I think it's important to remember that the schedules are there as a tool for you to use, but something you have to be enslaved to. If your math curriculum has discrete lessons and those lessons take 25 minutes to do, and your child is thriving, what merit is there in forcing adherence to someone else's time frame?

I think one thing to consider is the difference between one-on-one tailored education at his level, and education delivered to the classroom at large where much of it won't hit his level. Afterschooling makes for long days. Will he have enough brain power by after school to make it possible? I think tutoring him during school hours is unlikely. Also, would afterschooling fit with any schedules of sports, clubs, or the after-school schedules of your olders?

Jousting Armadillos maybe?

If you can figure out how to force them to sit, do let me know! Really, I think we just stand there and supervise every. Single. Time. I hate it too.

Yup, just keep going with them. When you finish a book, celebrate with a dance party, and then start the next book--regardless of when on the school year that happens. Maths may need to be done those days you're out, but spelling might be more flexible.

Agreed. It's really fine to not do history this year. Get a picture book a couple of times that yours in, if you like. Don't feel held to it every chapter, or skip it completely. If you want to do something with him, what about a geography year? Biomes, continents, children from various nations...

If 4th is where she places, do 4th. And no, I wouldn't try to speed through it this summer. But I would continue to do math through the summer rather than allowing a2-month break which causes everything to slide backwards. If you keep doing math through the summer you can eliminate the month of review time that usually needs to be spent. Just progress through, not trying to catch up, just being consistent. It looks like math mammoth 7 is pre-algebra, so that would be in 8th.

It doesn't have to be complicated to start! Install it, make a few cards, start using it... As you go along you can adjust it to fit what you need, and then you can look up specifics for what you want.

I used to do that. When I wanted to import a pre-made deck for each of them it wouldn't allow it because those cards were already in the profile, though in a different deck. Grrr... And so we had to switch to different profiles.

There's one pre-made set that I'm using for myself and three kids. I suspended everything and then unsuspend as we encounter the material. Suspend and unsuspend is super easy, far easier than making complicated cards! The most complicated part so far has been to make four different copies of Anki on my phone so that each of us can have our own cards!

Wait to do spelling until they're reading really well. (Unless you're using spelling to teach reading, which is a different paradigm.) Certainly you can use AAS without using AAR, they published the spelling one first, I think. In school, I was taught print first. I did fine with it, and can read and write cursive. I hate HWOT when it gets to cursive, we didn't do that part. And we didn't do most of the extra activities for HWOT anyway, so probably any workbook for printing would have worked fine.

If she's reading well, that's it. She doesn't need reading instruction at this point. Just let her read! And yes, at some point do spelling instruction too.

I think phonics is better, for most kids. Letting your daughter look through books and narrate whatever she likes to herself is not "whole word"--it's just a normal pattern of enjoying books. So you're not "mixing methods", you're letting your child enjoy books. That's a good thing. ? You're teaching her phonics. She's enjoying books however she likes. It'll all be fine. (Though I might have clarified about the reading thing at the library in front of the other little kid--he "heard" you telling him he didn't know what he was talking about, and he DID, he knew he did...like you said, he was bewildered.) I can't imagine anyone banning their child from picking up a book to look at it on the principle that they can't read it phonetically yet. That's a bit like saying they're never allowed to kick a ball around with friends until they're ready for the high-competition soccer leagues, they can only work one-on-one with a coach. Guess what? I'll show you a child that will never love soccer... So no. Letting your child look at books and tell a story out loud is not "teaching bad habits." It's teaching good habits. After all, there will be times in her life when she might need to modify the text on the page for the audience she's reading aloud for!

We haven't done AoPS yet, but I've looked at the website several times and might be able to help with a couple of the questions. The PreAlgebra 2 class uses the PreAlgebra textbook, per this description: https://artofproblemsolving.com/school/course/catalog/prealgebra2 The Introduction to Algebra A class and the Introduction to Algebra B class both use the Introduction to Algebra textbook. The Intermediate Algebra textbook is used for the Intermediate Algebra course, recommended for after Introduction to Geometry. You might find that the recommendation pages for the courses and for the textbooks provide a helpful flow sequence for you. Course map (for the online courses, and probably the in-person classes) Curriculum map for textbooks I don't think there's anything wrong with doing the textbooks without an online class. That's what I intend to do with mine when we get there. If your student works better for others than for you, or if you feel you can't keep up with the math at a particular level, then an online course (or in-person, naturally) could be helpful. I had the impression that Alcumus wasn't a course, but more like problem sets, so it wouldn't replace the textbooks. But I haven't explored it at all yet.

IEW has a classroom program, it's set up differently, I think. You can contact them for info.

Rightstart fractions kit? What is she expected to do for fractions at the level she's in? It sounds like she's got a good start, seeing what fraction is shaded. What else is the curriculum covering?

Nobody in my area learns to diagram. It's not taught here. So, I have to vote not essential. That said, I think it's cool (having now seen it...), and am teaching it. You could stick with what's working right now and add a simple side section on diagramming at some point later.

It's recommended that you start with AAS1 anyway, to make sure she knows the phonograms. Because she's older you can expect lesson one to take a few days, and then she'll fly through the rest, probably. You don't need to spend a full week practicing words like cat and hat if she already knows them. Skim through the lesson to do the teaching parts, have her write the end of lesson words, and move on if she knows them. You'll need 2 quickly. You'll need the teacher book and the student packet for each level. