:bigear:

Cuisinare rods, pattern blocks, a clock and calendar, real money, and a moveable alphabet. :)

I would do Primer, just because she's a young kindergartner and so many Math concepts require a certain maturity level to grasp. I feel like there's a tendency in homeschool circles to rush ahead, but just because your child CAN do something doesn't mean they SHOULD. A lot can be said for building confidence and a very strong understanding of basics, especially in the beginning years when they are still learning to write the numbers, sit still and concentrate, follow directions, ect. All that being said, everything in Primer IS reviewed in Alpha. So if money is a big issue, you arent skipping concepts by skipping the primer book. and if she can recognize and write all her numbers, count to 100, skip count, and understands the basic concepts of addition and place value she is most likely fine to start first grade math (Alpha). For full disclosure I'll admit I recently bought Primer for my five year old, thought it was too easy, and then gave him the math-u-see placement test. He tested into Gamma :/ (Kid loves Math). So we are skipping Primer ourselves and starting with Alpha/Beta at double-time. But when my younger hits K, im sure I'll use the Primer :).

I have a 5, 3, and a baby and our schedule next year will be a lot like B. Daily math, phonics, writing, and read-aloud (which was this years routine). Then after a break History 2x a week, coop 2x week, abd Science 1x a week. (Which is all new for us next year).

I think that's a great idea. It's not as if science is a "skill" that has to be done every day lest you lose what you gained. If you are covering the same amount of material it doesn't matter how you space it. There are even benifits to really really focusing on something for a while. I'd suggest botany for the Spring ;). What a great excuse to get outdoors a bit, and with History out of the way you have that much more time!

Morning meeting with Bible and literature (I'm assuming this is read aloud?). Maybe an hour? Then I would do a 20 min of daily individual math instruction with 9, 7, and 5. Followed by 20 minutes of daily individual language arts (grammar, writing, spelling, phonics) for 9, 7, and 5. While you work with kid A, kids B and C could be doing independent work pertaining to the lesson or playing with your 3 year old. You can get a lot done in 20 minutes of one on one focused teaching! This will take two hours for you but only 40 minutes each for them. Everyone together can do an hour of History three x a week, science one x, and rotate art and music on Fridays. Remember that a lot of writing/ handwriting practice can fit into these subjects, that's why you only need 20 minutes of instruction! Listen to music as you do other things like cook or drive, keep art supplies available and they will do it in their own. Personally I'd just record all the playing they do outdoors, any family walks, or any sports as "PE". Plan a fun park day once a week if you aren't an active enough family to get away with that. I can't help you with logic or Latin. Don't teach those myself. But my "plan" takes you 4 hours, and each of your kids 2 1/2 + maybe a weekly park day for PE.

Some things just aren't fun, no matter what "tricks" we apply or how many choices we offer. While I totally believe in fun, free, self-directed learning, I also believe in (moderate amounts of) buckling down and learning how to do something even when it's boring, even when it's hard, even when you don't feel like it. This is a useful life skill! So my immediate reaction would probably be: schedule it into the routine, and just do it. Every day. Explain that it's good for them, that its necessary, that youll be doing it every day, and that as soon as its over you can move on with your day. Then stop feeling so guilty about it ;) they can probably tell. That being said, I'm new at this too, and probably a "mean mom". My parenting style brooks little argument. It's not better or worse than other parenting styles, just who I am. I'm interested in seeing more experienced parents answers.

I have a set schedule of independent work (chores, not schoolwork) for my kids. It's exactly the same 6x a week. It would never ever get done if I wasn't standing right there reminding them of the next step and keeping them from getting distracted. Of course, my boys are 3, and 5. I would not expect them to remember the next step or keep from getting distracted on their own. Focus is a SKILL and a maturity level. I would assume at 8 and 12 your kids would have the maturity level (but maybe not! This isn't a given!), but they may not have developed the skill. Many adults cannot focus on work they aren't interested in, or follow clearly written instructions!! That's not to say it isn't important, it's just not easy. It may also just be a matter of obedience. Either way I like the above suggestions. Is it possible to keep the work "independent" but stay in the room, working on your own thing, and keeping a close eye? Maybe you could do hourly, then daily, then weekly work checks, extending the time between checks as they get better about having it all done?

