup, 1/4 cup, and 1/3 cup. Now, for me, that's about the most complicated in terms of adding fractions and different denominators. My DH however has had to work with LOTS of fractions when working on the cars or doing some woodworking. Now, neither car repairs nor woodworking are quite as important to real life as cooking, since so many people just take their cars to a mechanic and most don't do any woodworking. But, that's an example of fractions, and working with different types of fractions in different way *in real life* and real life that's not related to a particular career.
Beyond that....decimals and money. Making change and such. I hate to be an old stick in the mud, but the number of people who can't make change............like at ALL.......does concern me. I know so many people are "cashless" and feel like cash is so old school, but I don't believe it's going anywhere soon. But, beyond that, people still have to run calculations in their bank account, know how make sure their account statements balance, etc etc. That means working with decimals to at least the hundreths place, and when working *with people* in a more fast paced environment where things like estimating decimals and such are important.
Bringing those two together, I do think knowing the relationship between the two is important.
Not knowing what all is in MUS Epsilon and what might be beyond, I am not sure what else might be important or not for real life. And, you said she is in 8th, what's needed for high school math vs real life math is not the same....what's the high school plan?
Yes, I definitely want her to handle money, balance a check book, and other basic living things. I'm not sure how to get her there or if there is a curriculum that just teaches the basics. Other than that I'm not sure what you are asking about high school plans. I'm planning on homeschooling through high school. I don't foresee college being in the plan.
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We struggle so much in Math. My DD is currently in 8th grade and struggles so much in Math. I just want to give her the vary basics for life. I need to be able to have enough Math for her to graduate but I'm not sure how to move forward. Currently we are at the beginning of Math U See Epsilon and she is struggling with adding more than one fraction with different denominators. Is this really needed in real life? I'm not sure I even need to add 3 fractions together. I just want to help her with what is actually needed, a way to get there and be done with Math 😞
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3 hours ago, Storygirl said:
Talk to the pediatrican about diagnosing the anxiety. Some will do it themselves, and others will refer you to a psychologist or psychiatrist. Psychologists can diagnose but cannot prescribe meds, so some doctors might prefer to send her to a psychiatrist. There are things that can be taught in counseling to reduce anxiety, however, so establishing a relationship with a psychologist might be a good idea.
I agree for you to work through figuring out the testing issues, before giving up the scholarship. Having a team of people to help can be really important, and I'd hate for you to give that up. Since one tutor did not work out, try to find another one. Sometimes a change in personality and approach can make a big difference.
I agree that doing poorly on the testing will not affect graduation prospects. My DS15 is enrolled in public school and will very likely not pass the end of course tests required by the state and will not get through all the material that typical peers do (he is in special ed), but the school will figure out a path to graduation for him. You, as a homeschooler, have more leeway with YOUR graduation requirements than the public schools do, so you should be fine.
The only issue with her not getting through all of the usual high school material is that it will affect whether she can go to college. My feeling with my own child is that if high school is too hard, that college is not realistic, so I don't worry about that.
College is not realistic at this point. Things can change though 🙂
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3 hours ago, PeterPan said:
There's a chart on the ODE site for the tiers of the scholarship and what disabling conditions are assigned to what tiers. So speech with nothing else, for example, is tier 1 and has restrictions. Tier 2 is SLDs and some other things. Tier 3 anxiety, OHI, etc. Tier 5 autism, or they can roll over to the autism scholarship. It's why people fight over what disabling condition is marked for the IEP, because that decides funding. Your scholarship would almost double if you bumped to tier 3.
So a psychologist diagnoses anxiety and they would do behavioral forms with people working with her to see if it is occurring across settings. There's usually some concensus, like oh yeah we're seeing it, and the forms just back it up. And anxiety doesn't always look like what you think. That's why Minihan's materials could be helpful to you. It can look like behaviors, resistance, language dropping, etc.
I talk about this a lot, but the place to start is whether she realizes how she's feeling and can self-advocate. https://www.kelly-mahler.com/what-is-interoception/ If she has the interoception piece, everything goes better. If she needs help to be more self-aware, then that's where you start.
Ok I'll start here and look into interoception and the books you mentioned earlier. It's a bit overwhelming. Thank you!
