Cosmos
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Posts posted by Cosmos
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Does this have the edition you need?
http://singaporemathematics.com/errata/
If not, try searching with the term "errata" and your specific edition.
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I thought they had to be at least in precalc for physics? He's not had geometry or trig yet, just going straight from Algebra I to Algebra II. If he could swing the math, that would be a real boost to have them do it together!
Check with your physics program. Most of what you need is algebra 1 skills. A little trig but only the very basics. But programs differ, so check with the one you want to use.
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Have you considered combining for science? If your 9th grader is doing Algebra II, he could do physics too. And pairing up for learning and labs could save time for you and make it more engaging for them.
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I depends on where you live. I don't have a problem with a teen being at home alone nor walking a mile to the bus stop, but at least around here, the winter wind whipping across the farm fields in the rural areas often create below zero wind chills. It can be very dangerous to be outside and that far from home. In addition, many buses pick up while it is still dark outside. I wouldn't have my daughter walk alone before dawn in the country.
For more regular/safer conditions, maybe giving her a cell phone for checking in with the family would alleviate some of the issues.
Well, sure. There may be special circumstances. And there may be plenty of reasons that school is NOT the right choice. That's a hard decision and I wish the OP best of luck in finding the best solution for her family.
I simply make the point that the transportation issues mentioned here are solvable. Once a week, some solution can almost certainly be found. Winter weather happens, yes, but only in winter and not every single day. The decision should be based on what's best overall, not on possible inconveniences a few times per year.
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I get you not liking this, but most public school kids do it from the time they are elementary aged. I still remember when i was 10 and the school bus failed to stop and pick me up. My parents were at work. The kids told the teacher when I didn't come to school. She called and when she found out my parents weren't home and I couldn't reach them, she actually drove out and got me (30 min round trip).
So, if your dd wants to do this, what she would have to sacrifice is comfort. She would have to walk to the bus stop. She'd have to be out there in all kinds of weather.
One more alternative, you might check and see how early you are allowed to drop off at school. It is usually somewhere between 30 min and an hour before school starts. Any chance that would do it? Any chance there is a before school club she could join on coop day?
Good ideas here.
I don't see the problem with a teenager walking a mile to the bus or being at home alone. I would work on ways to make that doable and comfortable (equip her with a cell phone, find a neighbor to be an emergency contact, practice a few times, etc.).
But even if you decide the bus doesn't work for you, don't give up or sacrifice the other children's activities. Be creative. Perhaps you have a friend who lives near the high school where she could hang out for a little before and after school once a week. Or is there a coffeeshop/bookstore/etc. where she could wait after schpol? You could hire someone to do the drive once a week. And so on. When I was in elementary school, I took a taxi to school once a week so I could bring my cello to lessons. My parents both worked and couldn't drive me, but they still found a solution.
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Thornton Burgess. Dozens of short easy chapter books about animals (Blacky the Crow, Buster Bear, Chatterer the Red Squirrel). Great for kids who don't like scary. Your library probably has several of them.
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Events planning
Does she like writing instructions as well as reading them? Consider technical writing.
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We signed up for Roy Speed's Romeo & Juliet class for fall. He says that you can give a 1/2 credit for his class. The class runs from Sept-November. Yes, please!
FYI - I emailed him last month and he was very helpful. He said the class fills up quickly so I wouldn't wait until summer to enroll if you are hoping for this class.
Thanks, that's good to know! We studied Hamlet this year and Romeo and Juliet last year, so I was considering the Macbeth class that's next spring. But I see that registration for it opens THIS April, so that does seem to indicate a need to register early.
Ds and I have had a lot of fun reading Shakespeare together for several years now, but I also know the value of learning from a teacher who is a true expert (and I am definitely NOT when it comes to Shakespeare).
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How long do you want the selections to be? Sentence Composing is a collection of great sentences from a wide variety of works. But they are literally individual sentences.
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Wow, so many choices! I had no idea about some of these. Looking at Roy Speed with interest. I'm glad I clicked on this thread, and thanks to all those who posted.
