These are good options. Another one is Noeo Science: Chemistry http://www.logospressonline.com/noeo-chemistry/

FWIW I think you are on the right path. Timing to beat his own time should be a doable thing. Maybe play some simple math games in between to work it in a fun way. He might get very encouraged once he sees his time actually get faster. You could also just start with a few facts n see how soon he improves on just those.

Great ideas. Thank you for posting all your thoughts. :) I gather during the timeframe you teach this you suspend or postpone answering the typical weekly assignments? I like how this teaches to learn what is in the textbook. However time becomes my stumbling block when I try to have dc follow such a path to learn from the text when they still have all their work to get done. Now for classes I do at home I can alter assignments to fit but for outside classes we gave up that option. Especially with something like TOG (or maybe Omnibus, MFW, etc) there are charts to fill out and questions to answer ....all to help the student analyze the information and prepare for discussions. Any suggestions for balancing this?

? Reading Detective

Wow this is as hairy as a discussion of mastery vs spiral or vertical vs horizontal phonics. Lol. I switched to SM not because it was "conceptual". I hadn't heard of that concept. I did know we wanted a mastery based prgm because it works for me and it works for my kids. So I considered a few if them, prob both traditional n conceptual. SM caught my radar because of the step by step lessons in word problems (my weak area). Most programs seemed to require memorizing the basic facts outside the typical lesson and seat work. It would be great to see one have a daily sheet in with the daily seat work to focus on the facts but that would be crazy for the students who don't need it. I gathered that keeping it separate allowed in individual attention to this issue. As to the breaking expressions into parts, this I liked. My kids seemed to understand it well enough, and even got faster then me quickly. Although the other way the someone mentioned was neat also...taking the time to notice all the different ways to add up to a number like 15. I didn't learn that way either. We just did the facts and then did harder problems and moved on from there. Both seem like great approaches. Neither seem like a logic stage level to me. It seems very similar to the level it takes to think through reading or spelling after learning all the phonograms and rules. They did the grammar stage thing and memorized the phonograms but they are also capable of manipulating them to read or spell. Now this just doesn't work for some kids at all. They get all frustrated with all these options and rules and don't know which to use when. This doesn't mean that this is a logic stage level lesson; instead it just means that a different approach may be preferred. It also doesn't mean that one phonics approach is better then others or even more appropriate for a classical approach. Same is true for mastery vs spiral math. Oh one more point that I don't think was mentioned. Breaking the facts down into parts is just the beginning. It is done to learn how to do such a thing. Once they get that idea it is put to work on larger problems. Pretty quickly they can consider 179+26=205 as a very easy problem that can be done in their head. This becomes a confidence builder. So yea it may seem needless to learn this process for 9+5 but it makes sense if you know it is just a starting place (the basics) to spring off to more complex calculations.

I think letting someone else teach CW Herodotus without making sure they understood it first was a mistake. We made it work but it wasn't as good as just using the workbook.

I like ErinE's method above. Think I'll incorporate filling in all the zeros to show the place value. What I did was repeated subtraction to show not only that long division was shorter but also what was really happening. Each time we put a number on top it showed how many TIMES we subtracted. And then we do all those subtractions in one step using multiplication first.

Oh my, Friday already? Hmm. Today's dh last day of work ... Still looking for a new job ... So stress is high. Also, had MIL visiting this week so dd did minimal work. But dd did still improve on learning her math facts! And we did get some reading done. Almost done with last yrs math book! So not bad. Also started her on her spelling... Still not sure if I picked the right prgm for her. (Switching from R&S spelling 2 to HTTS 2.). Ds is still struggling to get back his work habits and figure out a schedule that will work for him. The 9th grade rhetoric work for the TOG co-op is working though and his Algebra class is working for him also. Also did some phonics with the 3 yr old and I'm pushing the nap stories to include more classics for her age. Started her on some basic math... I'm using a RightStart abacus and some finger flash cards to teach counting and amounts. She likes it. I'm cooking breakfasts now instead of cold cereal to save money. So far so good...more cooking leads to moore cleaning though. Oh well.

In college I was told 2-3 hours of HW/study for each one hour of class time. This was for a BS degree back in the late 80s. My dd was recently told similar amounts. My 9th grader (& for 7 n 8) works about 5 hrs per class per week for a one credit class. This includes any class instruction time (usually 1hr per wk) My grammar kids work on and off throughout the day from about 8 or 10 am till about 4pm (typical quoting time). I'm not big on PE here. Boys do scouts with lots if hiking and are quite fit. They also take the dog for long walks and bike on the trail. My dd plays, runs, bikes, etc. she is very fit.

