Yeah but it doesn't taste good.

Still remember my granny telling all the little old ladies at her garden club that her granddaughter really wanted bull semen for her birthday.

How did I miss this? It's coming my way.

Middle-of-the-road IMO. Solid enough for anyone who wants to major in anything to use it for college-prep. Very friendly. I've only gone through the samples but I liked it a lot. I also very much agree with her philosophy about teaching fewer rules and shortcuts, allowing the students to discover them themselves when they're ready. I feel that often we teach too many shortcuts to students and algebra turns into a memory game rather than understanding.

Yeah, it only might do weird stuff to the texture. I scramble them if they've frozen because I can't get the soft runny yolk I like.

I'm listening eagerly too. I'm having my knees MRI'd tomorrow to see if I also have this :/

Have him copy the problems, leaving LARGE amounts of space, and then check his copying. Then have him do the work and check that. Separate the skills for now.

Oh! Once, for a pillow on the train, I packed a pillowcase filled with squishy clothes (no buckles or buttons or stuff). It was an amazing space-saver.

I have ridden Amtrak and it was quite comfortable. I no longer do because I no longer live near a train station. It is nice to be able to get up and walk around etc. and it is much easier to take your own food (the train food is incredibly expensive) than it is on an airplane. As far as packing light, the one thing I consider incredibly important is making sure you have enough underpants. I pack mine last, roll them tightly and fit them into the nooks/crannies/outside packages. If possible, pick clothes (especially trousers) that you are ok with re-wearing -- they occupy a lot more space than tightly rolled tops and underwear. I pack a grocery bag and put worn underwear and anything else that I'm not re-wearing into it so that I'm 100% aware of what I've got left and also so that if it's smelly it's not contaminating the rest of my luggage.

Aah that makes it so much harder. I'd look into something like Lial's/Martin-Gay as these are designed for students with varied backgrounds, getting them on the same page. They'll be plenty prepared for Foerster.

Math mammoth fractions worktexts -- http://www.mathmammoth.com/blue-series.php -- very affordable.

What arithmetic are you using?

Honestly if you're looking to outsource after algebra 1, I'd stay with CLE since it ends (in the format she likes) after algebra 1 and she loves it. If you were looking to do Saxon Algebra 2/Advanced Math I would recommend switching.

Pushing *everyone* into algebra 1 regardless of preparedness is what they're talking about. While I absolutely, 100% think that prepared students should be encouraged to take algebra 1, I find it utterly and completely ludicrous to make it the *lowest* math class allowed.

... please tell me you planted okra at some point ... how can you not ... with a name like that

If she knows where she wants to go and is in the 90th percentile for their students, I can't see a good reason why not to do it.

Another voice for Algebra 1 in 9th is totally reasonable. Keep doing CLE since it's working. If she keeps with her plan of being a hairdresser, I'd look into a high school consumer math book for senior year -- senior year is early enough for a student to choose, and it would be a useful elective. I wouldn't worry about which one now -- when it gets close to that time, if her plans have not changed, rainbow resource lists several options.

Yes. Also things such as class cancellations may be sent out via e-mail.

The only things that I'd feel really uncomfortable switching to after Horizons or CLE algebra 1 would be something like Saxon with math integrated or something like Videotext with a totally different scope and sequence. You really want to choose before the algebra/geometry sequence whether you're going integrated or not, but other than that you really can move around quite a bit. You just don't want to move huge steps on the difficulty level (such as going tt algebra 1 to aops algebra 2) as many students find jumps like that excessively challenging. But both of these are pretty middle-of-the-road algebra programs. If you don't want to teach, there's Derek Owens, Jann in TX, Tabletclass, Teaching Textbooks, and video instruction such as Chalkdust, Math Without Borders (video instruction for Foerster since you mentioned it), and probably more that aren't at the top of my head right now. If those are a bit too high priced and you're looking for a book, a used college intermediate algebra textbook such as Lial, Larson, Martin-Gay, or any other author, or Math:A Fresh Approach should all be reasonable.

I would look into something like Lial's BCM actually and have him test through it. If he makes an A on the chapter test, move to the next chapter. If he makes a B/C on the chapter test, teach the topics he did not get and then work the chapter review exercises for practice. If he makes lower than that, work the whole chapter. After BCM, given his age, I'd go directly into algebra unless he struggled quite a bit. If he really is ready for algebra, he should be able to get most of the chapter tests in BCM and be in algebra within a month. If he is not ready for algebra, it is much easier to find out by having him do chapter tests in an easier book than having him pounding his head against the wall in algebra class. Working to catch up is good. But too much haste is not a good idea. The number one reason my students struggle in math classes in college is not lack of ability to understand the new material. It is a lack of facility with pre-algebra and algebra 1. He really needs to be rock-solid in order to do well on college entrance exams (if he is college-bound) or in life skills such as carpentry etc. if he is trade-bound.

Can she wear boys' jeans? I almost solely wear men's jeans or older thrift store jeans now because everything I find is skinny jeans which don't fit my stupid legs.

I love this, I really do. It's put into words what I've come to believe.

I would do tests until you get to one where she doesn't make an A (90%), then start on the lessons covered by that test. If she makes an A, but not 100%, I would still re-teach and have her correct the problems she got wrong, but I wouldn't make her start there.

If there was one small thing that my student hadn't been taught that might hold them in a level of arithmetic that wasn't appropriate for them, I would absolutely teach it.

Most PS texts have far more problems than needed. I'd look at doing just odds/evens, and then if he struggles with those or can't do them when you do a test, doing the other half for additional practice.