It's been a while since I have been on the forums. I am in the last four years of homeschooling, but the last two are so different than the first three. So I need to rethink how I approach their high school years.

My oldest started taking CC courses as a Freshman in HS so he had lots of college credits when he went off to a 4 year university. We were surprised during his senior year that he was considered a 5th year due to the number of credits he had (even though it was his 4th year at the university) and that the university wanted to end his 1/2 tuition scholarship. Not good! We were able to appeal and have his scholarship reinstated. Now I know to ask.

So exciting to see these offered.

We have used Jacobs, Lial, Fred, and Foerster. I think Foerster does the best job explaining Algebra even for my math-phobia students. Michelle

I'm trying to figure out how I am going to use this as well. My older ones just read the chapters and summarized them as they related to the time frame that we were covering in great books courses we used, providing the historical background for the literature they were reading. So how much we covered varied upon which great books course we covered that year. For instance, we spent a year covering primarily Ancient Greek literature one year and only needed to read about 2/3 of the History of the Ancient World. I think I will plan to use the questions from the study guide as discussion questions and assign others as essay prompts. Map work will be just for fun. Michelle

I'd give him full credit in the year completed. Also prepare a course description and save best work to show to those colleges that ask that it really was high school level work. Most won't ask, but a few do. Michelle

My oldest three have used some version of Zumdahl. It is what our community college uses for their Chemistry Prep class. The first two actually took the class with the book. The third is using it at home and asking the older ones for help when he doesn't understand something. He tried using Thinkwell AP Chemistry and got lost in the middle of it. He has arrived at the same topic in Zumdahl and says he understands it better. Could be second time around he finally gets it? More concentrated study of chemistry now, not distracted so much by other subjects he was studying. He is trying to complete the book by the end of the summer. We have three different editions. One has more chapters, but where they have the same chapters, the text and problems look fairly similar.

My son applied to Cal Tech and was rejected. He had perrfect ACT scores, near perfect SAT and SAT Math II and Chemistry Scores, perfect PSAT scores (National Merit Finalist), AP Calc and AP Physics (4 and 5, can't remember which was which) as a sophomore in high school, took Engineering Physics at community college earning top grades and being recognized by the department as outstanding student for the year), also took remainder of Calc classes, differential equations classes, tutored in the math center, and took a number of programming classes at the community college earning 4.0 in all but one programming class. I thought he would be an ideal candidate, but alas no. All of that to say that even the most qualified students don't necessarily get in and there is another component as well. I'm guessing that my son's essays just didn't bring it all together because he is a very well rounded student even though he has excelled at math and science. Good luck helping your son prepare for the admissions process. Michelle

It's been awhile since I've used Jacobs so not sure how much they have shown on how to graph equations, but here are two possible ways to graph these problems to get the solutions. 1. y=x+7 y= -1/2x +1 There are several ways to graph these equations. Here are two: 1) create a table of points; 2) determine slope and y intercept Table of points for y = x + 7: pick values for x, find y; ex. (0, 7) (1, 8) (-1, 6); plot points and draw your line Table of points for y = -1/2x + 1: pick values for x, find y; ex. (0,1) (2, 0) (-2, 2); plot points and draw your line OR Slope and y-intercept form: equations need to be in the form of y = mx + b. m is the slope and b is the y-intercept Slope and y-intercept of y = x + 7: slope is 1, y-intercept is 7 Slope and y-intercept of y = -1/2x +1: slope is -1/2, y-intercept is 1 To graph, plot the y-intercept, then plot second point using slope (rise over run) So for y = x + 7: plot y-intercept (0,7), then plot second point using slope 1/1 [up 1, right 1] (1, 8), draw line through your points. For y = -1/2x + 1: plot y-intercept (0, 1), then plot second point using slope -1/2 [up 1, left 2] (-2, 2) or [down 1, right 2] (2, 0), draw line through your points remember rise is y, the vertical axis so you move up and down, run is x, the horizontal axis, so you move right or left positive slopes move either up and right or down and left while negative slopes move either up and left or down and right Solution to the two equations is where the two lines intersect which should be (-4, 3) 2. x+2y=10 2x-3y=6 Table of points method for x + 2y = 10: (0, 5) (10, 0) (4, 3), plot points, draw line For 2x - 3y = 6: (0, -2) (3, 0) (6, 2), plot points, draw line To use slope y-intercept method, you will need to rearrange equations to y = mx + b So x + 2y = 10 becomes y = -1/2x + 5 (subtract x from both sides, divide both sides by 2) Slope is -1/2, y-intercept is 5: plot y-intercept (0, 5), then plot second point using slope -1/2 (2, 4), draw line So 2x - 3y = 6 becomes y = 2/3x - 2 (subtract 2x from both sides, divide both sides by -3) Slope is 2/3, y-intercept is -2: plot y-intercept (0, -2), then plot second point using slope 2/3 (3, 0), draw line Where lines intersect is the solution to these two equations which should be (6, 2) Graphing is just another way to solve for two variables with two equations. Michelle

