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About Syllieann

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    Hive Mind Level 2 Worker: Nurse Bee

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  1. It sounds like horizons is your best bet if you want one thing. But if you want to save money you could try mlfle as the spine and pull additional problems/teaching as needed from mm, using it as a resource for yourself. Ime, a bin of c-rods and a whiteboard makes mm pretty hands-on and child friendly. I don't see any reason to buy TGATB or right start given your wants and budget.
  2. Memoria Press enrichment has some things in common with FIAR.
  3. Do traditional spelling. They will probably have the next level by the time you get there. If not, you can switch to rod and staff at that point.
  4. My son is really liking the Famous Men books. I have been pre-reading Augustus Caesar's World. I really liked the first half - it was good enough that I stayed up too late reading it. Some of the later chapters, especially those dealing with narrative portions of the gospe!s, are not a very good summary imo. If you are Christian, you might want to skip those chapters since your student probably already has a better understanding than what is provided. If you are not Christian, I recommend looking to another source to provide that background info.
  5. Over a year. I also put most of the memory work into anki. I purchased the digital single lesson plans but we ended up doing about ten minutes per day over the week rather than completing the week's lesson in one day. I'd say there is about an hour or work per week. He had already read d'aulaire's Greek Myths twice so we skipped that ancillary part.
  6. *snip* No, we don't think that is what is meant by conceptual math. I do generally agree with the author, but he takes the example to an an extreme. I have seen things like this floating around social media, and there certainly are some parents of traditionally-schooled children who believe this, but you will be hard-pressed to find someone on this board who believes that is what is meant by conceptual math. Most of us have used them at some point. My oldest has done the first 5 levels of math mammoth and is finishing the sjxth. My youngest is in level 1 of a conceptual program. I also leaned toward "conceptual" whole-to-parts math being " best" when I started homeschooling. But when my 2nd child came to it there were tears of frustration. Slowing to a pace that didn't frustrate meant doing a page per week. She's in cle now and is learning, growing, and understanding. I could have pushed her through the "conceptual" program despite a lack of understanding, but then she might end up in a high school class with an uppity teacher who thinks that her lack of mastery is due to a failure of earlier teachers to "teach conceptually."
  7. Because we'd still be living in the stone age if every person had to construct every piece of knowledge that came before them. It would take forever and there would be very little left of our mortal lives to discover anything new. It is illuminating and exhilarating for a child to see that they can discover things from time to time, but doing that for all children for every little thing, especially in the foundational arithmetic stage is just absurd. Again with the massive time-wasting... Some very bright children will enjoy that presentation, but others will want to choke you and scream at you to just tell them what it is you want them to know so that they can get on with their lives.
  8. Yeah, that line really came off as flippant and clueless. Square_25, the op here has five school-age children and a toddler. I'm going to assume she is checking understanding in the new teaching and grading the work. I have no reason to suppose she is an incompetent teacher. Holding the child's hand through the entire lesson when it is clear the child already understands is a huge waste of time. If she is going over it for 10 minutes per child she has an hour in math each day. If she instead spends 45 minutes per child she loses nearly 3 hours per day or about 14.5 hours per week. Her kids are doing fine with cle. There is an opportunity cost in the additional 14.5 hours. Maybe it would make their math or problem solving go from the 95th percentile to the 97th percentile or whatever, but she would throwing a huge block of time away from something that might actually improve their education or well-being. You are not seeing the forest here.
  9. My older son did astronomy and insects. Both were really excellent. He was able to be pretty independent and was super engaged. Astronomy didn't have much hands on, unless you count dragging everyone you know outside in the evening to find and explain constellations. Insects did have some hands on stuff included, but he made lots of his own hands on too. Lots of critters in the bug barn that year-and we always identified anything new. He is already well versed in birds so we didn't do that this year, but we might do the tree study next year. My middle child will do mammals next year. For me, mp science is nature study for the real world, especially if you live where it is too cold and dark to do much in the winter. My older used mp along with bfsu, but he is a real science nut. For my middle, I will probably pair it with wide reading of trade books for earth and life sciences topics and some hands on stuff for physical science concepts.
  10. We used level 2 and are about to finish 3. I supplemented level 2 with Fan math speed math (mental math strategies) and math process skills. In level 3 I'm finding that the mental math instruction is in there, so I dropped the speed math book. We are still doing process skills for additional problem solving. I think cle is a parts-to-whole program rather than procedural vs conceptual. I do occasionally demonstrate something new with manipulatives to provide more conceptual understanding. For example we used a base ten set to demonstrate why we "carry" or "borrow. by the time we got to the multiplication algorithm, it was well-established that those numbers go where they go because of regrouping and place value. Really, I think the simple act of demonstrating the new teaching with manipulatives will always, by default, provide the conceptual understanding. I do like the fan math supplement, but I wouldn't lose sleep over it if I wasn't able to get to it. The conceptual programs teach the big picture first, then develop the algorithms from that. Some kids don't have the working memory to do well with that. I would suggest that anecdotal evidence of conceptual programs being better is really just an artifact of weeding out the kids who are weaker in working memory. I think you shouldn't fix something that isn't broken. Add a supplement if you want, but having cle be a reliable workhorse will allow you to focus on other things as they pop up: hands-on stuff, writing, music, art, current events. There are just so many things that kids can't learn on their own with a workbook. Save that time for those.
  11. Although the probability and statistics chapters are not prerequisites for algebra, you may still want to have him complete those sections (concurrently with algebra) to improve long term retention into college and adulthood. A lot of algebra 1 programs won't cover those and touching on it for one chapter in algebra 2 won't get long term retention for most kids.
  12. And then when the rest of the class gets to long division the pull-out kids are even further ahead and more bored. I have fond memories not my parochial school pull-out teacher teaching us french, and not-so-fond memories of being treated as an unpaid teacher's aid in a public school.
  13. If this is a traditional classroom situation, she is probably doing division with a bracket and calling that long division. So maybe something simple like 40 /2 in a bracket set up in which the divisor goes evenly into each digit. If she is doing longer problems that require regrouping, then yes, that's probably a year ahead in common core-maybe she's in an accelerated or gifted class, or maybe she's in a gifted pull-out/enrichment. If this is a homeschool situation, then she is probably accelerated, but only a year or two. I wouldn't call it crazy.
  14. Well, I kind of feel like I shouldn't say anything since I haven't used those particular programs, but I'm going to speak more generally. Level 1 of Nancy Larson would be an enormous waste of money for a 9 year old. Don't buy that. Maybe RSO would work, but I would look at whatever your 9 year old needs and not worry much about the 4 yo. I have yet to find something that combines that wide of a range without either seriously short-changing someone or requiring the teacher to essentially teach at two different levels. Do you have a good library system? I think for that age a bunch of excellent trade books from the library beats a pricey curriculum. Have you read the well trained mind?
  15. I received their Jan-Feb newsletter last week and looked through it specifically for new info on Algebra but couldn't find anything. They have the newsletter on their site, so I double checked and still found nothing. Is it possible the mailer was from someone who distributes their product rather than coming straight from CLP?
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