You can either set it to choose random problems from any math area or just set it for prealgebra. You can tell it to follow the prealgebra book or do random topics. As more problems are done correctly it will progress in difficulty. Some of how you set it up may depend on the personality of your child. I have shown my son how to turn on and off different subjects so he can vary it however he feels like. I tend to say go do some alcumus and then trust that whatever time was well spent. I would not usually say do a certain amount of problems as some take much more time than others. Also, my son doesn't like to get the problems wrong. If he's really stuck rather than skip a problem, he likes to go look it up or ask me for help. I'm about to start a second son on alcumus and I'm sure he'll approach it very differently.

oops.

I'm combining Barton with AAS for my dyslexic. Barton teaches the student how to use a spell-checker for any confusing words. I think it is better to always use a spell-checker or ask for help if you don't know the word - in other words, recognizing that you are not sure how to spell a word is a huge first step in learning how to spell it since you are not practicing a wrong spelling. Also, lots and lots of repitition of difficult words so that they will become more automatic.

I haven't used the old, but looked at both recently and I bought the new. From what the author says, the vocabulary is basically the same in both. THe new edition has a lot more history, pictures, activities and is more appealling to the eye. THe new edition is also twice as long and comes in two books. I bought the new because it looked more appealling.

If you are going to do Beast Academy anyway, that is a full curriculum. I would supplement as you wish, but I wouldn't worry about MEP not covering something if you are going to contniue with Beast Academy.

I taught the Inquiry in Action in a co-op setting this year. It was very good, but somewhat dry. It is easy to implement and covers lots of material. I taught all seven units. I looked at the Middle school level of chem. and showed it to my kids. They thought it looked boring and would rather learn from library books and beautiful books like the elements. I teach from the Illustrated Guide to Home Chem Experiments so I'm the odd one out that actually has the chemicals and equipment to do any experiments I want with my younger kids.

The Tourette Syndrome Association has a lot of good information on their site. Speaking as both a pediatrician and a mom of two kids with Tourette's, I would tell your doctor specificallly what you are concerned about. Also, I think it is worthwhile to be evaluated by a nuerologist who deals with Tourettes. They are able to determine if the movements are tics as well as if the tics are caused by other problems. They can also be a wealth of information for you as a parent. I'll have to get back with you on some good books. The ones on my bookshelf are good, but too technical - I've borrowed a bunch of good books from our Children's Hospital library, but I don't have the names at my fingertips. LOTS of kids tic. Many have multiple tics that are bad enough to be diagnosed as mild Tourettes, but not bothersome enough to want to do anything about. There are some good non-medicine treatments that are very effective with some training. Just having some information and a diagnosis makes it much easier to explain to others that the cough is just a tic, etc. Also, it often helps the child understand what is going on.

I don't think so. I think a child needs to be challenged, but not overwhelmed. Starting young students in a hard AoPS course may be overwhelming mainly because they don't have the background and may have never struggled through solving a problem before. Too many kids don't want to be challenged. If they can't do it all, then they think they're not smart... I would be careful about easing your child into AoPS, but I don't think only the gifted should tackle it. I think AoPS is trying to lay some of the groundwork of thinking through challeging problems in elementary school by creating Beast Academy. This has been tremendous for my dyslexic, math struggling daughter. It doesn't have too many problems, but makes her think about every single one. I love how I see her interact with the problems and the learning.

Seeing that you plan on starting algebra at an early age, you might think about expanding math more broadly into number theory and/or probability. Art of Problem Solving has some great articles on their website about the "trap" of getting to calculus too early just because you can and not broadening the base of math instead.

I want to come. If I'm not beat, I'll show up.

You seem to be getting lots of opinions, so I'll throw mine in as well.:001_smile: The Middle School Math Competition book is a great book for preparing for mathcounts, but a student who hasn't had algebra and other topics would likely find it way too hard to learn from. It is best used after some exposure to the topics. Alcumus is a great source and free. It is on the AoPS website. When my son was in sixth grade we started doing the Mathcount mini's produced by AoPS for Mathcounts. If you register as a coach on the mathcounts site (and you can be the coach of one) then you can access the worksheets and solutions that accompany the video teaching. Each one is on a new topic. The worksheets start with relatively easy problems and lead you up to a problem that is usually about state level mathcounts. The video teaches how to do that problem and then there are more similar problems to do as a follow up. Some are appropriate for students at a prealgebra level and others are harder. Also on the mathcounts website, you can access this years school, chapter and state level tests. These are great starting points as well. I wouldn't tackle the Art of Problem Solving Vol. 1 until after algebra. Most of it would be too hard. The prealgebra book is great, but I'm not sure if you are interested in that route at all. It has some introductory algebra, geometry, probability and number theory in it. If you do get this, you might just look at the end of chapter questions unless they are too hard and then go back and learn from the chapter. This has lots of past competion math problems in it as well. As Kathy mentioned, the Mathcounts handbook also has lots of problems in it. It is available for free download on the mathcounts website as well. Mathcount minis remain a favorite at this home.

You might like Excellence in Literature.

For Barton, a new level comes with all the new tiles that you need for that level. You still need all the previous level's tiles as well.

It sounds like a great plan. If you find that she needs more structure or you feel she needs a specific subject taught more, then you can add that in. Student led learnging is fantastic.

I've used both Barton and AAS. If you are looking for help with reading (especially multisyllable words), I'd stick with Barton. Level three picks up a lot in complexity and level four really starts to get into multi syllable words.

Thanks for this. It looks really good.

Your pace is similar to what we do.

I've used both. My kids and I prefer Atelier. I like that I don't have to plan anything. I already have basic art supplies so we just pop in the dvd and move on to the next lesson. My first impression was that some of the teaching was "cheesy", but my kids and all the neighbor kids have loved the teaching and projects. Artistic Persuit is more mom teaching and we didn't respond to the project as well. It's a great book, but didn't fit us as well. Maybe I'll pull it out with my new little artist this summer.

My son LOVES Art of Problem Geometry. I know he's an oddball in terms of loving geometry at all.

I support chess and my kids compete - I even know one that went to Texas Tech on a chess scholarship. However, I'm not sure how I feel about moving the entire team from Tx Tech to Webster U. in St. Louis. I assume that part of the college experience is more than chess - like other academic persuits.

Beast Academy is a full math curriculum put out by Art of Problems Solving. So far only the first half of 3rd grade has been published. This is the first time I've been excited and impressed by a math curriculum for elementary. It's presented in a fun way and is engaging. Time will tell, but I think it will make my daughter into a kid who will probably be better than math than most, but still not go into a mathy field. By the way, I'm using it with a bright child who is dyslexic and struggles with math. She can't read the book on her own so needs help there. She struggles and interacts with the problems, but wants to figure everything out on her own. How she interacts with this program is exciting and different than any math program she's used before.

I'm not sure, but if it were my child I'd email the folks at Art of Problem Solving and ask them for direction.

From what you say, I'd probably do the Counting and Probability/Number theory with geometry spread over two years. Geometry is my son's favorite of all the books - but he just see it. Most find that geometry is the hardest of the intro books. Aim for about a chapter of geometry per month and then whatever pace for the other books to go along with it. Everything in geometry has to do with proofs, but they don't make you do it in some formal way.

I see no reason to repeat the course if your child understands it. If one curriculum is weak in a certain area like terminology, I'd just supplement as I went along. Also, I'd be more prone to slowing down and mastering the material rather than repeating it.

I also recommend All About Spelling. It has been used successfully with many dyslexics.