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AP Human Geography is not a difficult class to design on your own. The course approval process by College Board is not onerous (if you want to list the course as AP on the transcript). Save the $725 (plus textbooks) for something that you find hard to teach :)
Dd and I would read the textbook and supplementary articles (separately) and watch short videos (mostly together). Then we'd discuss everything, making connections from history and physical geography. I would bring in topics she hadn't yet studied from government, economics, and psychology. I chose a few high-interest activities for dd after I realized she really had no need for the type of lower-order review activities that usually show up in class syllabi.
I think your idea of easy to design is different from mine! How did you go about finding supplementary articles and videos to go along with the text, outside topics on government, etc., and choosing activities? Any chance you'd be willing to share your resources?
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so in other words, you are saying I shouldn't worry right now about my daughter..
Has she stopped working on the geography? If she has completed a nice 1/2 credit but you still have time left in the school year, perhaps she could work on something else instead for the next few months. A 1/2 credit of health would be good to get out of the way. Or maybe there's some elective she would like to spend time on like photography or cooking?
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What does your son want to do next year? Ancient history? World Geography? Government (might be good in an election year)? American history? You're likely to have the best outcome by letting him select what he wants to study. Choose the subject, then choose the materials.
As for your daughter, if it turns out that the college she has her heart set on requires one credit of world geography (though I agree with others that is highly unlikely -- I have never seen that requirement at even ONE college), then she can add in another half credit her senior year.
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So, iiuc, 'mom' should be capitalized in this sentence as well?
How much reading to mom in 2nd, 1st, K?That sentence is abbreviated (as posters often do to make a subject line fit). The full sentence would read something like:
How much should students in kindergarten read to their mothers?
How often should a kindergaren student read to his mom?
How much reading should early elementary students do, including reading aloud to their parents?
Should kindergarten students read aloud to their moms, and if so, how much?
Because "mom" is not being used to refer to a specific person by name, it would not be capitalized.
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Oops.
Replied to a zombie thread by mistake.
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She has missed a lot of classes and is turning in assignments late, canceling work-study hours, getting low grades. Now she wants to transfer to an easier school - additional cost to us. When she is home she is minimally helpful and acts like it's a lot of effort.
If this is new behavior, check out these signs of depression. Posting just in case you haven't considered the possibility.
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How funny! Hornblower posted while I was typing, and we both named our uncles Max. :lol:
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It's from a test-prep book for the CAT, which I got from a used book store for $1.49. So, it's for a standardized test, not part of some particular program/curriculum, and as such, doesn't have a lesson attached to it.
The sentence I bolded looks like it's from the 19th century, not the 21st (the book is from 2002, fwiw). It just surprises me that my wife and I, both of which got As in college composition 1&2 (or just 2, since I got to skip composition 1 because of my SAT verbal score), both thought 'uncle' should not be capitalized, and yet they expect a 1st grader to know (and I don't think it matters what age the kid is... we still wouldn't have known the answer even if our kid had been 7). I don't know. I guess I'm just unaccustomed to leaving 'my' or other pronouns out of sentences like that.
Well, replace it with mom or dad if you prefer.
I saw my mom at the store.
I saw Mom at the store.
They expect a first grader to know because it is commonly taught in many first-grade language programs. Certainly a first grader who has never been taught the rule should not be expected to know it.
When your or your wife's siblings visit, do your children call them "Uncle Max" and "Aunt Rosie"? That's all that is meant here by capitalizing the U in uncle. Most English speakers add an honorific of aunt or uncle when speaker to their relatives, and that honorific becomes part of the name and therefore capitalized.
I am sure your writing skills are excellent. You have merely come across a rule that you either have forgotten or were never taught. What fun to learn something new even as an expert in English! I'm not being sarcastic -- the same thing has happened to me numerous times in teaching my son. One of the perks of homeschooling, I say. :)
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It's just the same as the difference between these two sentences:
I saw my mother at the store.
I saw Mother at the store.
It doesn't seem terribly picky to me for first grade, but a first grader is usually six or seven, not five. And of course I'm assuming the program taught the rule before putting it on a test.
