In solving systems (2x2), I generally work across rather than down when teaching. It seems to help keep the 2x2 system together more. Using substitution, I label equations (1) and (2) and write out what's happening: Solve eqn (1) for y (do this), Substitute into eqn (2) (do this), Find value of other variable (do this), state answer as ordered pair (do this), and check. I strongly encourage students to write the words above so they are communicating their work. It seems to help with avoiding confusion of substituting into the same equation. For elimination/addition, I still label eqns (1) and (2), but then I generally work horizontally: (orig system) --> 3(eqn 1) + -2(eqn 2) [writing the step showing the multiplication, then writing the new equations, then work down from there by adding. I also sometimes suggest using unlined paper and taking a LOT of space to work the problems. It seems to help with not feeling cramped with space for the work. (Probably no more than one or two systems per page.) Those are the ideas I have given what I've seen with student errors. Good luck!

Would reading the original problem aloud and then what he wrote aloud help catch a copying error? It sounds like it's a copying problem only, nothing conceptual or with setup or notation, right?

Hate it. I see a number of students at my cc who don't know the standard algorithms for arithmetic. I didn't see errors to this level in earlier years. I think it can be traced to district's use of EM. You can also do a search on the afterschooling board for a discussion about it - and there are YouTube videos that demonstrate the methods used and the cumbersome nature of them. I think with a very good teacher or with good students, the program may be okay. A friend teaches at the university here and said she's seeing students who are good at some higher order work than she's seen in the past. I do see the lower level students... And they're in bad shape.

One way to proofreader would be after writing the problem, read it back backwards... So for 3x -5y = 12, he'd check with 12 = 3x - 5y Maybe using a ruler to be sure copying is accurate would help too.

I wish I could say you were alone, but you're not! :grouphug: Public or private school is really not an option for us due to severe allergies (and the use of Everyday Math), so I'm committed... and I may be if attitudes don't change. Yesterday was one of those days. I think today should go better, but I am tired of the battles. Some days are really wonderful though, so hang on to those as much as possible.

We did this with both our crock pot and our dishes. Both were fine and I feel great about using them! (We have tossed our plastic though and are back to glass instead of Tupperware.)

I've taught the Calc I class at our cc. Students flunk it hard for the basic algebra skills: exponential rules, fractions (put the two together and it's horrid), and not knowing trig rules (basic definitions from unit circle in particular). If they can do the arithmetic without a calculator quickly & accurately, they'll be much better off.

I didn't see it mentioned in the thread, but we're using Singapore My Pals are Here. I don't think the text/workbook alone would be enough, but the Higher Order Thinking Skills book is really great. I'm using everything (text, workbook, teacher's guide (with websites, additional suggestions... although it does need to be adapted for at home use), homework book, HOTS, and tests. It may be worth considering for some of you. Link here.

At our cc, you could tell the more rigorous course by the prerequisites. The "real" calculus (the one you want) has trig as a requirement. The other one will only have college algebra as a requirement (and I agree with the others that that'll be the "applied" course - more application heavy in the hopes that students see where calculus is used). Also, take a look at later math courses. The full calculus track will have one or two classes following it. The other course won't have courses that have it as a prereq. At ours, analytical calculus is the course for anyone going on in science. We have "elementary calculus" as the other one.

You could check your cc for online math courses. I've taught some before and generally students either do well or terribly. The format will vary with the instructor, so you'll want to check before enrolling. At my cc we have information online before registration and we also have contact info so the instructor can be contacted and your daughter could ask questions. I'm teaching a hybrid course in the spring where students come in for regular lectures but their homework and tests are all done online. Final is pencil and paper. (But otherwise, no grading for me - yippee!!!) The software we use is MyMathLab through CourseCompass. Publisher is Pearson. I really think this software works well, so if you find a course that utilizes it, I can speak highly of it. You do need access through a course that is set up already (so you couldn't get access on your own). But if you can find an online course that uses CourseCompass / MyMathLab, you may be pleased with the software set up. We still have a traditional text, but all work is done online.

Jail is the place that comes to mind. I do think there are some people who are stuck in jobs where they are really trapped and don't have many options (my in-laws) and that would be a place where you might be stuck to keep a job. But that's also why we want to be sure our son has a really good education - it gives lots more options.