Shoot a few hoops Walk to dog Cup of Hot chocolate (especially when they don't expect it) A hug Protein (peanuts or cheese) Sometimes my little lecture on getting the bricks out of the way of the wheels... Wheels can't turn with bricks in the way and you can't learn with anger and frustration in the way..... Worse cases drop the subject till tomorrow.

Get It Done.... (To the tune of "Let It Go" since the 3 yr old can't stop singing it...) Goal though is to strengthen foundations.... Math n reading for 4th grader n scheduling n time management for 9th grader.

He saying that it is better to complement a students struggle and success then how smart or clever he is. Ok I realize this is a bit of advertising for the Kahn Academy but I do like the idea of switching my mindset to highlighting the struggle more then their intelligence. ... Though I did get a really weird look from ds (14) when I said "Yay, you grew your brain" https://www.khanacademy.org/about/blog/post/95208400815/the-learning-myth-why-ill-never-tell-my-son-hes?utm_source=Sailthru&utm_medium=email&utm_term=All%20Users&utm_campaign=Sal%20Op-ed%20Email%20%28Students%20-%20Remaining%29&utm_content=Final

Ok. Thinking this over so more.... Consequences all laid out did help. Following thru was hard but necessary. ....still is. Protein in the morning seemed to help more then cereal. Outside accountability really helped. Whether it was a co-op or a drop off class, it still had a due date and consequences/rewards. ....plus seeing others kids doing the same amount and level of work took out the doubt my kids had for the mommy assignments. Careful the younger ones watch what the older ones get away with.... Well that's what mine did.

Ok. Btdt One thing you MIGHT be dealing with is hormones! I didn't see this coming with my oldest but she actually "started" at age 11. ...and the roller coaster ride began. Now I see it with my boys ... Moody, frustrated quickly, tired, etc. the solution is .......... Ok I'm still working on that answer. :)

R&S Spelling was a disappointment here. I used it for grades 2&3. Maybe the upper grades are better but I don't have time to take that risk. My dd did fine with the program but she is now beginning 4th grade had a really hard time with the spelling portion of her end of year testing last year....scoring at a 1st grade level! When I checked her spelling on my own I discovered that she didn't learn the words from the spelling prgm and didn't leRn how to figure out how to spell those words. I'd love to put her into Megawords but she isn't at a 4th grade level yet. So I am backing her up and doing How to Teach Spelling with her. Wish I just started with this 2 years ago.

That was cool!!

I like to do his in a very different manner then what I've seen anywhere else. I'm so strange. I teach seconds first. We get an idea of 5 seconds and then more. Eventually we get to 60 seconds. More then that and suddenly there is a reason to keep track of each time the second hand goes around the circle and past the top. That's when I introduce the minute hand. We get a feel for counting seconds, a whole minute, a minute and seconds, and multiple minutes. Eventually we can see the problem that arises at 60 minutes! So now there's a need for the hour hand. So we play with hrs, min., and seconds. After 12 hrs there is a need to explain AM and PM and then a new day (maybe shift to a calendar?). This explains time basics. Then we use any knowledge of fractions to go over half past or to the hour and quarter past or till the hour. After these skills we can get into estimating the time. At some point our math will usually cover arithmetic with time.

As a homeschooling parent I think my job is to teach my kids both what we want them to learn from us as parents (about God, values, character, etc) as well as from us as instructors (basic and advanced skills in communications, math, science, literature, music and art; plus knowledge from history, literature, science, etc.). My overall goal is to teach them to know and listen to God .. And to prepare to use the skills and knowledge He gave them to live the life He has planned for them. And yes I do prepare them and expect them to go to college, vote, and plan for a future where then will support themselves and help others around them.

Might want to consider Megawords. It starts with 4th graders and works on spelling and reading. It's focus is on multi-syllable words.

Did you just start back at school? I know my kids forget so much and really need to review a lot before we can move on. Took my dd thru R&S spelling 2&3 and her spelling is really bad also. I switched her to how to Teach Spelling w the wkbks How to Spell. I planned to switch to Megawords but she isnt up to fourth grades spelling. :( If you like the spelling prgm you are using then maybe you can keep it and add in more copywork and dictation. This might be all you need. Also when you correct words, it might help to quickly mention why that is the correct spelling. (It's ASKED because a says /ah/, s says /s/, k says /k/, and Ed is used for past tense and says /d/. ...) done.. Let it go and don't drag it on. I learned with my older daughter to encourage her to ask about spelling because I knew she wouldn't stop to look it up and she hated to correct later. But I answered with a quick lesson. :) As for mixing b and d. This is typical. There are many tricks for this. Here's two: -- point out that the word bed can be outlined so that it forms the picture of a bed! Once they get that I just tell them to make their bed (wink wink) and this picture helps to clarify which is a b and which is a d. You can also make a fist in each hand but let the pointer finger out, pointing up. When you put your hands together you get that "picture" of a bed (ok the e is not really there) but left to right its b then d. -- when you say the sound for a 'b' your lips start out closed and thus forming a line...just like the when you cover the lower case b and reveal it from left to right you see the line first. You so draw the line first. So "b" is line first. On he other hand, 'd' is formed with the circle first and when I say /d/, my mouth forms a circle or is at least open. Ymmv

