mommymilkies, thanks for the 'heads up' about the Mac!

Great insight, Iprstn. Thanks! So nice to get a 'thumbs up' on the program from an engineer experienced in the field!

If you can get your hands on a good bird book, a visual reference is really effective for a 5yo. I often had my kids draw from a picture and/or repeat back to me facts we learned about the birds. The resource from Satori Smiles looks awesome! Here is a book that we love: http://www.amazon.com/Bird-Songs-North-American-Birds/dp/1932855416/ref=sr_1_1?ie=UTF8&qid=1377711055&sr=8-1&keywords=bird+call+book And I agree with the others: no need to wait for the youngers; they will either pick it up the next time around or have their own interests they will want to pursue. Go for it!

Thanks for the input, Erin. We are doing MOH 2, but I went and checked out your blog anyway. Very nice!

Thanks for the input, Merry; you've definitely given me some things to think about! It *is* kind of a pain to get in and out of a binder for copying. Hmmm... As for the price difference, it only costs $1 to have my local print shop remove the spine; very inexpensive. Hmmm... :)

Thanks for the input, Merry; you've definitely given me some things to think about! It is kind of a pain to get in and out of binder for copying. Hmmm... As for the price difference, it only costs $1 to have my local print shop remove the spine; very inexpensive. Hmmm... :)

Thanks, Alison! I have the book already, and I definitely want to use the extras. Just trying to decided if the amount of convenience is worth the money. ;)

I am starting Mystery of History for the first time and I'm wondering if the printable worksheet CD and the challenge card files are worth paying for. I dread trying to copy those tests and worksheets out of that big book (I have three kiddos in the class), but I think I can get the spine cut off and 3-hole punch it to make it easier. As for the challenge cards, I think that it would be beneficial for my kids to make their own, but I also know there is a good chance we won't get around to it. Your thoughts? :bigear: Donna

Yes, my son felt like he could handle the Java/Android class. He has a lot of experience with programming, web design, and game creation (some self-taught, some formal) so we're going to take the plunge. I'll let you know how it goes.

Our sons sound similar. It was really helpful for my boy to go and read through the samples and the table of contents for each semester to see what he thought he could handle. I would encourage your son to do that, too. :) Also, the reviews from the Schoolhouse Review Crew that anne1456 posted above were really thorough and provided good perspective.

Thanks for your input, kanagnostos. Sorry the program wasn't a good fit. Lisa, I appreciate your review. I've read quite a few that found the program easy to use and implement, so we'll forge ahead and see how it goes.

Thanks, Kelly! Based on the input and reviews, and my son's enthusiasm after checking out the website, I think we're going to go for it. :hurray:

Thanks, Kelly! Based on the input and reviews, and my son's enthusiasm after checking out the website, I think we're going to go for it. :hurray:

On the one hand, I DO want my kids to come to me if they really need help, but I DON'T want them depending on me for every little thing -- they ARE going to move out someday. Hee hee! I try to determine which response is warranted: "You know, I am totally confident you can solve this one on your own. Go try again." (most of the 'help' falls here!) "Hmm, that is a problem. How are you going to solve it?" (just needs a point in the right direction or more time to figure it out) "You're right; that's tough. Let's see if we can walk through this together." (try to do this by asking more questions than giving out info) One child in particular has the "I can't find it" syndrome. I usually say, "If I go there and look, and I find it, you owe me (a piece of your gum; a buck; an extra chore; etc). Do you want to got look again?" and she ALWAYS looks again (and finds it 99% of the time!). :hurray:

Love this thread! Can't wait to go shopping for supplies tomorrow. :)

I have a very 'mathy' child, and he did MUS Algebra when he was in 7th grade and Geometry in 8th. I guess I never paid attention to whether he was bored or not; I just made him do the work and he went along at his own pace; sometimes slower, sometimes blowing through lessons in a couple of days. I required him to do all of the honors pages. When he went to take the first semester test at the public school (so he could receive high school credit for the class), we found that some of the terminology was different, and he didn't always know what they were asking. He got a 78% and was totally shocked. Once we went back over the test and he figured out where the discrepancies were he was able to readjust. He got a 93% on his final exam. No problems with Geometry credits -- high 90s both semesters. When he reached 9th grade we decided to put him in at a local private school, and he started Algebra 2 with them. He had no problems picking up their curriculum. He scored in the high 90s both semesters. All that to say, even very mathematically-minded kids can excel with MUS. :)

Thanks so much, Anne. I'll go check out those reviews.

Thanks, Debbie! I hope she chimes in here. :)

I am considering them for my son (10th grade) for an independent study class. Any feedback on how well the course is laid out, and its ease of use? Experiences to share? Thanks in advance! [Also posting this question on the K-8 board...]

