I am sure I'm not the first to ask something like this, but please help anyway. :) So I have my 1st grader signed up to take Math Kangaroo next month. We haven't been prepping, and I don't have any expectations, but because I don't want his first ever standardized test to be a complete nightmare (temper tantrum, swearing off math, etc), we are starting to look at a few old problems now, a little less than a month prior. My son is not super gifted, but doing well with Saxon 3 at a charter, occasionally supplemented by me with various things and attendance at a low key math circle. As we go through some problems, I am trying to focus on him not flipping out on tough ones, and secondarily trying to talk strategies - reminding him of possible things he could try - on the ones he finds challenging. Except for the problems that I would solve as a system of linear equations. We've run across three or four. I am at a loss. He is overwhelmed looking at them, and I don't know anything to suggest to help him. He can put together a rudimentary equation or two, but he can't solve. What strategy might a 6/7 year old use to even approach these problems? Would this be something a Singapore bar model could be used for - and if so, what book and what level do I need to look at? Is this covered in the early years (say K-4) in any other curriculum? I don't think I could teach it for this year anyway, but maybe before next. If I find a good resource, maybe I can tell him we'll learn it over the summer and just guess if he sees one like this? (Example problem from 2010 1/2 exam). A dog, a cat, and a monkey together weigh 12 pounds. A cat and 2 monkeys weigh 10 pounds. A dog and three monkeys together weigh 2 pounds more than a cat, a dog, and a monkey. How much does a cat weigh? TIA.

Wow. I'd never seen that. Now that is thinking outside of the box.

First, want to say I love, love this thread. Second, ~Phoenix, I think that "I Survived" thing is awesome. I have thought a couple times that you could expand out from the Magic Tree House series in a somewhat similar way, but neither my son (or more importantly me) like those books enough to get into that. Finally to AppleGreen on the amusement park thing, I was inspired. I have a couple ideas for you though I'm not sure you or your child will like any of them. One, I don't have any resource off the top of my head, but there's a lot of physics in amusement park rides, and I think there are some videos (YouTube, Netflix) as well as books/articles that incorporate that sort of thing if you want to inspire a little extra educational rigor. The second idea (which you may or may not like depending on viewpoints) is video games. I'm thinking of the Rollercoaster Tycoon series, where you build and manage an amusement park. I don't have any experience with it honestly, but I have a lot with Zoo Tycoon. (I know the age difference is very large) but my almost 7 year old saw a documentary on the titanosaur on Nature this weekend and immediately wanted to make a new zoo with dinosaurs. It works as far as being fun and internally motivating and I find it educational for habitats etc. But as far as Rollercoaster Tycoon - if it's like Zoo Tycoon a large aspect of it is money management - ticket prices, concessions, upkeep costs, construction costs. I think you might be able to take that and encourage something in the business/finance/accounting arenas (would have some math too). Why are Disneyland tickets as expensive as they are, how much is profit, what are the biggest costs involved, look at annual reports from Disney, also 7 Flags is public. You could do an analysis of the locations across the country of amusement parks and figure out how big of a population is needed to support one. So those are non-history ideas. As far as history, what about rather than strictly amusement parks, you were to think about something like "The Rise of the Leisure Class" by Thorstein Veblen. Is the reason that there weren't amusement parks because of technology or because too few people had the means to use/attend due to the changing nature of the economy and society (i.e. since Adam Smith). That's a big part of history in the late 19th century particularly - and you could tie it in to many other things too. Anyway, needless to say, I love the idea. ETA: or what about making a comparison to other societies - do amusement parks serve the same function as the arena in Rome - what was "mass" entertainment in other countries/time period that would be comparable - can you make a case (persuasive essay or speech?) why one is the "best"?