My oldest was 4 when he started to use the men's restroom on his own in small venues. By the time he was 5 he was using the men's room even in busy places, and waiting for me outside the women's room when I had to use it or take his younger brother in. I think it can all vary depending on the child's maturity, his experience, and the bathroom's location. My son is a mature 5, our family heavily values independence so he has been given a lot of it to practice with, and we don't live in a metro with sketchy areas. But I'll admit if I saw a boy over 7 or 8 in a women's bathroom I'd probably assume he either had some sort of special circumstance, or his mother was a bit overcautious. But that is me being judgmental. I'd be better off minding my own business.

There is no pretend play, and then there is NO pretend play, kwim? I think it's perfectly normal, especially among boys, to not prefer imaginary play and spend most of their time in other pursuits. And many children like to identify as who they really are, instead of being "characters". You say he likes blocks, are his block creations then imagined as buildings, or as trains, ect? Does he act out "scenes" with his play mobile people? Does he make his dragon fly? All of this would be considered imaginary play. It is a developmental milestone and a red flag for being on the spectrum, though NOT a diagnosis. If he truly is NEVER imagining, I would look into other autism signs, personally, just be ause early detection can make a HUGE difference. But I also wouldn't panic.

I'm doing MUS 4 days a week and LOF on Fridays, which is our "light" "fun" day (science experiments, field trips, ect). I go at the child's pace, and try to start Fred after ideas have already been introduced in MUS (though I can't be perfect).

I love MUS, but the one real downside I see in the program is...hmm how do I put this? What MUS teaches, it teaches very well, but it teaches you how to solve the problem their way, and presents it their way. Does that make any sense at all? I worry that the knowledge won't transfer to real life situations. And MUS is not known for great word problems. LOF is all word problems and real life situations.

I am keeping an eye on beast academy. I wish it were finished! It looks great. Hmm quite a few people are suggesting the challenging word problems to supplement. I will look into this and x post on the accelerated learning board. Thanks everyone!

I'm still trying to figure out the best math program for my son. Background: he is a (young) kindergartener but advanced in math. He just plain "gets" it and tested into the Math-u-see gamma and Singapore 2a. I on the other hand struggle with math. I'm also dyslexic which often throws a wrench in my teaching as I swap numbers unaware. Numbers are much harder for me for some reason than letters. On top of it all, have two little ones, so not much time to study and prep before lessons. My husband excels at math, majored in math in college, and considers math the most important subject-- he wants a rigorous, conceptual, strong understanding of math for our kids. But he realistically could only find time to teach one day a week, so I'm going to have to provide this! I am falling in love with MUS because the video instruction look very clear, and don't have to be done by me. We can watch together and then my son can do the work (with me writing answers as his writing skills do not match his math). My husband is concerned its not rigorous enough, and a bit "plug and chug". He thinks our son may get bored because the program seems designed for less mathy kids, or that he won't get a deep understanding since the word problems are so easy. He prefers Singapore. But I am concerned that it will take too much prep work for me to be able to realistically understand and teach it. Are either of us off base in our assumptions? I'm beginning to form a plan to use MUS 4 days a week with my son, and then day #5 he can do LOF with his dad. It would be fun for both of them, and perhaps assure my husband that his understanding of math is both stable and deep. Do you think that is a good idea for elementary years? We can reasses as he gets older and into more advanced mathematics.