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Thanks eveyone!!! I decided to stick with it and go through the testing this year and see how it goes. I'll play it down as just something we have to do and have a treat like someone suggested. It's good to know we can graduate regardless but I'm still a little concernced about the high testing requirement but we will cross that bridge when we get to it. Thanks for the information regarding the anxiety. I've never really thought she had anxiety, just stressed under some circumstances. Maybe this will help me decifer those issues as well. Thankfull for this board and the wonderful, knowlegable Moms on here 🥰
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2 hours ago, PeterPan said:
So if you keep the writing tutor and work out the testing issues, then what's left is math. Was it the tutor or her? Because if it's her, it's time to get some counseling and meds for the anxiety. Just saying. There are quite a few strategies for anxiety, cognitive strategies. Jen Minahan has GREAT stuff. https://jessicaminahan.com She might even benefit from some work on Interoception (Kelly Mahler's stuff). And just so you know, you get that anxiety diagnosed and she'd bump to tier 3, higher $$ on the JP. SLDs are tier 2 and anxiety is tier 3. If anxiety is affecting her ability to access her education and use a tutor, then it needs to be diagnosed and needs goals and intervention. And I'm not just saying that for the dollars. It's kinda the elephant in the room here, and they can do a combo of OT and counseling goals to get that on track. Meds can help too, but I'd be starting with the OT for interoception (self-awareness, self-monitoring) and the cognitive strategies.
It was both the tutor and Math. Math brings up the anxiety more than anything but the tutor didn't work well with her. So it wasn't worth continuing. I don't really understand the tiers. This is our first year with JP. What brings out her anxiety is when she doesn't understand something and it's too hard like Math or when given more than 1 thing to do at a time. How would someone get diagnosed?
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1 hour ago, PeterPan said:
So it *is* true that the JP students are required to take the state testing, but it is NOT correct, to my understanding, that there is a consequence. YOU decide if she graduates, because she is legally homeschooled. You will receive the results and you will decide what to do with them. As long as you continue to comply with homeschooling law (portfolio review or standardized test scores), the state tests should have zero impact. Whoever told you they affect her ability to graduate were not correct, at least to my understanding.
To me, the requirement for JP kids to take those state tests is just an example of efficiousness. If they are legally homeschooling, to me they should not need to. Nothing is done with the scores that affects the student, NOTHING. They are basically just a 3 day, $50 waste and a waste of your provider's time.
Additionally, you should know the tests are done on computer and can be done with accommodations. Any accommodations listed in her IEP will be used, meaning calculators, extended time, limited distractions, etc. My ds did the state testing one year, and I can't even remember what the scores were. They don't matter and you're going to vertical file them.
So you need to talk with your provider and work it out. Our provider at the time contracted with a small school that had a very congenial set up. It was a couple afternoons of inconvenience but nothing more. Work it out, keep the tutors. And WRITE YOR REPRESENTATIVES and complain about this. Get to know them. This is a problem that could be changed legislatively.
This is good to know. I'm just planning on doing the basics with her. Some of the couses she will be tested on to graduate I might not even do with her. Shes in Math u see Epsilon and might not even make it through Algebra 1 but will be tested on it if we continue. This is good to know that it won't keep her from graduating. Also, thanks for the information on anxiety. I'll look at those links you sent 🙂
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39 minutes ago, wendyroo said:
If she likes her tutor, then I would bend over backward to keep that arrangement. If she does take the test, do her results matter in any way? Will there be any real consequences for a low score? If not, then I would just have her "take" it with as little stress as possible.
With my anxious kids, one testing strategy I have taught is "just figure out one answer choice you can eliminate and then randomly guess between the others". Sometimes they do just that, other times knowing they have that strategy as a fall-back plan reduces the stress enough to let them complete the problems without being paralyzed by anxiety. I also emphasize that some tests matter and others really don't, and that taking this particular test is just a hoop they have to jump through - they just need to stay calm, take their time, answer the questions they get to and not fret about mistakes, uncertainty or unfinished questions.
Then we plan something fun for after the test and try to put it behind us as quickly as possible. It might not be pleasant, but it is a means to an end.
Thank You! I'll try this. Maybe sticking with it for the time being and trying this is worth it 🙂
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6 minutes ago, maize said:
I'm afraid I don't have subject-specific advice for you, but I am wondering if you are working directly to address her anxiety? Based on your description of her response to the math tutor and the response you anticipate to state testing, anxiety is significantly impacting her life and what she can and can't do.
I know there is no simple solution to that, we deal with lots of anxiety in this household. If anxiety is dictating significant life choices however I would hope that you are at least working too address that problem; that seems actually more urgent to me than addressing her composition skills.
I get the feeling of being between a rock and a hard place. Facilitating learning and development for some of these kids is really hard.
Thank you! I'm certainly trying. I'm sure I could be doing better though.