It sounds like you don't want to drop Singapore, you want "more" to keep her busy, and your main reason for wanting to switch Saxon is cost. Why not then supplement Singapore with free materials if you need to supplement more? I don't see why you would necessarily prefer a third (Singapore plus P.S.'s) complete curriculum. As far as resources, MEP comes to mind. I think there are some free out of copyright old math texts you could consider too. At this age group there are also millions of free addition/subtraction and similar worksheets. Khan Academy is an option, as is the free 20 questions/day from IXL. Other computer options, like Prodigy or Xtra Math are possible. Or, I like mathmarm's idea about having something more manipulative focused to contrast to workbooky style. If you buy (or have bought for Miquon) c-rods you could work on all the Education Unboxed material. Buy pattern tiles or tangrams and let her explore on her own with those - you can find free pattern tile printouts. If you have an iPad I also like a lot of the relatively cheap apps as a supplement - definitely some cool ones. Look up the list of living math books and use your library is another option for free math.

I'm not sure how old your child is, Jackie, but wondering what you thought about Peter Pan. We just finished it, mainly because we have tickets for a play and I wanted to combine that. I found the writing surprisingly difficult to untangle - the narrator's sarcasm and phrasing made it hard for my 6 yo to comprehend and I had to explain many passages. Also, it left my son and his 3 yo brother occasionally exclaiming Tink's line, "you silly a@@!" They thought this was hysterical. If I had pre-read it and didn't have the play tickets, I don't think I would recommend it for this age group.

Thanks for sharing. I'm glad I scrolled over the topic to see it was tagged "math" or I'd never have realized I was interested!

Not only did I enjoy the article and the comments, I followed Po-Shen Loh's links to some of his YouTube videos and am really enjoying those as well.

Mine too. I wrote a very long h.s. paper on her. Memories! Two of my favorites were "Tulips" and "Elm." I still think she was an amazing poet.

My DS is in 1st grade at a charter that uses Saxon. He did Saxon 1 in K. This year he tested into Saxon 3, so he effectively skipped over Saxon 2. He hasn't had any trouble. I find Saxon to progress so slowly and be such a spiral - I am not really sure what he missed in that year of work, frankly. They are still doing reading temperatures and fractions (and reading clocks and doing addition/subtraction and lines of symmetry and perimeter) in Saxon 3 - and the first 10 or 20 lessons in particular feel like review. Go with your gut, of course, but I think maybe don't be afraid to give Saxon 3 a try.

I don't have a lot of help to offer - just started attending a K-3 math circle (not always but > 50%) this year. Most days seem to use a lesson from this book http://www.amazon.com/dp/1470416956/ref=wl_it_dp_o_pC_nS_ttl?_encoding=UTF8&colid=1BRGJQE27861N&coliid=I2Y3FX6RFB5XD0so that seems like a good resource. The other thing, which I don't know if it's possible for you, is that several individuals rotate between running the class each week. That seems like a great help to avoid overburdening any one person. I think the next group up is grades 4-6 and I'm not sure but I think they work a lot more on competition problems as opposed to more exploratory lessons.

Without wanting to derail the thread, may I ask for a definition of "verbals" - I am not familiar with what that means.

I didn't even know you could do steel cut in the microwave. I tried one of these recipes once and was not impressed. While the liquid gets absorbed, the texture of the oats still was chewy and raw to me. I think heat is necessary to change the structure of the oats. Did not enjoy. I do my old fashioned on the stovetop, so I'm no help. My answer would be stir more.

There is a connection to the Common Core which I haven't seen referenced, so I'll mention it. I can't remember if this was in another thread or an article I read. There is a progression in the wording of the addition math standards as you go from grade to grade (either grades 1, 2, 3 or 2, 3, 4) and roughly paraphrased in the first year it says add using strategies, in the second it says add using strategies and algorithms, and it isn't until the the third year that it says, add using strategies and algorithms, including the traditional algorithm (i.e. positional notation). So the Common Core is implicitly suggesting that students be taught these mental math and other strategies earlier and positional notation later. ETA: from http://www.corestandards.org/Math/ Grade 1: CCSS.Math.Content.1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Grade 2: CCSS.Math.Content.2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. CCSS.Math.Content.2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. CCSS.Math.Content.2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Grade 3: CCSS.Math.Content.3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Grade 4: CCSS.Math.Content.4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.

I love to hear how your boy is doing. Math camp sounds great. My fingers are crossed for him. I like the update on the girls' participation too, even if I don't like the numbers.

