He won't be ready for Geometry until late spring likely, but I've started my search now since I realized Jacob's was difficult to find. I was wondering what you would suggest for an honors level Geometry course, but not something harder than honor's level. My oldest has been doing AoPS and it's worked out well so far. However, I'm not convinced that AoPS Geometry will be a good fit for him. He'll be done with Alg II by the end of this year, making him an older 10 or barely 11 when he's ready to start Geometry. (He's done AoPS Intro to Number Theory and wants to do Geometry before Probability). And though he's a strong math student, certain analytic problems are the ones he struggles most with in AoPS so I worry he won't have the math maturity required for AoPS Geometry. (I also figure we can always do AoPS later if desired when he's more ready). I've looked into Jacob's but it's really hard to find. Am I correct in thinking it's the 3rd edition, the "Seeing, Doing, Understanding" one that's the better option? It's difficult to find it for under $100 even without the teacher's guide. (Hence why I'm looking now - hoping prices drastically fall at some point during the year). I've also started looking into Geometry: A Guided Inquiry. Does anyone have any experience using that one? Or do you have other recommendations? I prefer something that's not computer based, but will use if I have to. I don't mind using the computer as a supplement - like using the Geometry Sketchpad with it. And though he easily qualified to take CTY courses, those are very pricey and computer based.

There are days that take over an hour for my son, and days that take 30 minutes. We didn't do the Pre-Algebra, but started with the Intro to Alg. I agree to tell your child that it could take two years and that moving more slowly is a GOOD thing since it means they're at the right level now. Alg I takes a year in public school, as does Alg II. So Intro to Alg taking two years makes sense - and it's much more advanced than what the public schools do. We're now on the second half of Intro to Alg and he does problems one day and exercises another. In the first half, it depended on the section. The review problems take 1-2 days depending on the chapter. The challenge problems take one day. There are chapters that we could do these in two days, but I've found he does best if we limit it to one day and reduce the number instead. Then he does Alcumus for one day before we move on to the next chapter. If I don't feel that he's learned it well enough, then he does Alcumus more. Alcumus explains the problems really well and is an excellent learning tool. We didn't do any formal math until first grade. Before AoPS, my son went through 3.5 levels of math in first grade. In second grade, he went through 2+ levels. In third grade, he did 2 more levels, which actually meant finishing up one, doing Pre-Alg, and doing half of Alg I. In 4th grade, we switched curriculums to AoPS and started with Alg I since the other program wasn't challenging him appropriately and was boring him (and me). The first half of AoPS Intro to Alg took him about 3/4 of a year. He took a break with Number theory, which took half a year, and is now doing the second half of the book, which I expect to take most of this year.

I explained struggling like using your muscles. If you exercise more than you're used to, then it's hard and your muscles may get tired. But they get bigger as a result. I explained that though he did learn with MUS, he didn't learn as much as he does with AoPS since he's now challenged. I also explained a study I had seen about math ability. It showed that people who were willing to struggle with math to get it ended up better at math - that it wasn't so much what they went in knowing but them not giving up. That idea - that smartness doesn't mean knowing the answers - really helped. I think gifted kids sometimes struggle with that more. They know they're advanced and think that means they're supposed to know how to everything. I made sure to change the focus to the struggle. I also told him that it was okay to get the problems wrong - that I cared more about the process than the answer. When going through his work, I made sure to point out what he did right in the thought process - or if he did something wrong other than a careless error, I pointed out why I understood why he did that but why it didn't work. He's also seen me work alongside him jump into a problem to only go down the wrong path and have to try something else. At the start, I had to sit by his side and lead him through the process. I had to ask him what to do next and give him ideas - and sometimes tell him, but it was a step here and there, not the whole problem. He now works mostly by himself with AoPS. He actually reached that point within a few months. I made sure to check up on him since there were some times that I had to tell him to go jump on his pogo stick if he was getting too frustrated. The idea was to teach him to relax his brain when he started getting too stressed to think clearly. Me coming in and stepping him through a problem or showing him what parts of the process he got correct was also helpful. He now normally refuses to go jump on the pogo stick - he wants to get the problems done first. But a simple few minutes of me showing him where he went wrong and where he went right gets him back on track. Also, I assigned all the challenge problems for quite a while. That was his least favorite day so we switched it to him picking so many of them. It might be picking 6 out of 8 or 9, but it gave him the control and now the challenge problem day is one of his favorite days. Another thing that was helpful was not assigning him too many problems if they were of the wrestling sort. The Intro to Alg book will end up taking him about 1.5 years by the time we're done. I've heard of it taking 2 years for some. And 1 year for others. We didn't do the online classes since I worried that would be too fast paced. I wanted him to feel that he had as much time as needed, so there was plenty of time for wrestling. We also don't do our maths by certain years. From the start, first grade, we've simply gone forward and started the next one when one ended. That's how he ended up so far ahead without skipping. With an advance student, it's also easy to point that out - that they're so far ahead that they have more than enough time to move slowly. That we could spend years on Algebra and he still wouldn't be behind the public school kids. He did have a rocky start due to having to change mindset. But I knew there was victory when about a month in he said, "I'm glad I'm homeschooled because that means I can be challenged in math." He was still getting frustrated a lot at that point and I was still having to help lead him through the process. At only 9 years old, he had learned to recognize that the challenge is a good thing. Switching to AoPS was worth it for the math, of course, but it was worth it for him to learn that lesson as well.

