Y'all are so kind! I do indeed write MathFour.com and I take requests. :D In fact, I prefer to write about requested topics. I have about 100 topics in the queue for things to write about (not counting the ones in my head and not in Evernote). So figuring out what to write, when and how to ignore the husband and kids while I do it is a chore. So, please. Let me know what kind of thing you're looking for. I'll search, find or create. #xoxo

That's heartbreaking! Thanks, Paige, for the info.

It teaches each math concepts with a variety of different tricks. The problem with this is that the tricks are only applicable in the given situation. For instance, with long division, they teach this “lattice method” which is fine for multiplying two digit numbers. But because children don't see what's really happening, they won't be able to later connect this with polynomial multiplication. Since polynomial multiplication is merely an extension of the multiplication of real numbers, this can put children seriously behind in the long term. One of the most dangerous things when you teach math is ending up with your child believing that it's some sort of pixie dust magic. If they can see that algebra is merely regular everyday arithmetic done with numbers in disguise, it makes much more sense. By the way I wrote a brief article on this here: http://mathfour.com/arithmetic/distributive-property-destroyed-by-lattice-method

It's unlikely you'll be completely satisfied with any science encyclopedia. Just because they're liable to leave something out. I have the Usborne math dictionary and it's nice. Lots of pictures.

I do love Maria, but ouch - 5 days before you get to download something online? I haven't looked at her curriculum, but everything I've read on her blog makes me think she gets it. You should be in good hands. Keep looking for that email. :)

I learned about a geography course at the Texas Home School Coalition Convention this year. It was awesome. I'm hoping to start my 3yo on it (and me!). Here's the link: http://www.visualizeworldgeography.com/

Stop teaching math altogether and give programming a go. If he gets math, then programming might be fun. And the logic behind programming is really math. Technically you don't have to teach math at all. Just a bit of logic, reading and writing and then toss a calculus book on the table when he's 16. He'd dig in and eat it up. But that's generally too drastic for most people. Look into the programming.

I just looked into Everyday Math the other day and was pretty horrified. But if he's doing it, there are some good things you might be able to do at home - without offending the in class teacher. Each of the cutesie methods they use in EM are really just the real math in disguise. See if he can't dissect each thing they do to compare and contrast it with various other methods. In fact, it would be interesting to see what kinds of things he comes up with to compare it with Singapore or other methods he's discovered. It might be a fun journey after all!

Instead of looking for variety in what they find, think about variety in the questions you ask about what they may find. Suppose on day 1 they find 6 things. Day 2 can be one new question to investigate about each of those 6 things (and then they can note any new things they find). There becomes an ongoing list of critters or plants they find and then another ongoing list of questions about those critters/plants. If the questions get interesting, they might want to google them. And NOW you've going some crazy science going on!

If you can't determine (or control) how that works, consider talking to him each evening about the program. If he's reading other stuff while the video plays, start making games out of watching the videos. I'd try one of these: * Make up sample problems like the ones in the video * Create a worksheet for mom out of the sample problems * Think of good word problems that would match the non-word problems shown on the videos I wouldn't worry about holes too much. If he has a strong foundation in the logic of math topics in math, the other things will be easy to fill in as he discovers them. Just have a conversation with him about that. Let him know that there will likely be holes so when he finds one, then you guys can do some quick research and learning so he can move on.

Glad to help! We moved Daughter into a twin when she was 18 months. The first two weeks were rough an then we learned to shut the door. That might be a good solution. :)

Midwife in hospital? Print multiple copies of your birthing plan and tie them to chocolate bars. That keeps the staff and nurses happy and they'll more likely to do your wishes and help the midwife, instead of being part of the problem. (we did this with awesome results!) If you like lipstick, bring it. If not, bring some chapstick. What's your favorite thing? Want anything that reminds you of someone that can't be there? I took my grams's afghan and insisted on my running shoes. (see that here http://www.bonnieworld.com/Kate/Katherine-Frances-Devine-Crw/9615525_eQSrH#647943131_twmzs) Do a search online for all the various things you can pack. Have fun with it. (Of course she was my first, so maybe it was more of a novelty for me.)

Just went to the Texas Home School Coalition convention this weekend. Found my #1 favorite pick for math: Math on the Level. They have the 5-A-Day's, so you'll stay under 30 minutes. And they are very master-and-move-on, but with practice (one problem at least every 3 weeks) so it get's into long term memory. And Khan would be perfect to go along side it.

We go to museums and read books all the time. We enjoy them and learn. And nobody tells us that we'd better go to one museum first before another. You'll have more success with her if she get's to run with the big dogs. And think of how much he'll get done helping her! But my daughter is 2. So I'm totally talking from a strategy POV here. I just know that I'd give it a shot to line them up.

OMG - I've never known anyone else that wrote "ugh" - how interesting. (that is TOTALLY non-sequitor)

UGH! So you have a seven-year-old. Instead of fretting and letting this eat you up, consider it as part of this year's curriculum purchase. (If you can get your money back, then by all means, do, though!) Work it this way: 1) Use it as a moral/ethical lesson to DS7. Totally use it for a long time. Talk about all the things that are right and wrong in the situation. 2) Use it as a creative lesson. Have DS7 and DS4 make up stories about the people (even nice ones) on why they were missing the pieces and what might have happened to them to get them to not respond back to your email. Maybe even ponder the possibility that they are con-artists because they were never taught better. 3) Use it as a research project. Have DS7 help figure out the missing pieces and scout them online. Okay, I realize that you have a 5th munchkin due in a few weeks and a useless crib taking up space isn't what you need. But maybe you can use the thought of the "2011 Incident of the Crib" all year. Or maybe I'm just desperately trying to cheer you up because that sucks really bad. *hugs*

How about doing a "color by numbers" thing? Take the "plain" coloring book and a fine-tip sharpie or ball-point and number the spots. Then assign numbers to colors. To make it more fun try these things: 1) Take a fat sharpie and divide the bigger spaces into smaller ones. Number them the same or try different numbers to make a cool pattern. 2) Use simple arithmetic to code them. So the 7-color could be in the 3+4 space or 2+5, etc. 3) Assign the colors in weird ways on random pages and in "normal" ways on others. Ask him before he starts to color if he thinks it will be a "normal" picture or a weird one. Get's him to think ahead and visualize. Notice that coloring is a forerunner to graphing higher order polynomial functions, so you're really doing some serious pre-math here! (It has to do with x-intercepts and vertical asymptotes and the fact that if a graph is on one side of the x-axis it must stay there (in essensce, stay inside the lines) until it hits an asymptote or x-intercept.)

I've started a series on Cuisenaire Rods with some pretty cool math. Don't bother going too complex with the ordered pairs and such. Just let them have fun with them and realize that there is a difference if they "center" their picture on the left, right, up or down. Let me know how they like it: http://mathfour.com/graphing/cuisenaire-rods (the other article is a little higher level for them, but if you're interested in more, I'll be doing them every Sunday for a while.) Note: I have no financial interest in the rods - I even purchased the set a full price. I just really dig them! Lucky me, Daughter is 2, so she's too young for them. I have a whole 'nother year with them by myself! :D