First, I want to say I find this thread fascinating. My question is, what to do when you have a child that lacks the passion and the driven personality mentioned for success? Is it beneficial for a parent to push hard work and perseverance over time in an area of talent? Not necessarily as a means to achieve amazing success; let's say you can't be world class without those two elements. But for those children, does it help them develop a work ethic and a level of achievement in an area that they otherwise might never have had - things that might serve them well in their adult lives? Or is it not a big deal if they reach adulthood without ever having really worked hard for an extended period of time at anything? If the child never chooses an area of focus, is it wrong for the parent to choose one or a few for him? Is this controlling/manipulative or is this providing a foundation for success?

I love both Inspector Lewis and Endeavor. Then there is Inspector Morse, which is old school and imo not as good, but the predecessor of both of those. Oh, Broadchurch. I am halfway through season 2 on Netflix and taking a break. It is well-done, but really depressing in a way that most mysteries are not - like soul-sucking - not a kind reflection on human nature. My number one recommendation, which I binge watched I loved so much, is Death in Paradise. Bletchley Circle, maybe? I am not sure I would label any of them, including Sherlock, as strictly suitable for kids, by the way. I probably would let them watch, but would want to be there. And Broadchurch I would think twice about, not because of content exactly, but because it is so disquieting. ETA What about Wallander? There is both the original scandinavian and the english remake with Kenneth Branagh. I haven't seen enough to know if it's suitable, although I understnad it got good reviews. Rosemary & Thyme isn't super imo, but it is probably the most milque-toast, suitable for kids? I definitely recommend against The Fall. I took a break from that too. Similar to Broadchurch plus less appropriate for kids I would say.

There are a lot of other Lego games. Mine have Lego Movie game, Lego Batman 1, 2, 3, etc. I think there is some version of Zoo Tycoon available in some version for XBox since it was a Microsoft game - that is reasonably educational (animals, biomes + budgeting challenges in the campaign) too. We don't have an Xbox though, we're PC gamers, so I'm not an expert. You might consider sports games, dance type games, or music games if those would interest your kids (the latter two probably would require additional accessories) as those are generally fairly tame. There is a Sega All Stars Racing game for the 360, which I think my friends' 6 and 8 year olds play and would be a child-friendly racing game, but I don't know anything about backwards compatibility from the Xbox One.

The Cartoon Introduction to Philosophy? Action Philosophers?

I'm not ready to give it my full endorsement yet, but I just picked up an old, used copy of "About Teaching Mathematics" by Marilyn Burns. This is focused on K-8 and directed towards (I think) actual elementary teachers but might be what you are looking for.

I think the typical list of elementary curriculums that focus on problem solving may not be necessary, since we're talking about kindergarten. (These would include Miquon, Right Start, MEP, and maybe Singapore). My perception is that most of the kindergarten problems involve simple addition (maybe finding the missing addend in a word problem?). Or maybe subitizing? My son was in kindergarten only last year and that's all I can think of, although he didn't use EnVisions. I am fascinated to know what kind of problem solving EnVisions wants Kindergarteners to do. Do you have an example problem of the sort your daughter might struggle with? My first inclination is to suggest starting by working with cuisinaire rods with the Education Unboxed videos. An abacus and simple counters in a ten frame might be helpful too. I would love to see some sample questions though.