Agree that it depends on the child. My 10 year old starts to get very frustrated after 15 minutes stuck on one problem. But when he first started Intro to Alg last year at 9, he would get frustrated immediately if he didn't know how to do it. He had to be reprogrammed to learn that it's okay to struggle. The problem sets take different amounts of time. If he gets stuck and is starting to get frustrated to the point that he can't think straight, then I come in and ask him some questions or give him some hints and help guide him. A 16 year old may be more willing to spend an hour or more on just one problem, but my child isn't there yet. He has spent up to 2 hours on a problem set before, but it's usually 30-90 minutes. The total time spent isn't the issue with him, it's how much time of that is spent stuck. If he gets stuck and I guide him through, then he gets less stuck on the next problems. If he skips that problem to go back, then he has trouble relaxing his brain to focus since he's still bothered by the other problem.

My 10 year old boy spends a lot of time reading. He really loves video games so long ago we did reading time for video game time. If he reads for an hour, he gets 30 minutes of video game time. By doing this, he was more willing to look for books. I tried to get him interested in computer programming, but he wasn't that into it. There's lots of websites where you can make your own video games - some are quite simple and some are more complex. The legos and blocks are always out and being built with too. They like k-nex as well. For blocks, the Keva blocks have provided hours upon hours upon hours of play. They're really simple planks, but there is so much they can build with them. We got the contraption kits, and those come with two balls. They're just painted ping pong balls though so you could easily buy balls separately if you did a different set. Another favorite activity of the kids is to create a Wipeout course. I don't know if you've seen the show - but it's an difficult obstacle course. They'll use a kiddy pool filled with soapy water, boards, chairs, etc.

When my son switched to AoPS, it was a struggle at the start. He was used to knowing all the answers right away - and suddenly had to wrestle with the problems. He had done math without my help and suddenly needed me to sit by his side and lead him through the process. I didn't pre-teach as telling him how to do it completely, but worked through the discovery process with him, guiding him by asking questions and giving hints. It took a few months of that before he was ready to do AoPS himself. I had to guide him since he wasn't used to working hard for math. He wasn't used to the struggle being part of the process. There was some frustration during that process. But he gained so much. That being said, I doubt I'll use AoPS with my second child. She's a gifted math student but her thinking process is much different than my oldest's. She also is a perfectionist who gets extreme anxiety if she doesn't know what she's supposed to do right away - to the point that she can't calm down and work through it. She's not in Alg I yet, but we had to switch our curriculum to Life of Fred and it helped a lot with her anxiety. Right now, the plan is to continue with Life of Fred at Alg I level. As for Alg I taking a year, we don't worry about how long a course takes. We start another course when one ends. He finished the first half of AoPS before the end of the year, so I'd guess a year would be doable for many students - but it's okay if it takes longer. (I think it's only a semester for the online course though - that would have been too fast for him). We just pick up where we leave off and keep going forward. I love that about homeschooling - you can take longer than a year or less than a year and it works out great! *About Jacobs, where do you find those books? I've been considering using Jacobs Geometry for my oldest next year, since I'm not sure if he's ready for AoPS Geometry due to being a young student and math maturity. I've been searching the internet and it's hard to find them at a reasonable price.