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He would pick a third choice. Start Calc I in the fall at StateU. He thinks coming off of pre-calc at CC will have prepared him enough for Calc I
It seems to me there are two issues:
1) take a course in the summer or not
2) go straight to Calc 1 at StateU or do some extra prep ahead of time
It sounds to me like he doesn't want to take summer school. And for a student who has probably already completed enough math for high school graduation and college admission, why should he have to? Yes, he should do more math next year, but why should he have to work over the summer unless he wants to?
On the second question, that's impossible for us to determine. Does the State U have a placement test for their Calc 1 class? That might help. If it seems he does need more prep before taking calculus, then there still several options that don't include working over the summer:
A: Precalc at StateU in fall, Calc1 at StateU in spring
B: review precalc at home in fall, Calc1 at StateU in spring
C: Calc 1 at CC in fall, Calc 2 at CC in spring (then probably retake calc 1 and/or 2 at State U freshman year)
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Here's a different course from the Teaching Company--
Cultural Literacy for Religion: Everything the Well Educated Person Should Know
It's only lectures, obviously, not a full course with assignments, etc. But it's definitely accessible for a high-school student. My son and I both enjoyed it.
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From my ds: There's a prayer at the beginning of each class. And after Ch. 13 the teacher selects a student to do the prayer each week. The textbook has a Bible quote at the beginning of each chapter and the textbook exercises occasionally have religious content, at least a few in each chapter. As an example, there was a sentence this week that said, "Your friend doesn't know what to do" and the student was instructed to tell the friend to read the Bible. In the stories they read and listen to, some have had religious content (one was a sermon and one was about a missionary). His class hasn't started literature yet, so he doesn't know how much religious content there will be in literature discussion.
My ds says, "The religious content is annoying but if you don't mind just ignoring it, it's fine. But if it bothers you I would not suggest doing this course."
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See, that would make sense to me, but they don't have it that way.
She can email and ask, but I think they already know her as "that incoming freshman with all the questions!" :lol:
Perhaps the courses are synchronized among the teachers so that any recitation section can match with any lecture course. When I was a TA, my recitation sections were all drawn from one professor's class, but I could see it being done in a mix-and-match way to allow greater flexibility of scheduling. As long as the professors coordinate.
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What is the purpose of the list you are making? That would influence what to include on it. For example, I would answer one way if it were for a college application and another way if it were for my personal records.
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Algebra I Math Question
in General Education Discussion Board
Posted · Edited by Cosmos
When all possibilities are equally likely, you compute probability by dividing the number of possibilities of the desired result by the total number of possibilities.
If you roll two dice, there are 36 total possible outcomes:
1 1
1 2
1 3
1 4
1 5
1 6
2 1
2 2
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and so on all the way to
6 4
6 5
6 6
Do you see why that makes 36 total possible outcomes?
Now you need to find the number of outcomes that give the desired result, in this case that the sum is not more than 8. You need to find all of those possibilities. Here they are:
1 1, 1 2, 1 3, 1 4, 1 5, 1 6
2 1, 2 2, 2 3, 2 4, 2 5, 2 6
3 1, 3 2, 3 3, 3 4, 3 5
4 1, 4 2, 4 3, 4 4
5 1, 5 2, 5 3
6 1, 6 2
The other ones I didn't list like 5 4 sum to more than 8.
If you add those up, you'll see that there are 26. So the answer would be 26/36.
Now they found their answer a slightly different way. I suspect that they grouped theirs this way:
Dice that add to 1: no possibilities
Dice that add to 2: 1 1 = 1 possibility
Dice that add to 3: 1 2, 2 1 = 2 possibilities
Dice that add to 4: 1 3, 2 2, 3 1 = 3 possibilities
Dice that add to 5: 1 4, 2 3, 3 2, 4 1 = 4 possibilities
Dice that add to 6: 1 5, 2 4, 3 3, 4 2, 5 1 = 5 possibilities
Dice that add to 7: 1 6, 2 5, 3 4, 4 3, 5 2, 6 1 = 6 possibilities
Dice that add to 8: 2 6, 3 5, 4 4, 5 3, 6 2 = 5 possibilities
Adding them up that way you get 1 + 2 + 3 + 4 + 5 + 6 + 5, which of course is also 26.