Check your syllabus first. Some instructors have a note that says all work must be completed to avoid an incomplete or F. If that's not the case, you can skip the paper - but it may be better to turn in a poor paper and get a grade on it rather than not turn in anything and get a 0. I once enrolled in a course to keep a scholarship and stay full-time. I took it pass/fail and intended to fail - never went to class. It was a large lecture (over 800 students) and no discussion sections, so my presence or absence shouldn't have been noted. I was given an incomplete. :confused:

I've gotten CeraVe at my dermatologist as well, although I'm using the lotion - it's much easier for me than the cream. I teach with chalk in the evenings and in the winter have had my knuckles cracked and bleeding. What really worked was Lansinoh - the lanolin for nursing. I figured if it healed cracked nipples, it was worth a try for my hands. You've got to be really careful what you touch or you stick, but it was amazing. The CeraVe works great as long as I avoid getting to the really damaged skin phase. When I'm there, out comes the Lansinoh! Hope your daughter feels better soon.

Their recommendation is to do 2 books in 3rd grade (Diversity & (I think) Systems), then the next 3 in 4th. Diversity is the longest book with 7 chapters. Do note that the books are small. I was really surprised at first. Despite Diversity's 7 chapters - it's only about 50 pages. Looked like a magazine. The real challenging parts are the homework and HOTS. We school year-round and started in June, so we're 1/4 through our year. We're on Ch 3 of Diversity. We haven't been doing science as regularly as I'd like, so depending on how often you schedule it and how in depth you go, you may move much faster than us... but I think we'll use the 2 years for the 5 books.

The IG does contain all 5 books. It has wrap-around copies of the textbook and activity book with answers for both. The answers on the activity book haven't been useful yet (we're in Diversity) but the additional information in the textbook has been neat to read aloud. It contains notes to teachers with background info (just a bit on each topic), somewhat useful. It also has teaching tips and a schedule on how to introduce a topic, website links (some dead, some inappropriate), and a few additional experiments. I'm glad I got it.

We use standards & I'm pleased with it.

Yup... these boards are expensive! :lol: We worked without the magnetic board for a while, but then bit the bullet and went ahead and got it. I hope you'll be happy with the program. It's definitely been a much better fit for us - and I wouldn't have found it without the discussion on here, so happy to pass it along!

I am liking Artistic Pursuits. I'm still not doing it as often as I'd like, but it's laid out very well.

Middle school for Christmas my parents gave me makeup remover. I didn't wear makeup. Spent quite a bit of time crying over that one. :lol:

:grouphug:

I'd think if there are signs of a disability then the teacher will be contacting you. I know you mentioned games not being great, but you may still get some useful information from Peggy Kaye's book Games for Math. I think it does sometimes just take maturity for a concept to click. Meanwhile, I'd keep demonstrating with the manipulatives (maybe use cookies at one point?). Give it a couple more weeks and see if it clicks in a bit... then if it hasn't, talk with their teacher. Good luck! I know it's tough.

I have my son write it. Ends up being generally only once or twice a day and I have him write his first and last name. I also insist on it being legible. I want him to be able to spell his name correctly (learned he didn't know his middle name in 2nd grade this way - he sometimes likes to include it). I also teach at the community college. I am amazed at students who turn in tests who "sign" their name so I can't read it. I also have students who have just put their first name on their test. Really really bad habits that I assume they got from public school (although I have had a few homeschoolers who have self-identified, I haven't seen the same name issues with them). So my son's going to learn to PRINT his FULL name CLEARLY! Or ELSE! (Poor boy.)

I don't use Saxon, but I've got the same answer they have. You're correct to use 144/5280^2, and it does reduce to 1/193600. Not having the same answer could depend on the model calculator you use. You need to be using one that has scientific notation. I'm interested in hearing if anyone did this longhand. Sounds like one designed for the calculator (and a great illustration of why the metric system would be much easier - just move the decimal!).

I switched from Spelling Workout to AAS in March (I think). My son wasn't retaining the spelling words we covered with SWO and we hadn't done a phonics program since he'd just "picked up" reading. Unfortunately that meant wild guessing when there was a word he didn't recognize which meant all names. AAS is giving us the phonics rules that he otherwise wasn't getting, so his decoding with reading has improved tremendously and he's much more willing to sound out a word. Spelling is more than just a list of words - there's a connection between them and a clear reason for the list. With SWO even though there'd be a connection for the list, there wasn't anything systematic so it was pretty impossible to generalize rules. I've been very pleased with making the AAS switch.

