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Everything posted by SanDiegoMom

  1. We are doing genetics next month so I will ask about any mutations related to anxiety. It seemed to appear when it was wearing off -- so I gave it in the morning and it was around 6 pm. But he has only been on it for like 5 days. It is supposed to take a few weeks for it to really start working from what the doctor told me. He goes up to the 10 mg on Friday. He has had increasing tics before the meds -- his head would bob down in a jerky fashion. He's had a lot of eye blinking recently (which could be allergies, he is allergic to A LOT). And now it was even more -- like a combination of head and eye twitch. I have never seen a seizure before but it made me think of it. But it was only when he was thinking REALLY hard -- we were playing Dungeons and Dragons and he was the dungeon master so he was trying to basically improv off the page he was reading. ) Plus my oldest was very adhd so it was stressing him out -- she was very impulsive while playing and it seemed to get worse with that. When he is calm it doesn't seem to happen as much. He says his neck and shoulders are constantly sore (gaming and sitting all the time) but we all really have sore shoulders -- it makes us stretch a lot and roll our necks, but not to head bob in a consistent jerky fashion. It freaked me out enough I had to leave for a minute to calm down, but he had no idea, other than he was blinking a lot. His older sister blinked a lot as well in high school and does so less. *I have emailed the doctor to ask as well, but I figured I would get something quicker here! Will cross post on the chat board too.
  2. I am just wondering if anyone who has used Buspar has noticed an increase in facial tics. My son already had some, and i feel like they got worse when we started a low dose of Buspar last week. He is at 5 mg per day (split into two) and supposed to go to 10 next week.
  3. yeah, even UCLA, which touts the amount of first gen college students they admit, still kick everyone out of the dorms. Not only that, but the only way you can stay the night after finals for free is if you have the very last final. So even if you live across the country and have a final from 3-6, you have to pay to stay the night. (And how many parents want their kids taking a red eye after a super difficult finals week?) Sorry I got off on a tangential rant...
  4. Have you looked at Moving Beyond the Page? They have high school levels now, it's open and go, and it's very creative. People have tried to do every subject and they get overwhelmed, but you can do units instead.
  5. I always thought of precocious as being very intellectually curious, questioning, and very comfortable talking to adults from an early age. I had a very narrow definition obviously, as the stated definition is just having certain abilities earlier. But I think I had heard it so frequently in reference to my daughter who would question people relentlessly, striking up conversations with any adult she could find, that I associated it more with a personality type. So while my son read earlier and was more accelerated math-wise, he did not strike me as precocious. He was more of a rule follower and was pretty quiet around adults.
  6. @lewelma I agree with what you are getting at, and I appreciate the reminder/perspective you always bring. I started following your and Quarks posts for math ideas, as I have had a precocious math kid. Due maybe to circumstances of recent years (lonely last couple of years of homeschooling, major move this past summer, ASD diagnosis) his all-in desire for math and really learning in general has decreased. It's made me anxious at times and I think of ways to rekindle his excitement. But I also try to remember that no matter what I provide in terms of classes or materials, if I don't see that spark of excitement in his eyes, then I just am not going to get-- I don't know -- that depth of intense interest that I am looking for. And I can't force it. I can strew, and we can have discussions and I can try to open up new avenues, but I also have to teach the kid in front of me rather than force him into a mold JUST BECAUSE he might be gifted. And I can really see it all falling apart if he is NOT the one driving the bus.
  7. It would probably be too much, but there are a few other middle of the road choices for homeschooling -- Blue Tent has some decent math courses, and WTMA does offer AOPS at a more sedate pace (36 weeks). If she decides to homeschool we might look at one of those.
  8. All of the above. She really needs lots of time and practice on each concept. I would have to erase her progress on Alcumus and have her repeat the same topics again to really cement it. Elementary math concepts took forever -- fractions, long division, decimals -- all took about three passes to get cemented. It's surprising, honestly, as my other two kids grasp things at one exposure. But on the other hand she was really naturally talented at the piano and memorized music extremely quickly, and has been the same with dance -- if it's music or movement based she has no problems. And of course she's also artistic and has been drawing 2-3 hours a day (ETA DURING ZOOM CLASS - that's why she's not doing so well academically). So, yeah, math is really bottom of her list!