I'm sorry. I hope you can have some good memories in these next few weeks. :grouphug:

We have many computers here (husband in IT work). We also bought an iPad a few months ago when I was convinced my son would be getting allergy shots (he hasn't). You want a computer. You may choose a laptop instead of a desktop, but the iPad, although nifty (I'm surfing with it and responding from it) isn't powerful enough for your kids to be using it for schoolwork. I use the iPad for netflix, reading ebooks, playing games, and doing some Internet surfing. Typing on it is significantly slower than on a keyboard and I find surfing a bit more cumbersome as well. You can also buy a good laptop for a hundred or two less than the iPad.

Although if you're in your late 80s and walking on the sidewalk, you should be able to expect that you're not going to get knocked over by racing children. There's got to be some serious back story here...just like the McDonalds coffee. It may not be a frivolous suit (although I question what's going on that the parents aren't being sued instead).

:grouphug: Thanks for sharing your story. Mental illness is an illness. It's nothing you can think away. It can be really scary to get help though. I'm glad you found a good doctor to help you. And sharing your story may help someone else gain the courage to get help!

I am not finding the info on the Rosetta Stone site, but I believe with the current edition, you can't resell it. They have to verify the software before you can use it, so there is an authentication procedure. If you want the software reinstalled, you have to contact RS and have them reactivate it, I think. I know there was a thread about this in the past year, so a search may have the links.... But I don't think you can buy RS used for version 3 or 4 (homeschool is still version 3, private has upgraded with online chat and that's called 4).

You might ask your doctor for dentist suggestions. I've had some bad experiences with dentists - and I've had some who are great. If I feel uncomfortable with a dentist, I'll leave. Had one that just felt a bit off to me, so I did the initial cleaning with him and then looked for a different dentist! One idea... are you active with any groups for the deaf? Would someone through an organization like that have suggestions of a dentist who might be a good fit? Good luck! It's a bit of a rough process finding someone you can work with and who'll listen to you, but it'll be worth it!

There's the MCT social group on here. I started an errata list but no one's added to it :( It'd be nice if RFWP would have an errata list on their website. I am on the yahoo group, but I don't like having to check and update the texts for errors.

I think it is Action Verb Predicate. On line 2, you're finding Subject and Predicate. Then classify the predicate as a LV (linking verb) or AV (action verb) to make looking for subject complement and direct object easier. (We're doing Practice Island & that's how they do the AV Predicate.)

(6/7)(sandwich) = (5/8) direct translation of the problem.... 6/7 of the sandwich (so multiplication) is 5/8 lbs. You've got a linear equation now. You can solve by dividing by 6/7 (which is multiplication by the reciprocal) (7/6)(6/7)(sandwich) = (7/6)(5/8) (sandwich) = 35/48 lbs

One of the serious problems is that there are questions with the software being hack-able. And with no paper trail, there's no way to verify fraud. I don't trust it at all.

I'd love to vote early, but here you don't have that option without certain conditions. We also still use the touch-screen voting that doesn't have any paper trail. :glare: But I'll be voting on Tuesday.

We've had it since 07. Meh. The reason to get it is to get an extra Wii controller. As far as the games, they're okay for learning the controllers but they really haven't had a lot of replay value here. For teens, I might think Wii Sports Resort as more likely to be played (the fencing game in particular). Wii Play does have a few mini-games that can be fun to compete against someone. Dh and ds have played the target game and the cow racing game in particular - and occasionally the tank game. But it does seem to have limited play before it gets boring. As always, YMMV. :)

My son HATED using the tiles at first. We had some major battles (although we seem to have major battles any time he doesn't want to do things in a certain way). I insisted. Now when he asks how to spell a word, I often have him segment it. He'll move his finger on the table for each sound, and his spelling has improved quite a bit. I don't think he'd have had that without using the tiles as a reinforcement of segmenting a word. Of course, your kids may do better with spelling than my son! ;) The reinforcement of segmenting with the tiles and phonics link has really helped here.

If the weight of the yarn isn't right, you will have a smaller size hat. You can do a search (google) on the importance of gauge with a pattern. It doesn't matter much with afghans (what I generally crochet) but it would matter a lot more with clothing. You could try using two threads of your worsted weight yarn and see if that matches the suggested gauge for the hat. You may also want to adjust the hook to get a better gauge. Hope this helps some. Afghans are much easier but tougher to wear on your head. :D