I actually do think she's probably placed too high and I would suspect that she's also learning somewhat from pattern-matching -- i.e. ok, we did a bunch of fraction multiplication problems, so all the way through we're going to be multiplying fractions -- rather than thinking about what each problem is actually asking. It looks like you've decided to go back to where she started struggling. That's a reasonable approach to take. What I'd do from now on is if she doesn't do well on a test -- at least a B -- I would go back and re-do all the lessons from the last test, and then re-give the test. I would absolutely NOT proceed through with a student who was getting D's and F's -- it's like building a house on a crooked foundation. It won't ever be straight.

If Saxon were topical rather than incremental I'd agree, but with testing through you're looking for where more than 10% of the material will be new. I'd only really recommend testing through for someone who is either new to the program and searching for appropriate placement, or has gone directly from one book to the next without a break and is therefore less in need of the summer review at the beginning.

If they're getting done way early, they haven't gotten "too far ahead" yet. You'll know it if they do. They'll start struggling somewhat and maybe have to back up ten-twenty lessons or so and re-do them at that point, or even go back to the beginning of the book they didn't understand. But they'll be repeating material they didn't understand rather than repeating material they did. ETA: I'm not saying that you, specifically, should change what you are doing. Clearly you know your kids better than random strangers on the internet, and know when they are getting near to their maximum level. But I see a lot of people who are not you, who have kids that are bored to tears with repetition and the parents are still worried about leaving a gap.

I actually think that his method is superior. Not all of his college classes will give him the question first. I don't think it's *cheating*, I really don't. But I think his method will give him better long-term study skills and note-taking skills.

I tend to crave salt sometimes. I always used to eat popcorn, but now I steam up some broccoli and salt the heck out of that. I think the reason that I tend to end up wanting salt is because I rarely, rarely eat fast food or any other kind of pre-prepared food (maybe once a month tops, counting both -- fast food is more like twice a year) so I'm not getting the constant inundation that we tend to get.

Yes, although colleges vary in how they count these, so I would recommend against it being something necessary to satisfy graduation requirements. For example, I would not transcript english from middle school and skip english as a senior because 4 credits have been earned. It is generally easiest to justify math and foreign language and most difficult to justify courses such as english where there is a less clearly defined scope and sequence.

It very much depends on school whether they have already completed AP equivalents. At my graduate school (regional state school with an ok engineering program) many students did not have AP credit for calculus and physics. As a matter of fact, it was quite common for them to place into pre-calculus, which required an extra summer to catch up (fall - precalc, spring - calc 1, summer - calc 2). At an engineering school with better-prepared students many of them do indeed take the AP course and then re-take the course.

Look at Moving Comfort brands -- you can try them on at a running store. I love the Fiona because it fastens like a regular bra and still holds them in place pretty well.

Rather than doing 2 maths one year I'd just keep moving through at the pace he's ready for, but not restricting it specifically to start/end dates of school years. There's also a bunch of chapters in aops precalculus that are not specifically necessary for calculus (but the 3d geometry might be really nifty for computer graphics), and it would be completely reasonable to do the first part of precalc, then calculus, then circle back to do the last part of precalculus if there's time. I'd really want to be at least a semester ahead of the physics sequence with the math sequence. We let them take it concurrently at the school where I did graduate work, and it resulted in the physics students being given a table of derivatives and told 'memorize this and you'll learn it properly later in math class'. I do not like this approach.

Definitely a known virus. I got a similar virus on my computer and it took a bit of cleaning. Antivirus programs are kind of like flu shots. They update them all the time to try and catch the newest variations, but they don't catch everything and the people who make the viruses are continually modifying them to try and make them harder to catch. Once the virus has gotten in, the antivirus frequently has a much more difficult time getting rid of it. If you want to try it yourself, I suggest you use a different computer to download something like Malwarebytes (the best program I've found yet) onto a flash drive, then boot your computer into safe mode, install Malwarebytes, and run it. If what I just said sounds like blahblahblah, I really recommend you ask for step-by-step directions on bleepingcomputer.

http://www.berkeleywellness.com/healthy-eating/food-safety/article/arsenic-rice-should-you-worry

I heard the white raven has flown into NYC.