  9. Hah. She will never take AOPS online. The most I could do was get her to get through the first half of Intro to Algebra with supplemental Alcumus set on the easiest level. She is doing awesome at the algebra portion of integrated math, at least! I asked my son to look with me at her book and then I asked him to tell me WHAT Sine Cosine and Tangent MEAN, as I just don't really know myself, and the first thing he did was sit and explain the unit circle to me. So I know that AOPS taught him well:) My daughter is thinking seriously of ditching public school after this year and doing a 24 hour a week ballet program with homeschooling at night. I tremble at the thought, as this kid will NOT want to homeschool at night, but at least the quality of math will be better.
  10. 4-57. To find out how high Juanisha climbed in problem 4-56, you need to know more about the relationship between the ratios of the sides of a right triangle and the slope angle. Use two different strategies to determine Δy for the slope triangles shown in the diagram at right. Calculate the ratio Δxhypotenuse for each triangle. Why must these ratios be equal? Determine BC and AC in the triangle below. Show all work. 4-58. NEW TRIG RATIOS In problem 4-57, you used a ratio that included the hypotenuse of ΔABC. There are several ratios that you might have used. One of these ratios is known as the sine ratio (pronounced “sign”). This is the ratio of the length of the side opposite the acute angle to the length of the hypotenuse. For the triangle shown at right, the sine of 60∘ is 32≈0.866. This is written: sin⁡60∘=32 Another ratio comparing the length of the side adjacent to (which means “next to”) the angle to the length of the hypotenuse is called the cosine ratio (pronounced “co-sign”). For the triangle above, the cosine of 60∘ is 12=0.5 . This is written: cos⁡60∘=12 Like the tangent ratio, your calculator can give you both the sine and cosine ratios for any angle. Locate the “sin” and “cos” buttons on your calculator and use them to determine the sine and cosine of 60∘. Does your calculator give you the correct ratios? Use a trig ratio to write an equation and solve for a in the diagram below. Does this require the sine ratio or the cosine ratio? Likewise, write an equation and solve for b for the triangle below.
  11. 4.2.1What if I know the hypotenuse? Sine and Cosine Ratios In the previous chapter, you used the idea of similarity in right triangles to identify a relationship between the acute angles and the lengths of the legs of a right triangle. However, you do not always work just with the legs of a right triangle––sometimes you only know the length of the hypotenuse. By the end of today’s lesson, you will be able to use two new trigonometric ratios that involve the hypotenuse of right triangles. 4-56. THE STREETS OF SAN FRANCISCO While traveling around the beautiful city of San Francisco, Juanisha climbs several steep streets. One of the steepest, Filbert Street, has a slope angle of 17.5∘, according to her guidebook. Once Juanisha finishes walking 100 feet up the hill, she decides to figure out how high she has climbed. Juanisha draws the diagram below to represent this situation. Can a tangent ratio be used to solve for Δy? Why or why not? Be prepared to share your thinking with the rest of the class. Juanisha’s Drawing
  12. The first thing I looked for in the textbook today was unit circle. I knew just enough from my sons AOPS and from previous posters that Unit Circles are pretty central to one's understanding of trigonometry. And it's not in the book at all. Ugh. I feel so bad for my daughter -- she's not super interested in math anyway, but we did what I call AOPS lite for years (with a lot of grounding in Singapore) and I had just gotten her to a point where she said she didn't HATE math. And now she's taking this mess. They do discuss in following sections Sine and Cosine ratios... I will try to dig those up.