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I have a now 8th grader that gets very stressed out with too much work and struggles. She has executive functioning issues and ADHD. We are currently have a tutor come 2 times a week to help with writing/composition. We had to cancel the Math tutor because it was totally overwhelming her. We were eligible to get free tutoring through the Jon Peterson Scholarship in Ohio. My problem is that she really likes the tutor she has but through that we are required to take the state mandated testing in 8th grade and high school in order to continue and graduate. Testing will be the beginning of April and they have reached out to me to schedule it. This will totally stress her out and the low grades won't be worth it. So I'm probably going to need to cancel the tutor all together. My problem is ....... I'm terrible at writing and not sure how I can help her in this area. Is there a program/curriculum that we can use to teach her knowing that I'm not good at all at writing or how to teach her? Online wouldn't work. Thank you for any ideas. I feel like I'm between a rock and a hard place.
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I think my boys would like these. They have the Math and LA for high school. Has anyone done this before? One child would be doing Algebra 1 next year for 10th grade and not sure if you can start Life of Fred in Algebra. Also, do you think the Math and LA would be ok for high school? I've not actually heard of anyone using it at this level so that is why I'm asking. I just started Analytical Grammar a few months ago because my 3 needed grammar. Life of Fred looks like a fun way to learn.
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I just read this article and thought some others might be interested in knowing JROTC is opening up for homeschoolers. Thought this might be of interest for those interested in checking out the military while in school 🙂
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Thank you everyone!! This helps so much 🙂
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2 hours ago, Lori D. said:
Most colleges do not require specific sciences. A few do want Biology and Chemistry, but most are flexible. All a majority of the regular colleges are looking for is 3 (maybe 4) credits of Science, with usually 2 (sometimes 3) of those credits "with labs". So that gives you a lot of room as far as what Science subjects to cover. While Physical Science-Biology-Chemistry-Physics or Biology-Chemistry-Physics-Advanced science (of one of those 3) tends to be the "traditional" progressions, since colleges are flexible, that gives you a LOT of room for working with your student's interests.
That means you could do some interesting, non-traditional sciences all through high school:
- Ecology or Environmental Science -- a life science overview
- Equine Science (horses) -- a life science topic
- Horticulture -- a life science topic
- Botany -- a life science topic
- Astronomy -- an earth science topic
- Earth Science/Geology -- earth science
- Meteorology (weather) -- an earth science topic
- Kitchen Chemistry -- chemistry topics
- Forensic Science -- chemistry/physics topics
- Integrated Science -- topics from all of the science areas
Check out PAGE 5 of the "High School Motherlode #2" thread pinned at the top of the high school board for more ideas about alternative topics for Science.
ETA -- PS:
We did NOT care for Apologia at all. Both DSs did the Biology, and DS#1 did the Chemistry. We switched away after that.
Also, "Physical Science" is now starting to be called "Integrated Chemistry & Physics" -- so you might search for that name. If wanting a different Physical Science program:
Christian
- Switched on Schoolhouse -- 9th grade = Physical Science
- Abeka -- 9th grade = Physical Science
- Bob Jones -- 9th grade = Physical ScienceSecular
- Exploration Education -- for gr. 7-10
- Novare -- for gr. 7-10
- Study.com -- high school physical scienceThis helps so much. Thank you for giving me some ideas that would work. It gives me confidence that I have other alternatives. I'll see what might interest her and go from there 🙂 I'll be checking these out as well.
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2 hours ago, RootAnn said:
Are you looking for something she does almost completely by herself? If so, I'd only assign one thing at a time & streamline the schedule for her. If you are there to start her off each day or each week to help her pick what to do, it should be doable. I took the digital schedule & cut out what I didn't want her to do & worked 2-3 weeks out from what she was working on. My kid had a reading time 3x/wk, a computer time 2x/wk, and a lab day (with me). So she just "did the next thing." But I'd already pared it down.
Yes, I'm home with her so I'll check to see what I think I can figure out. Thank you so much 🙂
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8 minutes ago, RootAnn said:
You might look at Guest Hollow's High School Science for that kid. Scroll down until you see "Science." They are non-traditional, light ways to cover traditional high school science topics. You can tailor the level & amount to your kid's needs since you are planning for a kid who might not be college bound.
I used the Chemistry with a kid last year, finding some items at the library, skipping some, and buying others right before we got to them so I could see what I needed without getting too much that we wouldn't use. We did one day "in the kitchen" together each week which was fun for both of us. I ended up finding more kitchen chenistry examples (some from the books inckuded & some from the internet) because her things ran out at a certain point.
Thank you. Was Guest Hollow difficult to follow with all the moving pieces? She struggles with EF.
Anyone know of some free online Math games?
in K-8 Curriculum Board
Posted
I'm looking for around the 2nd grade level. My daughter is looking into homeschooling her kids in the future and currrently has them at home with the schools closing. She was hoping there were some free online games to help with Math. They don't use many electronics so math will be fun if they can practice online. I'm out of the loop for those grades so I figured there were many of you who could help. Thanks 🙂