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kohlby

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  1. I don't know where my child's info at this second. I have an idea, but only because my state requires we keep a porfolio and I think it's in there. He took them at 11, which was 7th grade, and I also figured it didn't matter what the registration number was - since scores aren't kept unless requested and I didn't request it.
  2. I also called on the day they were released online. The recording before I spoke to a person mentioned I'd be charged to get the score, but since he was under 13, they did not charge. I can't remember how many weeks it was after they took the test. I found that info online.
  3. I had read how much harder AoPS Geometry was - that the type of thinking was harder for students. As a former math teacher, I get that some kids are more Algebra kids and some are more Geometry. However, when it comes to something like proofs, math maturity plays and enormous part. I saw honors math 9th graders struggle a lot more with proofs than college prep level 10th graders. It came down to not having that math maturity needed for proofs. Knowing this, I was very hesitant to have my eldest do AoPS for Geometry since my child was much younger than 9th grade when the time came for Geometry. He did half of Intro to Alg. Then Intro to Number Theory. Then the rest of Intro to Alg. I was ready to have him do Jacobs Geometry - but he wanted AoPS. He really, really wanted it. So, I let him. And he didn't find it any harder than Intro to Alg!
  4. Oops - The title was correct but I wrote Pre-Algebra instead of Pre-Calculus in the body. It's important for the child to be able to pace himself so that's why we aren't going to do online. Someone else found what I was looking for on the other board. Thanks for trying - It would have been easier if I had written my post correctly! As for why we want to not do everything, it's because he's already done a lot of Pre-Calculus but I don't want him to move into Calculus yet. AoPS will give him the problems in a different way than the other curriculum he already used. He did AoPS Intro to Algebra (every single question), AoPS Intro to Number Theory, AoPS Geometry, LoF Advanced Algebra, and is finishing up LoF Trig. LoF's next book is Calculus but now that he has a little more age/maturity, we're going back into AoPS. He loved AoPS but without the extra support of Alcumus, I wanted to make sure he had full understanding. (Last I checked, only the intro books had Alcumus).
  5. There was a list a while ago posted that had the essential chapters/sections that a student should do for Pre-Calculus in AoPS. I wrote that list down but can't remember where I put it. And I couldn't find the post when I searched. Does anyone know where that post is or what the chapters were? *Edited because I accidentally wrote Pre-Algebra in the body instead of Pre-Calculus.
  6. I saw a post a while ago that listed the essential chapters and sections in AoPS Pre-Calculus. I couldn't find that thread when I searched though. Does anyone remember where that list was or know what was on that list?
  7. I was wondering about the overwhelming factor for your child as well. My son moved out of a different curriculum for AoPS at Intro to Algebra. He did not do the online class. He started soon after turning 9. There is no way he would have been able to handle the online class, just for the time element. He had to shift gears in his thinking. The hardest thing was that he was used to math being easy - and suddenly, it wasn't. He had to learn to meet that challenge and wrestle with problems. He did adapt to AoPS and loves it. If he had done the online route, we wouldn't have had the time to work out the kinks. A lot of advanced kids never learn to struggle - so though I love AoPS for the content and teaching methods, I love that he learned to actually like the struggle! Also, think about your child's personality. Does he love to do math problems in his spare time? Mine does not normally. (Number Theory was an exception). He loves AoPS and refuses to move out of it - even though I think the Geometry might be a little too much of a challenge at 11, but he wants to stay with it. He would rather have the more challenging math. But he wants plenty of time to play Pokémon and Minecraft. That was another reason I didn't want to do the online class - the time. I wanted him to feel like he still had plenty of time to do what he wanted. There are kids for whom math problems can be what they want to do in their extra time. But mine is up for the challenge, as long as it doesn't cut into his play time too much!
  8. For curriculum, MCT and AoPS have worked wonderfully for my eldest. MCT and LoF have worked well for my middle child. I've also used some Zaccaro to supplement both and that's worked well. My middle child is a bit of a perfectionist who gets frustrated if she doesn't know the answers immediately, so we've been working on problem solving doing One Hour Mysteries and things of that sort and it's really helping her thought process and being open to not knowing the answers immediately. We also make sure there's tons of play time. They're advanced kids, but they're not the type of advanced kids who like to spend hours doing academics. So we make sure the formal work doesn't get in the way of plenty of play time. And on that note - another essential has been tons of white blank paper and colored pencils.