  13. So we are virtual, the textbook is online and it is called Core Connections Integrated 2. The teacher has meetings every day, but most of the information is in small videos that he has made, or videos from the textbook publisher. I think it attempts to teach things by inquiry method (it seems to be aiming towards what I think is called the "Constructivist method? Small groups of students given problems that they don't have the tools to solve and helping each other before learning the reasons and the theorems behind it). It also, being integrated, teaches multiple strands of math at once. In practice it is awful for my already math averse kid. Now as a caveat I want to state that I am pretty bad myself with math -- I made it through Calc AB in high school, got my 4 on the exam, but really I was just good at rote memorization and patterns and I promptly forgot it all after high school. I looked back to see where the terms Sin, Cos and Tan were first introduced. It starts with teaching slope ratios and connecting those to Tan of an angle. Then the next chapter moves into Sine and Cos ratios. Here was the beginning of the Tangent Discussion: 3-68. PATTERNS IN SLOPE TRIANGLES In order to determine an angle (such as the angle at which the Leaning Tower of Pisa leans), you need to investigate the relationship between the angles and the sides of a right triangle. You will start by studying slope triangles. Obtain the Lesson 3.2.1 Resource Page and locate the graph shown below. Notice that one slope triangle has been drawn for you. Note: For the next several lessons, angle measures will be rounded to the nearest degree. Draw three new slope triangles on the line. Each should be a different size. Label each triangle with as much information as you can, such as its horizontal and vertical lengths and its angle measures. Explain why all of the slope triangles on this line must be similar. Since the triangles are similar, what does that tell you about the slope ratios? Confirm your conclusion by writing the slope ratio for each triangle as a fraction, such as ΔyΔx. (Note: Δy represents the vertical change or “rise”, while Δx represents the horizontal change or “run”.) Then change the slope ratio into decimal form and compare. 3-69. Tara thinks she sees a pattern in these slope triangles, so she decides to make some changes to investigate whether or not the pattern remains true. She asks, “What if I draw a slope triangle on this line with Δy=6? What would be the Δx of my triangle?” Answer her question and explain how you figured it out. “What if Δx is 40?” Tara wonders, “Then what is Δy?” Determine the value of Δy, and explain your reasoning. Tara wonders, “What if I draw a slope triangle on a different line? Can I still use the same ratio to calculate a missing Δx- or Δy-value?” Discuss this question with your team and explain to Tara what she could expect. 3-70. CHANGING LINES In part (c) of problem 3-69, Tara asked, “What if I draw my triangle on a different line?” With your team, investigate what happens to the slope ratio and slope angle when the line is different. Use the grids provided on your Lesson 3.2.1 Resource Page to graph the lines described below. Use the graphs and your answers to the questions below to respond to Tara’s question. On graph A, graph the line y=25x. What is the slope ratio for this line? What does the slope angle appear to be? Does the information about this line support or change your conclusion from part (c) of problem 3-69? Explain. On graph B, you are going to create ∠QPR so that it measures 18∘. First, place your protractor so that point P is the vertex. Then find 18∘ and mark and label a new point, R. Draw ray PR→ to form ∠QPR. What is an approximate slope ratio for this line? Graph the line y=x+4 on graph C. Draw a slope triangle and label its horizontal and vertical lengths. What is ΔyΔx (the slope ratio)? What is the slope angle? 3-71. TESTING CONJECTURES The students in Ms. Coyner’s class are writing conjectures based on their work today. As a team, decide if you agree or disagree with each of the conjectures below. Explain your reasoning. All slope triangles have a ratio 1/5. If the slope ratio is 15 then the slope angle is approximately 11 degrees If the line has an 11∘ slope angle, then the slope ratio is approximately 1/5. Different lines will have different slope angles and different slope ratios. But then my biggest problem is the homework -- every lesson there are around five problems. So for the lesson that covered slope triangles, the first hw problem covers the same material, the second problem is a probability problem with intersection and union, the third is geometric transformations, the fourth is multiplying polynomials, and the fifth is angle congruence. And every set of hw is similar to this one, with a concept taught, one problem covering it, and then more problems covering other topics.
  14. YES. My Aops kid does pretty well with Trip and understands it. His sister is going through the full public school math experience and her understanding is SO minimal. Trig especially (mainly because we at least got through Algebra at home before she went to school , so her Algebra is strong and everything else she is learning is weak). She was literally just plugging in Sin Cos Tan into her calculator to get answers to the problems having no idea why she was doing it.
  15. Just so you know, tone policing is not supported by the Terms of Service of this board, while actual insults are banned. It's not the job of other posters to instruct someone that their tone is offensive -- if they have done something to violate the TOS then you should report them, otherwise if you see something offensive to you it might be better to avoid a thread that triggers you personally.
