It's not so much subjective, but rather that a single error shouldn't tank the whole problem. Usually I mark (on longer exams) as -1 the first 2-3 times I see the same error and -2 after that. By the same error, I refer to types of errors such as improper factoring, distribution errors, sign errors, etc.

Well, you can always keep records as if it were 9th (lol, since you'll be keeping them for her sister anyway) and then decide in a few years whether it really was 9th or not. :)

Could easily be something she got into the habit of during the romantic stage and never stopped, too. Also, what comes to my mind for 'lover' is like serenades and flowers and stuff :P

Depends on the job. Depends on the location. Many employers cannot find employees with the skills they need and/or willing to work that type of job (I'm thinking specifically of agricultural jobs with the 'willing to work that type.'

Estimating is actually a very useful skill in any sort of real-life application and in error-checking. For example, if I take the average (arithmetic mean, for any pedants out there) of a set of ten single-digit numbers, I should not get a double-digit answer. If I'm calculating funds needed for gas for a trip, I don't need to calculate to the last penny; I estimate and then add 10%. To toss this sort of skill out as 'It's just guessing' is ridiculous.

I wouldn't really worry about it unless she's actively behind level in other subjects. I see nothing at all wrong with a student who is good at (but not interested in) a subject working at a lower (but still acceptable) level in them in order to focus time on primary interests.

And yet, when teaching math for elementary teachers, the comment of 'But why do I have to learn fractions? I'm just going to teach kindergarten!' is frequently heard. :banghead:

Regardless as to separation of church/state/whatever, it seems silly to insist on holding school and teaching classes on a day when a high percentage of the students will be absent for whatever local cultural reason there is, whether it's agricultural (harvest time, planting time), religious (religious holidays, especially ones that require all-day attendance), or other (first day of deer season).

If the private school doesn't have algebra by the time she gets there, would they be willing to allow her to work on homework that you send from home during math class, and you could afterschool algebra? Several of the students who were in my weekend math class (in the early 90s, lol) had a study hall in school instead of a math class.

Honestly, if TT didn't work at all and you needed a tutor -- I would buy a decent, used textbook extremely cheaply from amazon and just plan on the tutor. Saving a few hundred on a course will pay for a fair amount of tutoring. Or maybe the tutor will have a favorite textbook that they'd lend/recommend cheaply -- I've got multiple copies of many textbooks I like that I'd lend to someone if I were tutoring them. Another option could be signing up for an online class, as long as you have good teacher support for answering questions etc.

I would second the recommendation for something that isn't a grade-level resource. Along the 'life of fred' style, you could look into something like Journey through Grammar Land: http://jsgrammar.com/index.php?option=com_content&task=blogcategory&id=17&Itemid=31

I also think that, imo, there is NOTHING wrong with 'Well, kiddo, I don't get this one. So you think very hard, and I'll think very hard, and if we can't figure it out by tomorrow we'll ask x.' This is modelling persistence when faced with a seemingly intractable problem, as well as appropriate use of help when necessary, and is a skill which is VERY lacking among college students. Many students, when faced with a problem they don't immediately understand, will write 'idk' and move on, and then be out of luck when it's on the quiz.

In the case of a lot of state schools (especially community colleges), offsetting the reduced funding from states. Also, sports:glare:, administrators, etc.

I really like this post.

A couple I know recently had their older dog's eyes removed. She had some form of degenerative disease which was causing her a tremendous amount of pain in her eyes and making her unable to see much anyway. She is getting around very well, adapting to being totally blind but also adapting to being pain-free.

In this case I would second the recommendation for fewer but more challenging problems. Honestly, dumping more problems on someone who's begging for less and harder work is likely to increase the number of careless errors due to the student feeling that she only needs to engage a minute percentage of her brain to work.

:iagree:

:iagree: 100% with Jann, who has said it far better than I would have. I also agree with wishbonedawn. scrapper, there wouldn't be anything wrong imo with doing it intended as PRE-Algebra, as a warmup for them and a refresher for you. But you've really got to do one of the following: a) re-learn higher math yourself, preferably a little ahead of your students. b) get a computer program that teaches it reasonably well. c) sign them up for online classes. d) pay someone else to teach them in person. e) be lucky enough to be the parent of kids who can self-teach. You're the only one who knows whether e) will actually work, but kids who really can completely self-teach are more rare than their parents would like them to be.

If you like MEP and the only issue is the small sizes, I would (again) suggest using MEP (which is an excellent program) and printing the sheets for him to write on much larger or having him dictate. This solves several issues. 1) It is a rigorous yet fun program suitable for challenging a gifted learner. 2) It is free, so you can pick and choose from multiple levels and speed through as fast as you need. You can disregard pages entirely if he has already learned the skills. Commonly, in self-taught learners, some skills will be far ahead of others. Also, please understand that many people here have been where you are. If a post seems like the person didn't understand what you meant, ignoring it, clarifying your own post, or requesting clarification from them will be generally more likely to get you usable information. :)

First I would double-check with the supervisor and make sure that the school really can't do anything at a level higher than the learning coach's level. I'm not saying they CAN, but I would leave no stone unturned. Then, if they really can't do anything, I would pull. That's ridiculous.

I didn't memorize mine until way later than that. What worked was just keeping on doing math without a calculator, and having free time when I was done, and having to figure it out using other rules (i.e. 7x9 = 7x3x3 = 21x3 = 63) or addition if I couldn't remember. Eventually, it started to stick.

Ditto :P

Beast Academy would be too high level for him at the moment anyway. You could print the MEP worksheets bigger -- it does use more paper. Or you could scribe for him.

The people could fly is wonderful, but what made our version really special is that we had an audiobook of selections thereof narrated mostly by James Earl Jones. He was FANTASTIC. We still quote his narrations frequently.

For this year, I'd go back and start with CLE 401. Even if he already did it, it's clear that he forgot. For future years, I'd try and have once-a-week math review lessons during the summer.