:iagree:

That's not a year ahead -- recall UK years are one ahead of US grades. But like any other math program, you should be going at your child's pace, and switching programs may require dropping back a level.

Whenever the couple is done. Children shouldn't be brought into the world not wanted. As to the "when one person wants and the other doesn't" -- this is difficult and heartwrenching. But I would tend to err on the side of forcing someone who wants another child to go without rather than on the side of forcing someone to have a child that they don't want.

Well said. Last time I had a larger class, there were 7 people who added after the first day of the class. Out of those 7, there was one C (a very smart person who skipped a lot of class and didn't study enough independently), there was one D, and there were five Fs. Four of the Fs didn't even show up to take the final. After a while, the general attitude starts to be like "Yeah, suuure you'll get caught up." In our department, we also give students plenty of rope to hang themselves, so although we would advise strongly against missing class for a week, it would be permitted.

I agree with Sebastian. It looks incredibly bad to the professors.

I like your solution. FWIW, the only time I've ever gotten a completely inappropriate present was a month after we started dating, when I got perfume (I'm mildly allergic to perfume, it makes me cough like crazy.) After that, everything else has been "What should I get you for Christmas?" Occasionally it's a member of my family messaging and saying "You should totally get this for Kiana for Christmas, she'll love it." I don't really understand, though, why some people are great gift-givers and some are not. My brother's much better than I am.

Epiphany. But it goes up on Christmas Eve.

“When I was a boy of 14, my father was so ignorant I could hardly stand to have the old man around. But when I got to be 21, I was astonished at how much the old man had learned in seven years.â€

Most people aren't saying "It was perfectly fine." Most people are saying "Yeah, it was a dumb thing to say, but given the context and history not really reportable."

Sidetrack -- but I'm glad to hear this because I've been wondering how it was going for you after reading your posts at the time.

It depends on the school districts and the states, but yes. There are also some people who are very vocally against acceleration (i.e. more than algebra in the middle school) because it will widen the achievement gap. If the most any child can take in middle school is algebra 1, then there isn't as big a difference.

Check the syllabus for weighting. How do you know your final exam grade? Was it posted? Can you see the rest of your grade as well? Perhaps you forgot to turn in a 5% assignment or something.

They're very fatty. The way we usually cook them is to chop a roasting pan of potatoes, put the duck on a rack OVER the pan and let the fat drip down. The potatoes are amazing.

Does drinking the water out of an extremely shallow duck-pond count? Although for the grossest one I've ever heard, I'm ashamed to admit that it's a story my mother tells about me. Unfortunately, it seems that as a small child I used to pick my nose and wipe it on the wall, and this went unnoticed over a period of a couple of years (because it was behind the bed) until the bed was moved. (P.S. I promise I don't do this anymore.)

Yeah, it's a typo. There's no way to sum 4 consecutive multiples of 9 and get 99.

It also means, imo, that you shouldn't stop your child from reading books as free reading that are perfectly age-appropriate just because s/he can read higher level books. I 100% agree. But then I still love picture books now. As a matter of fact I gave my adult brother a picture book for Christmas last year and he loved it.

Firstly, I'd do my very best to preview the books for myself. But IMO, given that you've stated before that you often understand how to do a problem but not how to explain it, I would choose MM first. It's also easier to pick out a specific topic to work on. Saxon has a wide variety of problems every lesson. I think Saxon might appeal to you more personally, but I think MM will make it easier for you to explain in more than one way. Again, JMO and I'd try very hard to preview before switching. A main focus of MM's 3rd grade was on learning the multiplication tables. Maybe her method would help your dd if she's still struggling on that?

The vector has an x-component and a y-component when you write it as an ordered pair. The x-component is how far right/left you're going and the y-component is how far up/down you're going. So if your vector is (2, 3) starting at the origin, you'd plot (2, 3) and draw a line segment from the origin to (2, 3). Right? To get to (2, 3) you can move along the path of the vector itself, or you can move right 2 and then up 3. These are the lines that regentrude was telling you to draw in -- the moving right 2 and then up 3. Now, if your vector is going from (1, 1) to (3, 4), you'd plot both the points and draw the line segment between them. To visually find the x-component and y-component of the vectors, you can do the following. Add in the point (3, 1), and draw a line from (1, 1) to (3, 1) and thence to (3, 4). You can see that with the additional two lines drawn in, there is a right triangle with the vector at the hypotenuse. To find the x-coordinate, move along the horizontal line. You've gone 2 to the right, (from (1, 1) to (3, 1)), so your x-coordinate is +2. To find the y-coordinate, now move along the vertical line. You've gone 3 up (from (3, 1) to (3, 4)), so your y-coordinate is +3. Or you can just memorize the formula. But ... if you don't understand why the formula *works*, you're just picking formulas out of a hat until you hit the right one. The same thing goes for the distance formula, which you've mentioned your son struggling with before. Once the horizontal and vertical lines are drawn in (using the same triangle as above), you can see that the length of the vector is the hypotenuse, the length of the base is 2 and the length of the side is 3, and use the pythagorean theorem to find the length/distance of the vector. This is the origin of the formula. I do apologise for the inherent limitations of a text-based interface. :P

I would disagree with you about math, I really would. Although I definitely think there IS a place for lecture, students also need lots and lots of practice working problems in order to actually learn it. As was said about Spanish -- you only learn it if you use it. Working fewer examples in-class (I halved the number I presented) and allowing time to do the same problems as guided practice has raised the test scores of my students tremendously -- (I teach college btw.)

If they looked and smelled good enough to eat, they were almost certainly fine. Eggs start to stink long before they're dangerous to eat.

Sorry, I feel *cough, cough* so sick that I *cough, cough* just can't make it. :(

It was a couple weeks ago already :P

You're definitely kinder than my first reaction, which was "Who died and left you God?" It doesn't look snarky to me. It looks more like you're offering a reasonable suggestion.

Yes, exactly. Like the scene with the bear? "Laura, go right back to the house now." "But Ma, why? Aren't we going to milk Sukey? bla bla bla ... CHOMP"

So ... Is this speaking Il of the dead? (couldn't resist)