  16. I remember a friend of ours whose kid swam competitively and got injured and had to drop out. They learned more eventually about the coach's philosophy, which they compared to throwing eggs at the wall and seeing which ones didn't break -- those would become the great swimmers. Which made it seem like the coach was turning out incredible swimmers, but the ones that broke along the way weren't really acknowledged. There is a lot of pressure to achieve, and it's really applied in differing amounts. And maybe there are kids that make it and are successful and happy, but I would imagine (and have seen) a lot of broken kids along the way, who have anxiety disorders or who flounder when they are told to direct their own course in college. And a whole lot of resentment. My daughter's friends both grew up with intense pressure to achieve and are still not happy as they approach college graduation. Not to say that mine is either, lol. But at least she knows that our expectations are not to be successful in everything, but to just be happy with herself and learn how to take care of her own mental health.
  17. I would absolutely imagine that would have to be the case. I mean, my kids went k-2 in what was considered a very good elementary school in the "good" district in SD and there were a lot of doctors and engineer's kids... but the curriculum was very stuck towards the average. Acceleration was not easy. My son was the outlier and I was allowed to come in twice a week to do math separately with him, and he was the first one who got the acceleration. But Saturday school was the norm so I'm assuming that is where most extra academic acceleration was happening. We did not want to do extra because all day school was so much for him as it was. Holding it together for six hours every day... doing extra on the weekends or nights was just not feasible. Plus older sister was a mess and dad was deployed half the time and mom just had enough on her plate holding her sh*t together, lol.
  18. Well, if you want my counter viewpoint completely unasked, lol, we looked at the school before we moved here and decided for my not yet diagnosed but definitely quirky and anxious kid that it wouldn't be a good fit. And now we have his testing that shows he definitely has slower processing (48 point gap between GAI and processing speed) which shows in his EF and anxiety/sense of constant overwhelm. We made the assumption (maybe incorrectly, but we will never know) that it would be too academically intense for my son. My daughter's 40 point gap between her working memory and GAI hasn't been as much of a problem at keeping up with a large amount of information (she has an awesome processing speed) but does also affect her EF. I can't help but think back to the mindset I had with my older daughter when she was in middle/early high school (why can't she keep up with the other high achieving students, why isn't she working as hard as them, oh no she will never go to college). Knowing now how difficult it was for her as a ND kid in a high achieving high school, and knowing how common it is among her old friends to be still so stressed and consumed with grades and achievement... I am leery of going to what seems to me to be another pressure cooker environment. We chose what seemed to be the middling school in the Poway District to have a more relaxed environment. I don't want to repeat the mistake we made with my oldest. Not everyone will have this experience. But her Adhd caused her severe social anxiety starting around 7th grade and she is still a work in progress.
  19. I have often pushed all three of my kids outside their comfort zone, no question. It's not a four year commitment -- if it doesn't work out she can always transfer, but the message she gets that it's ok to always stay in the comfort zone is not necessarily a good one. She will never know what she is capable of during times when she is outside her comfort zone. Pushing the edges of the envelope is important.
  20. Well, I have a newly entered Freshman in a public school who is also newly diagnosed on the spectrum, and he's definitely not super caring about whether his interests are going to serve him well later in life. He flew under the radar for years as being quirky and gifted when his all-in interests were coding and math. And he still enjoys those, but now it's very much gaming. He can tell you everything you never wanted to know about every nintendo game release, popularity, soundtrack, and characters, and now is getting back into practicing the piano so that he can play - you guessed it -- all the soundtracks from his favorite games. And while esports is getting big and of course piano is cool... he doesn't win games a lot and he doesn't have a lot of natural talent at the piano. (his twin sister was always light years ahead in piano than him, and loves all music equally. He tolerates other songs but won't play them -- only game soundtracks). For this kid I am just grateful he is starting to experience less anxiety and depression than this time last year. If it means doing the bare minimum for school and not going all out on any type of worthy extracurricular, that's all fine. My older daughter was always very aware of expectations and how things look to colleges. She instinctively knew how to frame herself to look spiky and passionate even with very little to actually show for it. (she wrote fiction or slept through much of high school). I don't know that my son will ever be able to do that.
