Some kids definitely will have this happen. Some kids won't. I don't think it's necessary to slow down a kid who is already doing a deep/enriched curriculum unless you're starting to notice these signs of lack of maturity (as you mentioned in your second post, which makes it absolutely appropriate for you -- so please don't think that I'm telling you that you're doing it wrong for YOUR kid). If -- and this is an if -- you get to a place where the kid is not ready to move on because of lack of maturity, there are plenty of ways to side-step then. Beast academy is one great way. If it happens at the beginning of algebra, stopping to take some time to play with hands on equations or Alien Math or do a pre-algebra geometry course or whatever else is out by then. If algebra 1 is completed but they're not ready for geometry or algebra 2, you can stop and do some number theory, or some liberal arts math, or some probability, or a light statistics course, or many other options. But I really don't think it's necessary to slow down a kid who's really flying, understanding math, and enjoying it, because of something that *might* happen in the future. There is time to sidestep *if* you hit a limit. ETA: This is NOT an argument for having a kid graduate early having rushed through a program like MUS.

Jacobs algebra is a good text. TT is ok but I'd rather see a gifted kid use an honors program, unless the parent is unable to teach or the kid is a gifted kid who hates math and really wants a git-r-done program. I'd love to at least try AOPS and see if it works. If it doesn't, then I'd complete a pre-algebra text and then go for one of the algebras like Jacobs, Foerster, Dolciani. It does have videos to help. My biggest complaint about Saxon is that I don't think it really fosters a love of math. Some kids are going to love math no matter what. Some kids are going to hate math no matter what. But some kids are persuadable that math is cool ... and there are other programs that do a better job at pulling the joyous and creative aspect into it (while still providing solid enough instruction to allow students to move on). Most conscientious students who complete Saxon will learn the subject matter.

Yes, this.

If she barely placed into 8/7 I would have put her in 8/7. If you really want to use 7/6 instead I would have her test through (NOT doing half the lessons, just the tests) until she drops below an 85% and then start on the lessons covered by that test. I do not think that stopping when she stops getting perfect scores is a good idea. Many gifted students are afraid to challenge themselves for fear of not doing everything perfectly, and you do not want to encourage this.

I would finish the text. I'd rather move rapidly through the review at the beginning of pre-algebra.

Did she do the Saxon placement test?

Does she still have it? Can you borrow it for a bit?

Yes. But just for the record, I checked on their website and was able to add "discovering additional mathematics" to my cart, if you wanted to stick with a more familiar text. http://www.singaporemath.com/Discovering_Additional_Math_Textbook_p/damt.htm

I would not hold her back on paper at this point. Her 8th grade looks strong and her 9th grade is definitely competitive. As regentrude says, if she gets towards the end of her sophomore year and would really like an extra year, you can alter it then. Also as 8fill says, I wouldn't hold her back unless SHE strongly wanted to take the extra year.

This is very important.

Did he do additional mathematics? Discovering math alone is missing some stuff that should be covered before calculus, so I would recommend placement in a pre-calculus class. Specifically, some work on analytic geometry, logarithms, and a fair amount of trigonometry. He could take chapter tests through some of the early review chapters, though. If he did additional mathematics, either placement in calc 1 or taking a placement test to get into calc 2 could be appropriate. Some topics in calc 2 are covered, but some very important ones (sequences/series especially taylor/mclaughlin) are not.

I would actually strongly recommend repeating pre-algebra with a different program, if she struggled and did not make good scores with MUS. I haven't used Videotext but it starts with pre-algebra, so it might be a solution. I would recommend strongly against Foerster's at this point, because I think that moving from a weak-ish pre-algebra into an honors algebra would be much too difficult for an already-struggling student. Foerster's would be great for a student who had taken a weak algebra and was repeating it -- but moving up a level of difficulty AND a level of math is too much for most. Other programs: TT has good reviews from some with struggling students. Take the placement test to see where she should be. Supplements: If you're ok with some girly/popular content, Danica McKellar's math books may be a useful supplement.

Think about it this way... You're talking about dropping something that you KNOW is working now on the chance that something else might be the perfect fit 2-3 years from now ... Also, if you wanted to switch into Saxon, you could always use the newer versions where they've pulled the geometry out to a separate book. I would continue with CLE until you run out of CLE :P

Who? Jaime and Cersei? :D

I used to ask my mother this stuff all the time. I remember asking her if she'd been on Noah's Ark when the flood came, and when she said no, I asked why she wasn't drowned. (I asked this on purpose because I'm mean). But what really made her feel old is when I came home from history class at university and told her about the video they'd shown, and ... she said ... "I watched that live when it happened :("

I didn't have my times tables memorized until I was in calculus :P

I wouldn't think that MUS would be a good fit for a child with retention issues simply because of the extreme mastery approach. Jmo.

Yes. Usually "english" includes both -- I'd only give one full credit for english and lit in two cases: i) The student genuinely did enough work for more than one credit of literature. ii) The student took a course like speech or AP comp which usually does not have a significant literature component If you need to transcript them separately because the literature is taken with an external provider, I'd give only half a credit for the grammar + comp section. I'd prefer to combine them into "english 9" though.

I love this.

Yeah ... engineering is very sciency. ??

Some colleges require a biological science. Some require a life science. On the other hand, he could follow sequence 2, and if you get to senior year and he decides he wants to apply to a college that requires it, add biology instead of physics II.

Ah, now that I noticed, he needs literature for 10th grade. As far as AP comparative government, isn't AP us government also frequently taught as a one semester class? Pairing them would make a great senior elective, especially for someone who's planning on serving his country.

If there's a special cal 3 class for freshmen who place into it, it probably indicates that repetition is not necessary for strong math students.

Fine arts can be creative, though. Photography? things like that. AP stats is probably not going to be useful. For an engineering major, I would say the most useful post-calculus classes would be multivariable calc and differential equations, as those are required in every engineering program I'm aware of. 9th: I wouldn't list english and lit separately. It is expected that high school english includes literature. I'm not sure if AP CS would transfer but it's a great elective either way, engineers do a lot of programming now.

I frequently use broth of any sort to make beans.