That's a good initial list. We are on the tech side of things here but I really do agree that a firm foundation in the basics and in how to learn will help the most. Knowing how to sort through data to find the specific information needed/wanted is a big key since we now have easy access to so much data. Also judging the source of the data is key. But let's not forget that this is a two edge sword. Wasted time, eye strain, and less outside activity aren't the only negatives to 'getting distracted on the computer'. I know I've had to be careful and watch one of my teens carefully as she went through a stage of pushing limits....both on and off the computer. So I learned more about setting access controls to help me create a 'hedge fence'. And another as he found sites he shouldn't have been on just because it caught his eye... well that was a lesson that I guess was needed anyway so I'll say the computer access just raised the issue to light. So I guess I'm just saying that it's great to give them time to explore, just keep an eye on them.... keep the screen visible. Also, I've had two dc go through community college math class that used an online program for all the homework. This did not work well at all for either kid, and they both already knew how to program in C and do all sorts of things on the computer. Online math homework was just a bad idea for these two. However in prep I had my next ds use a free online math program to go through Basic College Math for pre-Algebra. He loved it. Then again, he would love to do everything on the computer!

Well .. Got thru the week. On the good side: ds finished his first week of co-op high school homework. Although they gave him two weeks due to the holiday and he took both weeks to get the one week of work done. He already learned that he needs to read the assignments closer as he lost 1 pt for not emailing in an assignment by Tuesday and when they offered an extension till Friday he didn't notice till 1pm that it needed to be in by noon. Ug I have been focusing dd on her math facts for the past two weeks and I am really pleased to see progress! A 50 problem chart took her 15 min in the beginning but took her 2 1/2 minutes today!! We have also finally finished her test on the last unit she did in math...it took some review to get this done but she did it and got 18/20. Now we can move on to the last unit in SM 3a. We are also making progress with our joint read aloud: The Magicians Nephew. I did hope for my 3 yr old to listen in but this is too much for her. Oh well, maybe the next one. Instead I try to read better stories to her and avoid some of the kiddie twaddle. On the needs work side: Well ds needs to read his assignments better. :} I need to work on a schedule to include dd's spelling and writing And I still need to prep / print Lively Latin Need to work out a schedule for the 3 1/2 year old. She likes to get loud to get attention. The maze book was too easy...it's already done. Wish there was more educational shows on tv for her but it's mostly trash. Really need to work on maintaining my attitude. Dh is getting laid off. So next Friday is his last day. I know God will provide but ... Not sure how or where or if I should find a part time job or switch back to full time (been out n doing this for 12 years!). Lots of possibilities for his employment but no offers yet. Ug.

At this point my high schooler is in all outside classes, so I gave up this choice. But I've seen both over the years. Typically an open book test is harder since you do have access to notes. The questions make them think deeper or search out smaller details. Or sometimes it's clear that the open book test is more to show a benefit to taking good notes. I've also seen both given to my college kids. So maybe it is a good idea to be familiar with them?

I found the charts in the back of Singapore Math 3a HIG p a24-a27. I started her out reading the full filled in mult chart. Then she did the top one on p a24. I didn't time it at first as it took her awhile. That's when we worked on either you just know it or you need to figure it out quickly....don't just sit there trying to remember it. Some have quick tricks like the 9 (which has several) and anything mult by an even number can be mult by half that num and then doubled (7*6=. 7*3=21 doubled = 42 so 7*6=42). When she is not being timed I have her use her FLL skills and repeat the facts she tripped over three times out loud and then move on. When we finally started timing her she did the first chart in about 15 minutes. That was a week ago and we've done it daily along with the next chart. She just did that same top chart in 4 min 16 sec. :)

I've run into this also. I am now focusing on my third dc and I'm not letting this slip again. Actually I've decided to take this yr (4th grade) and really focus on her math, reading, and spelling skills. If we don't get to history or science that's ok. We use Singapore Math and I found some blank mult charts. Basically one page with three charts that work on about 5 or 6 rows of facts each. But the second chart changes the order of the top row numbers and the side row jmbera so they can't just copy from the first chart. The third chart changes it again. I've already seen improvements just working on these. Once she gets these down we can try another chart with the same numbers but with some of the top or side numbers missing and the product given instead. Just enough to make her think and connect the relationships. Btw I photo copied these and put them into page protectors. I have her use the thin dry erase markers.