Will there be any more History of the World books?

I just got my copy!!

I just got my copy!!!

We have used LOF as a preview or review during the summer.

Thanks for the post. I think I will check out the 4th grade package.

Love this post. I am in the middle of clearing out some books and other school items as my youngest will be a 4th grader next year and the only elementary school age child. All the others are HS or MS. We are bookshelf people are our house. I have one short bookshelf dedicated to current year books, notebooks, schedules, etc. Each child has a section of the shelf on which to keep their books. Usually they are not on the shelf except on the weekends. During the week, I find them on the floor where they like to work, on the dining room table, on the coffee table, on their beds, etc. Lately they have been working outside. Fortunately, they have not left any books outside. All other non-fiction books, I try to keep together by subject. Fiction books are shelved by author in a totally different room. Reference books are all kept together near current year books. Subjects that use different books throughout the year rotate onto the current year shelf as needed.

My senior has a similar schedule where he will be taking a full load of classes at CC, a few classes at home, and participating in two symphony/strings groups. His CC classes are scheduled for the morning. At home, he is working on a great books class with his sister(soph). So he will have a book he will be reading every week or so that he can take with him to read during his free time or when he isn't working on homework for CC classes. The strings groups only meet once a week, but he needs to schedule in practicing. So at home, he needs to schedule in time for finishing homework for CC classes, finishing the reading of his books for class at home and writing essays related to those books, and find time to practice. I would look at it as a great way to learn how to organize your time efficiently. It may take several attempts to find the right schedule that lets you get all that you want to do accomplished. Time organizational skills are ones you will need to use the rest of your life.

Thanks for all the suggestions. Still haven't decided what to do. She really wants her older brother to teach her trig next year.

I have used R&S for years with my older kids, but am considering Growing with Grammar with my younger kids. Last year I just did not have the time to teach R&S with them. It looks like Growing with Grammar may help with that, but I like the retention I have seen with the older kids. What to do?

My oldest ds will be a senior in the fall. He is starting to brainstorm and draft essays related to various topics often found on college applications. He is taking a very heavy load in the fall and needs to have his essays ready to go early on. We will be traveling to the east coast to visit 5 or 6 schools that are currently at the top of his list. I'm sure it will fly by quickly!

I can so relate. I'm just keep nudging mine.

The Algebra II text my ds used did not cover trig. I guess I should look for another text.

We use it as an overview of the time period we are studying in literature, then look for library books to delve deeper on areas of interest.

My dd (will be 10th grade) would like her older brother to teach her trig in the fall, but she has not taken algebra II yet. He leaves for college in a year. I had planned on having her take a year for algebra II, then a year for trig, then a year for pre-calculus. I know there is a lot of overlap here, but I thought that would be good for her as she complains about how hard math is all the time even though she seems to do well on her assignments and tests. Any thoughts? Another option might be to have her begin algebra II for the fall and then do trig in the spring. Anyone have a textbook that their children liked using that basically covers both algebra and trig. Michelle

Looks great! Thanks for sharing.

I think it would be doable. This past year I had my 9th and 11th grader learning US Govt by reading primary source documents leading up to and through the ratification of the constitution. The previous year my then 10th grader learned a lot about the legislative branch, the executive branch, and separation of powers while preparing cases for debate. This coming year I'll have them follow the elections as well as select various Supreme Court cases for them to read to complete their study of US govt.