My oldest found the AoPS Number Theory book a lot of fun! It was a lot easier than Intro to Alg for him and he really enjoyed it. (So much so that he would try to explain modular congruence to anyone who would listen, usually 9 and 10 year olds who looked at him blankly). We did it between the first and second half of Intro to Alg. (We're still in the second half so I have no experience with recommending other things). We have the C & P book on hand for when we need another detour. My son also started AoPS Intro to Alg at 9. He did do well with it, but it took me sitting with him for the first few months since his maturity wasn't quite there. He was willing to work through, but he needed me by his side. By the end of the year, he wanted me to instruct him as little as possible. Number Theory was a different story for the start. He started that much later the same year, so a couple months before he turned 10. He absolutely loved Intro to Number Theory and it was much easier than even the first half of Intro to Alg.

Agree to let her work at the pace she needs. That doesn't mean she needs to spend extra hours, since it sounds like she doesn't want to, but don't be afraid to move quickly when that's what she need. I did Math-U-See with my oldest two kids in first grade - and they went through 3.5 levels in first grade. My second ended up switching to LoF, but my first stayed with MUS until AoPS. AoPS slowed him way down since he finally got the depth in AoPS. I wouldn't worry too much about her siblings. If you think it's a big issue, then use a different curriculum for her so they can't compare as easily.

My oldest has always needed far less sleep than the norm. He was ready to drop his nap at 18 months. I would spend over an hour getting him to nap for 30 minutes - and it made him get less sleep in 24 hours with the nap than without it. I gave up by the time he turned 2. He slept less at night than all the charts said too. He slept all the way through the night for the first time at 4.5 years old. And has from there on out. He still needs less sleep than the norm and he's 10 years old. My second child actually needed more sleep than the norm. She is also gifted though they're gifted in very different academic way. She dropped her nap right before her 2nd b-day. She slept through the night for the first time right around her 5th birthday. But did pretty much every night from there on out. She does still sleep more hours at night total than most kids her age - even though she's 7 years old. I do not think my third child is gifted yet, but it wasn't obvious with my first at 4 years old either. (It was obvious with my middle child by 1. Both of my boys have sensory issues and that played a huge part in not knowing my oldest was gifted until those were under better control). He started working on dropping his nap at 2, but didn't drop it completely until 3. This was a pain since he had less sleep with his nap in 24 hours than without. He slept through the night quite early compared to the other two, doing it most of the time at 3 years old. He still woke on occasion though. After he turned 4, however, he slept completely through the night pretty much every night unless he had a bad dream. He sleeps less than the norm for kids his age in hours. This means that my 7 year old goes to bed 30-45 minutes before the 4 year old and wakes up 30-60 minutes later than him! I've also noticed they deal with not having enough sleep differently. The boys can handle it quite well but my daughter cannot cope at all if she doesn't get enough sleep. She's also the only one of the three who gets terrible anxiety if she can't fall asleep fast enough - which can make it take even longer. We've switched bedtime to include a reading-in-bed period and that has really helped her stress level reduce and calm her brain some. (Reading before bed has the opposite effect on my though). My mother said that me and my siblings all dropped our nap well before 2. And that she and her two sisters were done with naps by 2 as well. So, I wonder if there's a genetic component.

I'm not sure the age/level of your younger child but the PASS test by Hewitt is great for different levels. It's for grades 3-8, but I'm certain my oldest would max out in math easily by 5th grade so keep your child in mind. He took it in 3rd grade. It was at home, untimed, and parent-administered. It did take a few weeks for the results. I think it cost $26 when he did it. You do pretests in each sectionto determine which test to take. There were three sections. You can take different levels for different sections. For the results, you actually get compared to kids the same age/grade - whatever grade level you say your child is in. And compared to both all the kids and to homeschoolers only, since the homeschoolers have higher percentages. (Also, if your child is a younger math grade and you want the harder test booklet, write that in the notes. I hadn't known there was an upper and lower math book so they send me the lower one, since he was 3rd grade. They then emailed me the upper math when I realized they hadn't sent the right level for him).

I wondered about Descartes Cove when I saw the sale price. I'm hesitant since it says grades 6-8. My child is only a 5th grader but he's already finished AoPS Alg I and is almost done with AoPS Intro to Number Theory. I'm wondering if Descartes Cove would be too easy. He might still enjoy it - but I want him to actually learn something if I pay that kind of money.