Well, we're in our third year and I think we've got a groove going maybe one or two days out of the week. Maybe. :lol: I've found reading the boards here provide wonderful support. Don't worry about being too needy. I think we've all been there - and return there at different points through the journey. Some days will be amazingly wonderful and others will have you really wanting to toss the little twits out of the house (or maybe that's just me as well). Do your best & love them. Be kind to yourself as well. Ask questions. There's a ton of amazing experience on here - and I've found a ton of useful stuff through searching threads too. I keep trying to remind myself of the quote that this is a marathon, not a sprint. Some days I do better than others. Good luck with it. And welcome to the journey! :D

They've been using questions like this for well over a decade. NCTM (National Council for Teaching of Mathematics) has questions like this as illustrations in their material for illustrations of questions that are open-ended. It would only be a college-level question if you were trying to find the maximum area enclosed by the field - and were limited to using calculus (optimization problems / max/min problems) - and had no limitation on size of fence segments. So although it's a slightly more challenging problem - especially if you haven't seen it before and it came as a surprise - it's not out of line. The idea behind it is to test a student's knowledge of the concept of perimeter but without saying "Draw all possible rectangles that have a perimeter of 24 m."

They do have some word problems with mult and division in 2, but I think you'll do fine in 3A then. The problems really are only with those facts through 5 and division with remainder like I mentioned above, so if you review/drill with that sort you should be in good shape (maybe get a workbook with practice if you are uncomfortable with just drilling yourself). I just flipped through 2A and 2B. I would definitely not buy them if the division is all you need. 2A only has 2 & 3 tables (I think) and 2B has 4 & 5 tables and remainder. We're in 3A now & the multiplication is going pretty slowly. They start with the review section, so you may do a bit more with that (although we haven't hit remainder yet). Good luck with it! And there isn't a big concept to miss here - as long as you cover division :) I think you'll be just fine with 3A.

There are placement tests at the Singapore site: here. You may try giving your son the 2B test and see if it shows him ready for 3A. It sounds like you've got a pretty good handle on where he is. The division in 2 is really just your basic division facts from 1 to 5 and remainder. I'd think you could show him with some manipulatives and make up your own problems to get up to speed and start with 3A. For instance: 8/2 = ? 24/3 = ?, etc. For remainder, there are 18 cookies to be shared among 5 people. How many cookies does each person get? How many aren't eaten? Hope this helps some!

We used US for 1A & B, then moved to Standards in 2. I've been very happy with the Standards edition.

It doesn't sound like this is the situation at all, but at colleges, many female professors complain of being addressed as Mrs. while male professors are addressed as Professor or Dr. :glare: In that case, Mrs. is definitely adversarial (possibly out of ignorance, but it's still an issue).

I've done some teaching with algebra tiles. There are quite a few books that talk about how to use them. You can use them like you'd use base-10 blocks: the small squares are units, the rectangles are x's and the large squares are x^2. It's a great visual for combining like terms and helps show why you can't put x and x^2 together. You can use the red side for negative numbers and the colored side for positive numbers. This can show arithmetic with signed numbers (different colors "cancel" each other out). You can use them for solving equations. Get a sheet of paper and put a line down the middle with an = on it. You can set up your equation with the tiles (just linear equations) and then manipulate the tiles to solve the equation (see books for examples or PM me... running late this morning!) You can also use them to multiply polynomials like (x-3)(2x+5). It uses the same idea as area and how you could do 4*3 by setting up a rectangle that's 4 units on one side and 3 on the other. The area is the product. If you've got the multiplication, then you can factor using the tiles by starting with the area and trying to build a rectangle. (Although I probably wouldn't do this much - factoring should just be done algebraically or it'll lead to extreme slowness later on). So here are a few suggestions. Some kids will be more inclined to use the manipulatives and the algebra tiles are great for that. Also, if there's a conceptual issue, using the tiles is great to see a concrete representation. The goal should be to get away from them but use them to get the start with the math and end using the algebra.

Yup. I think it was from about the time of the DVD releases with all the complaints being made. Here's a blurb with a quote from Lucas saying he will NOT include the original versions or remaster them.

And yet he still has Greedo shooting first in SW. No thanks :glare:

Specifics like that are very useful. You're telling the painting titles & more clearly what might be objectionable. The first post was much more general and just commenting on the fact that there was nudity. It also is nice that Netflix has as instant watch just some of the segments on one disc. That could also be helpful for avoiding bits people want to avoid or just watching some of it.

Our library has the Complete Collection and Netflix has the DVDs (and some segments are instant watch). Added them to the queue!

We started Rosetta (Latin American Spanish) with ds last year. We are only doing the computer work - nothing written. I've assigned the full work but he skips the writing on the computer. He started in June 09 working about 30 min 2x a week (not counting breaks). He's getting close to finishing up Level 1. Since this June he's been working about 20 min 2x a week. So I'd go with 2 levels (or more) rather than just one. Get the homeschool version too :)