Thanks, Debbie! Will do!

Thanks, ladies!

Sounds so similar to what my daughter and I went through. We started with Math U See and are back with Math U See. I tried switching to Saxon, Teaching Textbooks, and Life of Fred at different times, only to hit the same walls over and over. I decided it was a math issue, not a curriculum issue. To me, Math U See was the best choice because of its focus on mastery. We had days and days of tears, frustration and feelings of failure -- for her AND me! I don't mean to sound overly simplistic, but the turning point came for me when I decided to truly let her work at her own pace; to accept that she was NOT mathematically-minded, and that was just the way it was. Once I honestly got ahold of that, I communicated to her EVERY DAY when we sat down for math that we would take our time and go at her pace -- forget about "she's behind!" However, I also told her that we were not going to run from math, but we were going to face it head-on; the two of us. I let her know in no uncertain terms that math was not optional, it is a very necessary part of everyday life. I also communicated to her that I knew she was totally capable of conquering the day's assignment, and I would stick with her as she worked through it. Sometimes I had to wait patiently while she cried or had a tantrum (I did not allow her to leave the table), and then encourage her again that we were going to go at her pace, move forward, and conquer it together. I would work problems first, tell her my steps. Then it was her turn, and I would have her verbalize each step, too (she HATED this part -- but it was so important to find out where her understanding had holes), and we would continue to work problems together, verbalizing, until she felt she could do it. I would sit with her or stay nearby during her whole lesson time, so she would know I was on her team and there for her. This took a LONG time, and it was a very difficult commitment for me. I did let her have a say in what time of day she felt she could give her best to math (right after lunch was her choice; then later she made it her first subject of the day so she could 'get it over with.') Working at her own pace sometimes meant only a half a worksheet a day, because we focused more on getting the attitude under control (switching from a math 'victim' to a math 'tackler'). At first we had to back up quite a bit to solidify foundational concepts that she hadn't truly mastered. Other times she was able to move faster than normal, and I let her -- but I did not let her do fewer problems just because a concept came more easily. I knew she needed the practice for long-term retention, and I felt like the complaining feeling of "but this is SO easy!" was an opportunity to help her gain confidence. I did have her doing Calculadders three days a week (at the beginning of math time), and playing Times Attack (a free multiplication game on the computer that she liked) when her lessons were done. I let her use her times tables, conversion charts, and notes whenever she needed them. I knew that as time went on and she collected victories in her lessons that her need for these "helps" would fade away (and they do). Lots of encouragement, lots of support, lots of patience... I think the thing I realized was that she felt like such a failure when it came to math because she truly couldn't grasp it on her own, and I didn't catch on to that early enough. We really had to work hard to get her to understand that just because something is hard doesn't mean we quit, and that we have to face adversity head on and with all of our might. I also wanted her to know that she doesn't have to struggle alone; there is no shame in needing and accepting help, and it is part of my joy as a mama to come along side her. And for me, I had to learn that I needed to see HER (not my expectation of her) and accept her for her strengths AND weaknesses. Now, I didn't mean for this post to sound all "touchy feely" -- I am generally the first to tell my kids to 'suck it up!' With this child, and with this subject, however, I had to take a different course, and I'm so glad I did. She was almost two years behind, but has now gained ground to where she will be starting at grade level this year. I still start every math lesson with her (after she watches the video), and have her verbally walk me through how to solve the problems. I will let her use a calculator, but only after she demonstrates knowledge of the concept, and I do make her write out her equations first and show all her work, including formulas and drawings (wherever appropriate -- like for figuring area) on her paper. I still let her use conversion charts and notes. Sometimes we park on a topic for awhile, and I print out extra practice sheets to really cement the tough stuff. Math is still her dreaded subject, but she squares her shoulders and digs in, for the most part. :) Hope this is helpful to you. It has been good for me to write it, because it reminds me that I need to adopt the same attitude for my younger daughter, who is struggling with reading. ;)

Divergent by Veronica Roth (dystopian society-type book, like Hunger Games) (first in a trilogy) Uglies by Scott Westerfield (also dystopian; I think there are four in this series) The Giver by Lois Lowry (dystopian) 100 Cupboards by ND Wilson (trilogy) (magical) The Wingfeather Saga books by Andrew Peterson (funny magical mystery) Hero, Second Class by Mitchell Bonds (funny play on magical villain/hero books) (first in a trilogy)

I am considering them for my son (10th grade) for an independent study class. Any feedback on how well the course is laid out, and its ease of use? Experiences to share? Thanks in advance! [Also posting this question on the K-8 board...]

[i am also posting this question on the high school board.]