I wouldn't do what I think of when I think of a gap year - but unschooling is different since then you can meet the legal requirements. Plus, I'd want to make sure that there's some math/reading in there in some way - though it can use the real world instead of books. I'd want the child to feel like they were still moving forward though, not taking a year off. So, I'd be more inclined to call it second year of 8th grade or project-based 8th grade or something to the child. Though not homeschooling, one of my brothers did 9th grade twice, though he passed easily the first time. He moved from one school to another and desperately needed an extra year for maturity. The second school was more demanding than the first as well. It was a great decision on my parents' part. There was a time they didn't expect him to graduate high school - due to maturity and some other issues, not intellect. He finished high school and went on to college. He didn't fully finish college, but he came close which is pretty impressive for a kid they were just focusing on trying to get through high school. I'm a former middle/high school math teacher. I noticed that most students seemed to actually lose maturity between 8th and 9th grade. So, from that standpoint, doing a second 8th grade could be very helpful.

As for reading, my oldest could barely sound out "mat sat" at the start of first grade. He was reading Harry Potter by the end of first grade. It was about being developmentally ready so he caught up once he was ready. His speech was delayed, as were/are all three of my kids. He did have three years of speech therapy for that and ended up average for speech. His fine motor skills were behind. He's now 10 and they're finally caught up for a boy, meaning probably behind most girls his age still. His gross motor skills were actually ahead as a baby but behind by the time he was 3. They're still behind but not so much that other kids really notice unless they're doing some sport. Tennis has been very helpful with that. Soccer was not. (But he enjoyed it, so he did lots of soccer until the other players started getting too serious about it and coaches that were supposed to play kids all at least half the game started playing him less than that). As for early drawing, my daughter could draw and color much better at 2 than my oldest son at 5. He simply didn't care. Once he liked to draw, his pictures were stories, not nouns. That meant lots of scribbling but it was fun to listen to him draw. My second boy also draws in stories, not in simple nouns. His fine motor skills aren't nearly as behind as my oldest's were, but they're no where near where my daughter's was at the same age. My oldest did notice that his little sister could draw and color better than he could. He didn't care about the coloring - since there was so much stillness involved in that. She's was a rule follower and he was an out-of-the-box thinker. Their coloring and drawing reflected that. The world needs both types of people! I did have to emphasis that people have different strengths and that her strengths didn't take away from his. I explained it like walking. He walked at 9 months. His sister at 11 months. His little brother at 16 months. That didn't mean one was better at walking or even sports later on. It just meant they did it earlier. As long as they all learned to do it, then it was good.

We don't do grades. My oldest does do spelling pretests though. They're supposed to be the post-tests but by now, he's pretty good at spelling and ready to be done so this speeds up the process. (We actually skipped them before this since testing wasn't really needed). I don't even tell him how many he gets wrong. I just mark down which spelling lessons we need to do after the pre-test and then start in on the lessons the next day. Initially we did all the spelling lessons. But I also use it for handwriting so it's okay if some is too easy that way. My oldest needed more work on his handwriting than spelling so it worked out. (It wasn't graded still. If it was too messy or incorrect, he fixed it).

Also consider using Intro to Number Theory or Intro to Probability between Alg I and Alg II. Though my child did great with Alg I, there were two small sections that he struggled with - two sections that even after I explained it, I don't think he fully understood it. He was able to stumble through the problems, but I don't think it was full mastery. So, we took a break after Alg I for Intro to Number Theory. It is not nearly as difficult, but he loves it since it's more like playing with numbers to him. We'll go back into the book for Alg II once Intro to Number Theory is finished. This is an easy way to keep moving forward and learning if your child needs a little more time for math maturity before continuing on.