Agree with regentrude. Don't panic. Emergencies happen. Missing because of horrible weather does not make a bad impression. If she has anything she was supposed to turn in today I would send an electronic copy immediately and follow it up with the paper submission when the roads are passable.

The evens are not publicly available because instructors assign these for homework. There are instructor editions which have all the answers but those are usually not available to private users.

Intro to algebra covers the AOPS algebra 1 and 2 classes, while intermediate is their algebra 3. As far as comparison to a standard scope and sequence, AOPS covers everything from algebra 1 and quite a lot of algebra 2 in their intro book (frankly I would say it covers pretty much everything from a non-honors algebra 2, but there is algebra in foerster's algebra 2 which is not yet covered, although not much), while their intermediate book covers up through the algebra part of a precalculus textbook as well as many additional topics.

I agree completely. I can't think of a better way to make children loathe math and associate it with drudgery and repetition of excessively easy work. One really major problem that students have with math is a reluctance to tackle challenging problems -- a sort of idea that mathematics *should* be easy, and that if it is not easy, you are just not good at math. Repeating work in programs that are too easy just feeds this mindset.

Were there pictures? We had Taylor's Bible Story book for children, which had a quite good retelling (imo) and really lovely illustrations.

As an instructor, my policy has always been: If it is a problem that I can solve in my head, and you have the correct answer without work, I assume you did it in your head and give full credit. If you have the incorrect answer without work, you get a 0. If I cannot solve it in my head and you have the correct answer without work, I assume it came from somewhere else and assign a 0.

If you graduate him he will almost certainly have to be a transfer student. Is there a reason you can't say "Of course he is a high school student, he is just dual enrolling" and have him do the same program without being officially registered as a high school graduate? If he earns an associate's he may or may not have to apply as a transfer student, but when he is the right age you will know the policies of the colleges he is applying to -- if an associate's is a bad idea he can simply not apply for graduation there and transfer the credits. (A few colleges require someone who has an associate's to apply as a transfer but allow lots of credits to transfer). Meanwhile, postponing the graduation preserves some flexibility, and if he is interested in a program that is restricted to high school students he will still count as one.

+1 for what GGardner says. Here's a suggestion for starting your list. Use something like http://phds.org/rankings/classicsto make a list of PhD programs in classics (Since she wants to study classics and she is so advanced already she probably shouldn't consider anything without a PhD program). That will narrow down the list A LOT. Then she can review their websites and see which ones she wants to visit.

Don't stop using something that you already know you love because someone else is claiming that the grass in *their* pasture is greener and taller and more lush and less weedy. It's probably just because they're full of ... manure. There are lots of good ways to teach history and you should follow the path that you and your kid find most interesting.

Each click gives a new ad. I don't click on those regardless of how funny or useful they look like they'd be. The internet is full of funny and useful things that aren't set up like that.

How did she get enrolled in classes with Gilderoy Lockhart?

Foreign language departments are some of the best for well-prepared students to place out. It is quite common for a department to place students and, if they successfully complete the class they are placed into, give credit for all previous classes. So even if they do not accept the credits up-front, he may very well be able to earn them by placement. Taking the class and then the AP is also totally reasonable.

Many students who take calc at home do take it again at college. He can also study for the AP if he likes. Every time I have taught precalculus, this chapter has been one of the most challenging, if that makes both of you feel better. I am impressed by doggedly working until he gets it and that will stand him in good stead in college. Here are some things I'd keep in mind: 1) The tests will be timed. Since he did excellently on the SAT he has experience with timed tests, but over material he has just learned, how does he do? Is he able to skip a difficult problem and come back to it later without melting down? 2) How does he do with remembering to turn in things on time? 3) If he does decide to re-take it, how does he do when he feels he already knows things and it is a waste of his time? I have had students before who had had a solid calculus course in high school, and they (quite honestly) flaked and got C's when they deserved A's because they were bored with the class. Please note that all of my concerns have to do with his age and emotional state. Mathematically-wise, I have not the slightest doubt that he is prepared for most university's calculus classes -- as a matter of fact, better prepared than most freshmen. His scores are very good and his perseverance is also very good. BTW, here's another option you might not have thought of. Do the first half of the year online, then in the spring, take only Calc 1 at the state university. If his grade is less than optimal, it won't show on his mid-year transcript, and he will be able to get his feet wet at university the semester before he enrolls for a full load of classes.