I'm still trying to figure out the best math program for my son. Background: he is a (young) kindergartener but advanced in math. He just plain "gets" it and tested into the Math-u-see gamma and Singapore 2a. I on the other hand struggle with math. I'm also dyslexic which often throws a wrench in my teaching as I swap numbers unaware. Numbers are much harder for me for some reason than letters. On top of it all, have two little ones, so not much time to study and prep before lessons. My husband excels at math, majored in math in college, and considers math the most important subject-- he wants a rigorous, conceptual, strong understanding of math for our kids. But he realistically could only find time to teach one day a week, so I'm going to have to provide this! I am falling in love with MUS because the video instruction look very clear, and don't have to be done by me. We can watch together and then my son can do the work. My husband is concerned its not rigorous enough, and a bit "plug and chug". He thinks our son may get bored because the program seems designed for less mathy kids, or that he won't get a deep understanding. He prefers Singapore. But I am concerned that it will take too much prep work for me to be able to realistically understand and teach it. Are either of us off base in our assumptions? I'm beginning to form a plan to use MUS 4 days a week with my son, and then day #5 he can do LOF with his dad. It would be fun for both of them, and perhaps assure my husband that his understanding of math is both stable and deep. Do you think that is a good idea for elementary years? We can reasses as he gets older and into more advanced mathematics.

I don't have time to read this entire thread but I'd like to throw out there that it might be best to agree to disagree until JR is at least three and one of you is considering school. Someone's opinion may change in 3+ years, JR may surprise you and make the decision mute (I have one preschool aged child that would excel in a preschool early learning environment, and another that would completely crumble), your finances or lifestyle at the time might also affect it. It seems to me a bit silly to make a decision three years ahead of time about a child you haven't even met and know nothing about, it seems even sillier to fight about it :)

Also has anyone read the "rainbow" book?

Which color of Andrew Langs books should I start with? Does it matter?

I'm worried Miquon wouldn't be rigorous enough for him. He's very young (5) and not developed in writing skills at all- but he tested into Singapores 1b book and math-u-see gamma. I want it to be fun and game-like enough to not overtax him but also challenging enough to well, challenge him. Miquon seems better suited as supplement, or am I off base?

I like my base ten set. The c rods are better at number bonds but I feel like base ten are better for everything else. Maybe that's just me though, because I had base ten when I was a child. When I've really wanted some c rods I've just pulled out the Legos.

Your six year old sounds like my five year old. He tested all over the place. K level on one thing and second grade in another. I suppose that is what I get for doing play based preschool years. :p. I'm catching him up over the summer on the things we accidentally "skipped" and starting him with a mastery focused (vs spiral) curricula in the Fall, so we can zoom ahead a bit if we need to.

Love it? Hate it? I had nearly decided on Singapore when someone suggested Math U See to me. Buying their blocks would drive me a bit nuts as I already own a basic base 10 set..but I wouldn't stay up at night over it. I like Singapore for its mastery, and conceptual focus but MUS seems like that too...and maybe more "fun."

What is your favorite fairy tale collection? I want to focus our read aloud time this summer on some classic fairy tales. I greatly prefer originals vs disneyfied versions and my boy (5) does ok with intensity and violence (we've read both the velveteen rabbit and hansel and gretel recently) but I own Grimms and honestly it's a bit "much" on the gore scale for me.

I'm feeling very lost on choosing a math curriculum for my incoming kinder (who's doing math at a mid first grade level). So far it's been all dominoes, pen and pencil, base 10 set, clock, and a bag of change... But I think it's time for a "real" curriculum. I'm not big into a ton of prep work, and I'm also not the strongest in math myself. But my son looves it. Seriously, he asked me yesterday for some "math problems" and I wrote out ten or so for him. Oh yeah, his handwriting is far far behind his math. I don't mind writing answers for him but its something to keep in mind. Ok suggestions? Or if you can't suggest what are the differences between Singapore, kumon, math mammoth, ect?

Love these answers! After thought I think mine would be math (at a much higher level than basic competency), history, and nature study (littles), logic (orders).