We discovered AoPS for Alg I for my oldest and it's been wonderful! It was definitely a transition, as he also was used to math being super easy. I explained it like our muscles. That if we exercise a lot then it's hard and our muscles get sore. But our muscles get stronger and there's more gain, more growth. Since he's a math wiz, he's also Mr. Logical, so that explanation really helped him. I had to sit by his side the entire time at the start of AoPS, but he was doing it independently within a few months. There were a few tears at the start - and several times that I had to send him to go on his pogo stick to work out frustrations. He was a younger student, barely past his 9th b-day when he started Intro to Alg, so he was borderline on the maturity needed for AoPS. But he got there within a few months and learned so much and continues to learn. Even with the struggle initially, he told me he was glad he was homeschooled since it meant he was challenged in math. As for high school credit courses, I'm keeping tract of all high school level courses and will decide later what to put on his transcript. He will still do four years of math in high school. But I'm not so sure about leaving off all pre-9th grade math courses. He has Alg I done and Intro to Number Theory almost done. He'll have Alg II done by the end of this school year, which is 5th grade. Then he may do Geometry in 6th grade. Then we'll figure it out from there. I don't know his path yet. He may go to a public boarding math/science school - that is only 11th/12th grade and has college credit math courses. He may graduate from high school early. (I've been opposed to grade skipping him yet in case he decides on the boarding school route). He may do dual enrollment for pre-engineering. He may just continue to have rigorous work and graduate on time. I don't know. I feel it's too early to know what path he should take. He's too young to really know other thank knowing that he wants to be an engineer.

About AoPS, it takes a certain type of student and a certain type of maturity to be able to handle it. My oldest did Pre-Alg in 3rd grade and I hadn't known about AoPS then so we were in a different curriculum. He did Alg I AoPS in 4th grade though. It went well but there was an adjustment period. I really don't think he would have had the maturity for AoPS in 3rd grade for Pre-Alg. With a second grader, the chances are even smaller. So, based on her age, I'd do LoF Pre-Alg first. Our plan is to use LoF as the main text for our second child soon. She started with MUS and will switch to just LoF once she finishes MUS Delta, their 4th level. I figure I can add in more problems for practice if needed.

Perhaps he's defining smart incorrectly. One thing I had to teach my oldest, and am still working hard to teach my middle child, is that being smart isn't about knowing all the answers all the time. My middle child is an anxiety-ridden perfectionist, so it's a struggle. My oldest, also 10 years old, zipped through math and then we found AoPS so he finally had to actually work at it, so he went through a transition. I taught him that a huge part of smart is being willing to not give up when things get tough. That sticking with it and working hard make you a lot smarter. I explain the brain like a muscle. If you exercise a lot, you may be sore and it may be ha rd, but then your muscles build stronger as a result. Just doing work that you know the answers to don't give you growth. With math, I explained to him that this curriculum was a lot different than the one we used before, that this one was a brain workout. I explained that he would get more wrong now - but that was okay since he was now moving forward and learning a lot more. I had to teach him that the struggle was part of the process and that the struggle was actually a good thing. The struggle didn't mean he wasn't smart - it meant that we had finally found a curriculum that would teach him more. (Having a proper amount of struggle was important too. He does breeze through most of his subjects. If I had put everything on the struggle level, it would have been too overwhelming for him).

I don't have any comments on those curriculums but wanted to let you know that my daughter had great success with cursive at 6. My oldest two learned cursive at the same time. One was ready at 6 and one not until 9. I used the Handwriting Without Tears workbooks. I liked the explanations at the top of the page. My daughter easily did the 3rd grade level cursive book, though they now have a 2nd grade one out. My son, the 4th grader who had never done cursive, decided on the 4th grade book just because he didn't want the same level as his sister - and he also did well. So, as far as picking a cursive level, neither of my kids picked the typical level for their ability (my oldest) or their age (my middle) and it was fine.

I decided against the classes for now. (And the camp, but I would have done the camp if we had the money. They look awesome and get wonderful reviews. There's none close enough to us for daycamp). I had my child do the testing because he had never taken a timed test in his life - at 4th grade. He had never tested on a computer. And he had never taken a test outside of home. So, I wanted him to do it as practice when I didn't really care about the results, especially since he tends to make lots of careless errors. He very easily qualified in math, which was not a surprise. What was a surprise was that he qualified in verbal. I knew he was a smart kid in verbal, but his extraordinary math/science skill had overshadowed me realizing that perhaps I should treat him like a gifted kid in that area as well. So, the test was useful both for experience and to help adjust my reality. He's entering 5th grade this year and I feel like I can meet his needs quite well. He has that test done though so if we decide to use any classes for 6th grade, it's out of the way. (Or if he had bombed the test due to the testing environment, we would have had another year to try again). Our options are increased. We aren't planning on using any of our extra options this coming school year, but it's nice to know we can.