  9. My eldest usually breaks up each section - doing the problems one day and the exercises the next. I save Alcumus for their own days. There have been reviews sections that I've broken up, though I can't remember at what point we did this but it's not every one. Usually, it was 2 days. And challenge problems also got their own day. My eldest is advanced and does very well with AoPS, but he is also a kid who likes to have maximum time for play. So, having the problems/exercising/Alcumus on different days really helped this. I also found he was more willing to struggle through any particularly difficult problems if I broke it up. In the first 13/14 chapters, I had him do every single challenge problem in Intro to Alg. We switched that up for the second half - I would tell him to pick 6-8 problems from the challenge section to do. I found that caused him to focus much better. And since he was doing every single problem in the other section, it wasn't a big deal. When he did the Intro to Alg book, I just looked ahead of time to see how to break it up, since not all sections are going to take the same amount of time. I think it took 30-90 minutes, with 45 minutes being the most common. He's done 6 chapters of Intro to Geometry so far and I think I must be breaking that up almost too much - as most seem to take him less than 30 minutes. But I've heard the Geometry can be trickier for students and he's younger than the norm for Geometry so I want to make sure he takes his time.
  10. We found that MUS worked great to get the basics down but was then very watered down after that. Pre-Algebra was on the weaker side, but my child enjoyed it so he did it. Then he started the Alg I. I wanted to love it. MUS had worked so well from the start so we kept hoping it would improve. He switched out half-way through. It wasn't a strong Alg I program, but that also caused it to bore us both. So, though it can be a wonderful step for some kids, it was not a good fit for my child. He switched out and started AoPS Intro to Algebra after that and did well. As for age, we don't worry too much about that. We're figuring it out as we go. He doesn't do so much math a year, but speeds up and slows down as needed. He started AoPS Intro to Alg at the start of 4th grade. I do think doing AoPS any earlier wouldn't have worked for him due to the maturity. However, I could have spent that MUS Alg I time in 3rd grade doing something like the Key to Alg instead of MUS. He absolutely loved AoPS Intro to Number Theory. So, that's another option. There's also an Intro to Probability course. Neither of those are full year courses, but they're nice to add something. There's far more maths possible that the traditional public school courses out there so I am not concerned.
  11. I can't remember what chapter it was in, but it was one of the extra exploratory type questions from a math competition. (It was not in the normal problem set). It had a rectangle broken up into different sized squares and he had to figure out the area of the rectangle. I could have easily let him skip that question - but it was actually quite fun to go through it!
  12. I thought Intro to Geometry was before Advanced Algebra, meaning it should be easier? My son is only 6 chapter in with Intro to Geometry so far, so I can't comment about super hard chapters yet fully. However, I was VERY nervous about him doing AoPS Intro to Geometry as a younger student after reading how challenging it was. I even went as far as getting Jacobs 2nd edition as a backup in case he wasn't ready. So far, Intro to Geometry is going just fine and hasn't been an overwhelming challenge. There has been one problem that we did spend an hour on so far. But I knew it would take a while and wanted him to work though it - but it's the only problem I assigned that day. It was a very interesting problem and I wanted him to see how it all worked together. I'm glad we didn't skip it. Could you not worry about pacing? That way, whether he gets 1 problem done or 1 set, it doesn't really matter.
  13. It does not look like tons of prep work to me. It is the parent being a facilitator, which is different than how we normally do social studies, as my eldest normally prefers to work completely independently. I'm excited to try this out though. Our school year starts June 1st and I have a feeling he'll want to start with this unit right away. I'll try to remember to update how it went. (But feel free to remind me if I forget!)
  14. I grew up with a genius older brother, so it took a bit to realize it. I was happy to do what was needed to please the teacher and was well-behaved, shy, and never rocked the boat. At an assembly at the end of 6th grade, they called up all the students who had qualified to take the SAT. Out of nearly 200 students, there were 5 of us. I was standing with the kids I had thought were the smartest kids before that even. That really surprised me to be linked with that group. I knew my math scores were always good - and math class wasn't challenging enough for me, but it hadn't been a big deal. Then suddenly, I was standing with kids that I hadn't thought I was like. This also meant it took longer to realize my eldest was gifted. He has sensory issues which did get in the way of noticing it. But he also is gifted in ways very similarly to me. So, for a while, I thought it was pretty normal. Homeschooling helped, as he could move at his own pace. That meant a point came when it was obvious that he was way ahead of kids of a similar age.
  15. I went! I did make time to see her. It came down to free dinner at the hotel or listen to her talk and I picked her. She was wonderful! She's working on changing all the PBL units to problem studies for one. She said that the Ferret Ecology one really didn't have that much different, that it was easy to break down. There was more changed in the Black Death/Plague unit in the order due to the way that had been set up. She said that once a parent has done a problem based unit for one unit, they should be able to see how to break down the problem based learning units. However, they will all be broken down to problem based units for one eventually. (Reading through the threads here, it seemed that Hull House was one that really needed breaking down for one student though, so I'm not about to attempt that one unless it's the "for one" unit). I purchased the Black Death/Plague for one unit to use next year with my eldest.
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