We can relate. I have a six year old, too, in 1st grade. He is not accelerated a full year, but his school groups for math and reading. He is in with second graders doing Saxon 3 for Math (and this still seems too easy for him) but we are having no problems there. However, he is in with third graders doing what I think is a fourth grade text for reading. I didn't anticipate how much writing would be required for reading, given that writing is taught separately in the 1st grade homeroom. The thing is, I can see in the reading comprehension worksheets that this is exactly the right level to challenge him. The first time I have actually seen the "Zone of Proximal Development." But every night he had to write a paragraph plus the two sided worksheet for homework. Then, in November they added answering five comprehension questions in writing on top of the paragraph and worksheet. I rebelled and "fought" with the teacher. I wanted him to submit the questions and paragraph work typed - so he was writing it or at least composing it himself, but not having to do all the physical writing. Instead, he was allowed to write one sentence in addition to the five questions instead of the full four sentence paragraph. It's something I guess. I am scared because we need to reevaluate in January; plus, in one assignment this week, they were asked to write an essay for homework instead of a paragraph. Yikes! He, like your son, has a perpetual fear of being held in from recess if he doesn't complete his work. I also feel like I have let him down. I wonder if he wouldn't have been better off not accelerating. It has made me yearn the last two months to bring him home and homeschool, but it isn't feasible for us right now. Plus, this school's curriculum is so not in agreement with what I would have chosen for him (heavy on busywork). If it would work, I would love to be homeschooling him. The only other thing is that we had a terrible period of 2-3 weeks with a lot of sobbing and tantrums and not wanting to go to school - we made a concerted effort to move his bedtime up and he is doing somewhat better with a little more sleep. I don't know what to do either - he wants to stay at this school, but I am thinking of moving him to the gifted magnet when it starts in 3rd grade if homeschool continues to not be an option. The last thing I will say is that I don't believe in letting a six year old handle schoolwork on his own at this age. I scaffold as much as he needs for homework, and if your son needs writing support, I would try to work on that with him after school. This might improve his attitude or confidence if he knows he has help at home, at least. I hope your meeting goes well.

I don't know if I have anything useful for you. But I enjoy reading about your daughter and her exploits. My first thought was that these courses may turn out to be not all that difficult for her, honestly. I can see you are planning carefully and taking steps to help scaffold the transition (like with getting the text to preview ahead of time), but it might turn out to be unnecessary. Sometimes the lack of rigor at the college level where I am surprises me. Depending on your daughter's college plans (if I recall you said these classes would be not part of a degree program), I have had experience and heard anecdotal evidence where colleges are not accepting other colleges' credit (like they'll give the credits but they will only count as electives and not towards any requirement of the ultimate degree) but do give credit for the program for AP courses, making AP courses actually more valuable in a sense. What about taking Ecology in the fall (the only one not associated at all with an AP course). If she gets through that with flying colors, you could consider one of the others in the spring and take the related AP that spring. Around here anyway, spring courses are done before the AP exams with a couple weeks left over to study. I guess that's ambitious, but I think based on your daughter's achievements and her legitimate interest in the subjects it might not be a stretch. I know you are not planning on having her take a course this January, but I wonder about registering for one for just the first two weeks or so weeks before the drop deadline? It would give you a peek at the syllabus and the first couple lectures. It might give you a more accurate idea of how challenging and how many hours of work one of these courses will be for her.

With all the focus on reading, my suggestion was going to be TV too, like Paradox mentioned above. You can also be tricky and require the closed captioning to be on - reinforcing the reading. For science, Wild Kratts and Cat in the Hat are good, but I do especially love Magic School Bus and also Bill Nye (now both on Netflix) and there are some people who have done some curricula around them. A little harder on the history front, but there's lots of stuff on YouTube, there's Liberty's Kids dvds. With my six year old, I watched the 6 episodes of Egypt plus the Nat Geo documentary about King Tut's final secrets, then read parts of the Usborne and Kingfisher world history encyclopedias with him. I am planning on playing the audiobook of SOTW ancients to go with it too.

You can feel a low blood sugar when your level is lower than your body is accustomed to (so if that's higher than normal glucose levels you can feel a low at 117) - this might be what's happening and you are usually running higher than 120-ish (a guess based on the fact that you are now checking glucose levels). Or, you can feel a low when your blood sugar is dropping rapidly at any level, although it seems unlikely that you would have a lot of insulin acting in the morning without eating anything. A third possibility is that your blood sugar was actually low, your liver dumped sugar (gluconeogenesis) to remedy that, bringing it up to 117/128 when you checked. When you feel a low blood sugar, that feeling can easily last 15-30 minutes, even after you have already increased your actual levels through food/drink. As for the meter, yes, like Desert Blossom said, I've heard plus or minus 20% to be the "acceptable" margin of error.

I recommend looking at two websites. First, the home cooking board at chow hound http://www.chowhound.com/home-cooking. I think there have been a lot of beginning to cook questions there and some good recommendations. I also like thekitchn.com - i think they have several posts on basic equipment, menu planning stuff, and key recipes to have in one's repertoire that could be useful.