CK 12 also has a free downloadable biology book.

IEW did a great job of giving me the scaffolding and helping me get started with teaching writing. I've since moved away from IEW to Bravewriter (completely different), but I would have never been able to move along in writing without the help from IEW.

I own some of the Boomerang discussion guides, but haven't done any classes yet. My son is enrolled in the May class so I can tell you more after that. (Feel free to private message me this summer if you are still interested in knowing.)

Whatever you do, it would be very unusual for a 2nd/3rd grader to be self-motivated and organized enough to be able to self-teach. At that age it usually requires a lot of parental involvement. If you don't have the time to give your son, it might better to stay with ps.

Two of my kids have low strength prism glasses. I had a new eye prescription filled at the same time and when I got my new glasses, I was shocked to find that I could read better with my son's prism glasses. My doc added prism to my prescription and redid my glasses at his cost.

I second creating an Alcumus account on AoPS. This is a great way to supplement and it's free!

AoPS is a book that generally has to be done in order. Each chapter builds upon the previous chapters. The exception is a student that is strong in math might pull a chapter here and there, but generally that would be difficult to do. If you want to use AoPS to supplement anything, I'd say start at the beginning and go. Generally I'd do every section, but if it is easy, you could move on to the end of the chapter review. If you did AoPS before doing ps algebra, then I think the student would be very bored in school. Maybe you mean AoPS Prealgebra before starting algebra in the fall?

So glad you have some answers. Now on with how best to deal with them - you'll be fine, and I don't think you'll let the diagnoses turn into excuses. Sometimes the labels can be very helpful as explanations.

I've got Forester's and I like the looks of it, however it annoys me every time I pick it up to try a chapter from it. It seems that for much of the book (or at least what I've looked at) it requires a calculator and the problems either can't be done by hand or are exceedingly annoying to do by hand. I like the look of the Brown book. It may or may not be quite as rigorous, but I can always add to it if I want.

I don't like the younger years of MEP, but I do like the older years. Might be worth taking a look at.

As others have said, solid algebra skills are a must. IF you are interested in AoPS, I'd go as far to say to start at the beginning of Introduction to Algebra. I'd bet she'd have trouble with the initial chapters. Also the AoPS Intro to Algebra book covers algebra 1 and most of algebra 2. There are lots of routes you can take with her in math, but if she doesn't have a solid algebra foundation, then she's never going to make it in a STEM field.

My daughter started Tourette's with a violent neck jerk similar to what you describe. Neck jerks are a common tic, however they are not usually so violent in nature. (Not saying it is a tic, just a possibility).

The neck jerking sounds typical of a tic with Tourette syndrome, the mouth stuff and chewing does not sound like typical tics. Yes, Tourette's and other problems can start at this age - it's actually fairly common for Tourette's to start now. Tics can be very hard to deal with, but over time you can usually learn to some or learn other coping mechanisms. Tics often come and go and new tics may appear at any time. It is much easier to deal with if you understand what is going on. I'd get in with a good neurologist or a movement disorder clinic and have them evaluate for tics, seizures, etc.

I'd buy math. I'd also put some money toward ink and a printer (if necessary) as well as internet connection. Next I'd decide how I want to do language arts - free or invest money. For elementary, it would be very easy to use the library for all the science, history, and literature, etc. Whatever else I bought, I'd aim for non-consumables, that I can use in future years (or resale). There are lots of good suggestions for curriculum. but I'd first decide how I really want to split up the money and what I can do for free.

It wouldn't motivate my kids. What's the actual consequence of being late? Ultimately, a bad grade hurts his college application, but doesn't teach my kids about being on time, etc.They've needed some hand-holding to structure the studying to be able to meet deadlines. If it's a problem of being disobedient or wasting time, then the consequences are losing computer, tv, activities, etc.

Both. Generally I prefer the paperback books. However, we use Kindle books for lots of the free classics that we can download as well as digital library books.

Another vote for sell. Mine have been collecting dust for some time now and I need to sell them.

Awesome experience for you and your students. Have fun at nationals.

I think you are fine if you progressing in math and challenging your child. Sounds like you are.

My oldest is super smart and severely dysgraphic, (also dyslexic). It's been an adventure working with him. My best advice is to keep separating out the components of teaching, and that what works for one person doesn't always work for another. Hang in there and know that you are in a wonderful position to figure out what your son needs and when it is overwhelming and just needs to be dropped or changed. I have scribed for my son through 9th grade -- at the end of 9th, something clicked and he picked up a pen and started writing on his own for the first time in his life. This year in 10th grade he is doing his writing for himself. I still do some of his typing as that has also been a very hard skill for him to learn. He has always had a hard time remembering letter formation, judging spacial sizes, physically writing, and translating a mental picture into words. It's easy to say he can just dictate it and I'll scribe, but working on getting words out was very difficult. A nice benefit -- I think I managed to teach him a lot of punctuation naturally by him doing lots of copywork for handwriting practice. By the way, my dysgraphic son says he still doesn't like writing, but he likes the Bravewriter method better than anything else. Hope it goes well for you too.

Before AoPS Prealgebra came out, many of us went directly from elementary math to AoPS Algebra. My son had never done much with square roots, negative numbers etc. If you student picks it up easily then it's possible, but generally I'd recommend teaching it through another sources such as MEP first. The AoPS book starts at the beginning with square roots, but moves very quickly beyond what most books cover. It's tough if you've never seen them before. AoPS teaches Pythagorean theorem in the geometry textbook.

I've found a lot of errors along the way as well. Mostly little, but some big ones too.

While it is true that engineers need more applied math, the power of learning proof in AoPS is not for the skill of writing mathematical proofs, but the logic and thinking skills developed along the way. I think it is fantastic for engineering minded kids.

No pause. We celebrate the end of a math book with donuts and then move on. If we need a break from school (or just math) we take a week or a month off, but that has nothing to do with slowing the student down as much as we want to invest out time elsewhere for a bit. I agree with the others. Use a challenging math program. Develop problem solving skills. Once you get a little further on, there are other trails you can take if you want to slow down the typical progression of math. In other words, you can do counting and probability and number theory, etc. rather moving on to geometry or algebra 2. I think this is good for anyone good in math, but especially if you are thinking about putting him back into school with a standard progression in math.

My 8 year old can do multiplication and double digit subtraction, but still can't remember the numbers names for 11, 12, 13. I wouldn't introduce numbers on paper until he has the idea of counting larger numbers. If he has the idea, just can't remember a couple of names, then you can work with numbers on paper as well. Until the idea is firm, the number 15 on paper is very abstract. Keep working. Lots of ideas above. It's hard for a number of kids to get theses numbers straight.