Use prime factorization & it's easy (and shows why using prime factorization is the best method for reducing fractions). Include a factor of 13 or 17 (or often even a couple of 7's) and that really gets them :)

Day 4 of writing the essay about the poem says in step 3 "You don't yet have an essay" since the essay doesn't have an introduction and conclusion, but the instructions only have the student add an intro - no conclusion. I see that Week 33 discusses a conclusion for that poem's essay. I'd like to have something in Week 32 about the lack of conclusion... :001_huh: Anyone have suggestions or info on how they handled it?

It's by David Guterson, the author of Snow Falling on Cedars. I really enjoyed it when we were making the decision to homeschool.

We've watched the trailer, but I don't know if I'll get the game or not. Not sure our computer is capable!

The science tests on the CAT and ITBS really don't give you any info that's useful.

I'd think an individualized achievement test might be most useful to you - something like the Woodcock Johnson... but I've never used it. I gave my son the CAT on grade level in 1st grade and in 2nd grade gave him the 3rd grade CAT. It gave some information & showed some weaknesses, but I saw that more from looking over the test after giving it to him. In 3rd grade I gave him ITBS on level along with the CogAT. I like the ITBS report more than the CAT. Again, I could see where some weaknesses were by looking over his answers. I used Bayside for the CAT (they have TerraNova now) and Triangle for ITBS. I doubt that a standardized test will give you what you're looking for though. Individualized achievement tests do cost more, but that's more likely to answer your questions. You can also call a local university and see if the psychology department does testing. If you get a grad student to do testing, it can be cheaper. Hoagie's gifted website will have more information on the specifics of different individualized tests. Good luck.

I appreciate this thread. Our state's cutoff is Sept. 1 and my son's birthday is Aug. 29. We started school for his age, so he's completed 4th grade now and we'll start 5th in June (we school year-round). I'm really torn as well about whether to have him repeat a year so he'll go to college at 18 turning 19 rather than at 17 turning 18. He doesn't have trouble with academics and I don't see maturity issues... but.... If we do a repeat, we'll probably do 5th or 6th again. It's just not an easy decision. Best of luck making yours!

I have to convince my students that they WILL fail my course if they don't meet the requirements. There is no magic extra credit at the end of the semester. The final exam won't pull up your grade to a passing grade if you are going into it with an average of 50% (and the idea that you could score high enough on the final to pass if you have a 50% average is pretty ludicrous). I think the cc and remedial courses are essential for students. There are some students who really stand out to me: a WWII vet who was a retired history teacher but wanted to learn math, a woman who was rebuilding her life after escaping an abusive marriage... I'm honored to be able to help people meet their goals and fill in gaps in their education. This can absolutely include students straight out from high school - but it shouldn't! I'd love to see a lawsuit from a student against their high school for graduating them when they shouldn't have. I have no patience with the students who think that by paying for a course they deserve a passing grade. And it's frustrating to fight against that sense of entitlement and expectations from high school that attendance is enough to pass. Thankfully I am supported at my cc and don't get those discussions about my pass rate. Some other schools have issues with that.

We use the COMPASS (I believe). However, because of situations like this, we have exemption exams the first 3 days of classes so students who think they've been misplaced can take the final exam for the course & if they pass, register for the next course. I find that in the algebra courses I have taught, I have a very large number of students who think they know the material because they've seen it before but who really don't know it. That's a very frustrating attitude to fight with. (Not saying that was your situation - and I like students to be placed correctly and move ahead if they are ready.) I see a number of students who are straight out of high school and who place into our lowest math courses. It's very frustrating.

Thank you!

I expected one end scene and so we saw the first extra scene and then left :( Guess I'll have to wait until the disc comes out to see the second one (although if anyone wants to PM me and say what I missed, I'd appreciate it!)

You can find it better on the university's site than on the cc site here. Do a search for "articulation agreement". In our state there's a list of courses that transfer to public 4 year schools.

High school board link. Really rough situation.

It's gorgeous.

My son is going to be doing the Greek Myths Revisited this summer. I'll be able to answer more in August :) I had a question about the books to buy (whether a paperback was okay or if they needed the exact ISBN) and got an immediate response.

We use the textbook (generally orally), then I have my son do the workbook. After we've covered a topic, I have him do the IP. As we progress through the text, we do the CWP. I aim for a couple of problems every day. As a result, we don't whip through the books, but I do feel good that he's got a solid foundation :) There have been some places (notably long division) where I've needed even more practice, and I've reviewed when I see him struggling with a skill (this past year we needed extra review with some multiplication and with fraction to decimal conversion... I think). I do get the HiG and sometimes will use their examples for extra practice and extension. I also like how they show mental math. The Singapore boards are also very good if I ever have a question.

I use standards with IP on level and have felt that my son gets enough review with the review sections at the end of each chapter. There are occasions where I think he needs extra practice and I supplement. I'm very pleased with the foundation from Singapore.

I'd say yes, if you've covered those topics. I think it would be tricky though. I find HOTS requires some info that's in the text, activities, and TM...and sometimes I still find them tricky :001_smile:

:grouphug::grouphug::grouphug:

There's a link to a common abbreviation thread on the K8 board. MPH stands for My Pals are Here - two levels: 3/4 and 5/6. Science from Singapore. HOTS is their Higher Order Thinking Skills. I don't have the other abbreviations handy :)

A friend of mine used to get her daughter a gift on Mothers Day because she was glad her daughter made her a mother. This could be along those lines.

The text and activity books for MPH are pretty light. Same with Homework. I use it and a bunch of extra library books. Then the HOTS and Tests do add a lot. HOTS has questions with multiple answers and it's definitely tricky IMO in some areas and promotes thinking. 5/6 assumes a continuation from 3/4. I think HOTS and Tests are a bit higher than the samples show...but depending on your child's strengths, it may still be easy. It's a good fit here and my son generally is in the 80s on HOTS and Tests.

:iagree: I don't intend to teach my son 5 paragraph essay style at all. Former English major here :)

Alt text <Someday I'll be the first to get a Ph.D. in "Undeclared"> I can't get the alt-text on the iPad. :) And if you click on the cartoon, he links to a youtube version of the song.

Using the arrows is also notation for a mapping and a relation...which doesn't have to be a function. With the arrows, I'd say "2 goes to 4", "6 goes to 36", etc.