At 4, my oldest was far from being ready to read. He had zero interest until a little a few months after his 6th b-day, at the start of first grade. He struggled to read "mat sat" at the start of first grade. By the end, he was reading Harry Potter. He simply wasn't developmentally ready yet. I think of reading like walking. Some kids will do it young. Some will do it later. But there's a huge range of normal. At 4, I would not be concerned. My second child was reading at 3 - but her reading level by her 7th b-day was the exact same as my oldest's was at the same age! My early reader and later reader ended up in the same spot. (Both of those kids did have severe articulation delays, so I'm not sure how/if that played a part since they took different paths but had the same struggles with speech).

They're saying that 11th graders can enter the program, not a certain age, and get dual credit for high school and college. They're with just other high school jrs the first year. They do some classes at their local high school or homeschool and the rest at the college. At 12th grade, the classes are with other college students. There is an agreement with the state colleges to accept those credits. The magnet school also has an agreement with the state colleges to accept the credit.

For science and social studies, I followed my kids needs and interests. We went to the library. We used the internet. They came up with projects and things they wanted to learn about. I haven't a clue what grade level they were doing at that age or currently, since I didn't use formal curriculums for those subjects. (I should also add that I'm not a classical homeschooler, but an eclectic one. I come to these boards because I've found the best curriculum suggestions here. Plus, it's nice to have a gifted forum). For reading, my kids read what they wanted. I do suggest books sometimes. We do a mix of classics and modern lit. Again, I don't have to worry about grade level that way. For math, we did use a formal curriculum. That took a bit more ironing out - my oldest was using math-u-see which was easy for him so we did rapid acceleration until I learned about Art of Problem Solving. He started the Intro to Alg in 4th grade. There is a Pre-Algebra for that series as well. For grammar/writing/vocab, we use Michael Clay Thompson. The first level is fairly simple though so we supplemented with extra writing. The second level steps it up though. My middle child will be using just Life of Fred by the time she's in third grade. She's finishing up first grade now and insists on doing both LoF and MUS until she's done with Delta, which will be at the start of 2nd. I love AoPS, but I doubt my middle child has the right personality for it, so we'll likely do LoF for a while. As for being profoundly gifted, I have not had my kids tested so I really don't know their labels. I would guess my oldest is just gifted in language arts but highly or profoundly gifted in math/science.

Thanks all. The pre-engineering program is a dual enrollment program. I'm not opposed to him being a transfer student later on and am not sure why that would be a big issue. (Please enlighten me if there's something I haven't thought of!) The magnet school's issue is that they don't want kids to apply who aren't current sophomores. It is for advanced kids and they have several college level courses - like Differential Equations, not College Algebra. I would need to make sure that his course work makes him look like he's a sophomore officially when he applies. It's not just about credits, but specific courses - like they need to have two lab sciences by the time they start there. But if he had three combined with all his maths that will easily be college level by then, I worry that they'll say he's not the right year. The school is amazing and though I could homeschool science/engineering, I would not have access to labs like they have. (I should say hubby can handle homeschooling engineering. I can handle science and math). The magnet school's resources look better than the area colleges! The magnet school will allow a sophomore who is a year younger due to a grade skip however, but as a parent, I'm not so sure about that. Perhaps that's something I would have to consider and that way I could just follow his lead. I haven't contacted the colleges directly, but a quick look on their pages says he would be too young to take college classes at them for a long time - 16 as a minimum. (The Pre-engineering program did not have an age on it, just grade levels).

We used PASS last year, in 3rd grade. (I can't remember what it stands for other than Personalized Assessment. Make sure you're not looking up the one that starts with Palmetto). It's for grades 3-8. You aren't given a specific grade level but do a pretest to figure out what level to test on in the three sections. I think it cost $26 when my son took it last year. It was at-home and untimed. I sent the test to them for scoring. It worked well for that year. It was a nice super low-stress testing experience. However, I worried that math would actually hit the ceiling already this year since he's so advanced there. He's advanced in verbal as well, but I doubt he would hit the ceiling for that this year. He did the SCAT at the 6th grade level as part of the John Hopkins talent search this year. They have the child do a test 2-3 years above grade level. That was a very fast test and I'm not sure how much the results really mean, since there wasn't much to it. However, it was a good experience for him to take a test on the computer for the first time and to take it at a testing center for the first time as well. It was only two sections 22 minutes long each and he took far less. If it hadn't been for too many careless errors, he would have hit the ceiling on that test in math as well, but we were doing it for the formal computer testing experience.