  21. It is, but it's the only message kids in large public schools hear, it seems. A kind of one size fits all message. I think for the most part the only people getting the message that it's best to be spiky are the homeschoolers and the private schoolers. I mean, just for example, on Yale's own page they state that only 58 percent of it's freshman class came from public high school. So 42 percent came from private high school. With all of the specific college counseling that goes along with that. At our public school, we have one counselor per 500 students.
  22. I understand, but you are still only comparing the university you went to vs his, and the peer groups and classes you took vs his. Within public schools there are still a wide variety and you will find differing levels of challenge everywhere. And this is for MOST kids -- I would probably argue that your need for challenge and peers would have been different than the majority of the brightest kids out there. For the majority of bright kids there are a large number of equally bright kids sprinkled throughout all of the universities, and the ability to find peers would probably depend upon culture, size, and academic focus of the school (ie kids at William and Mary will find other smart kids that love history but don't go there if you love computer science). I guess I am just bitter though as I have seen so many kids burn themselves out chasing the mythical advantage of the Ivies. The pressure from schools to max out on AP's and extracurriculars, the intense marketing by these schools to create an even greater selectivity rating by convincing even more almost qualified or not quite qualified people to attend.. especially after hearing the statistics that one third of the people attending are legacy students or sports scholarships. It's honestly made me biased against them -- the marketing to students in particular feels predatory. Small liberal arts college, small class size, engaged peers, good location, deep knowledge in field of interest -- those are all the most important when being compared to a state school, imo. If it happens to also be an Ivy and it's affordable, then great.
  23. I feel like there have been a few sweeping generalizations. At heart it is a personal experience for those of us who have been through (insert college name/type here) and for our kids who are either going to or working their way through college. I can imagine overall you will find a great peer group of intellectually minded people at an Ivy, and the more gifted you are I would imagine the more pressing that need would be. (Lewelma's son, for example, sounds like he has really found his place). I can't imagine, though, that for the moderately or highly gifted but not quite groundbreaking kid there won't be a peer group at a higher performing university. Fit is so much more important than prestige and even then... seriously.... it's just four years of your life. Most of us are lifelong learners. It doesn't stop suddenly at age 22. While it definitely seems there are formulas to open doors, I think it's damaging to contribute to the narrative that there is a perfect choice to make, and if you don't make it then you won't get X, Y or Z opportunity. Maybe you won't, but maybe there are different opportunities instead or maybe the path will be longer. Look at Sea Conquest:). Or my husband -- Mechanical Engineer major, MBA, and now a Public Policy Ph.D student who is working for a large Dod contractor, lol. When he was in college he never would have expected this path. My daughter is at a highly ranked U and has had zero problems finding smart peers. Peers that challenge her. Professors that challenge her. She has had an easier time for sure than the science/math majors, but she has not at all been the big fish. She has, however, had trouble getting classes sometimes, finding professors to write her letters of rec, figuring out how to get internships and research experience, having guaranteed housing for three years only... So those are the biggest considerations if I were to choose between a high performing state U vs any quality smaller school. Money, fit, distance, but honestly never the prestige. I think the other two things that are unique to the individual is whether they can handle graduating in the bottom of the class (ie whether they are a little fish in a big pond) and whether they can even handle the workload of the institution. The second could be drastically affected if they are Neurodiverse, and the former will reflect whether they are intensely competitive, collaborative, or conversely if they need to have the confidence of being one of the smarter students. All of it is so individual. Anecdotally, I literally only know two people who have gone to an Ivy. One skipped a LOT of her classes and had to change her major as she was in danger of failing (but really enjoyed the extracurriculars and made a lot of friends). She is super smart and she loved her school. The other worked for a time at a Marine Corps heavy institution and was known to be extremely bright but lacking in perspective compared to the upper leadership of Marines (most of whom had served multiple tours in Iraq and Afghanistan). She came across very much as an academic know it all and rubbed a lot of people the wrong way. She name dropped Harvard all the time. But that's just her personality and I know plenty of people like that who haven't gone to an Ivy league, lol.
  24. Brooklyn 99? Written by same writers as Parks and Rec and Good Place. It's our favorite of the three.
  25. Thank you Peter Pan! I am writing this down and will be figuring out how to phrase my requests -- our appointment is next month. They are doing it because the neuropsych just put in a general statement that running genetics would be useful, and the pediatrician was like sure ok.
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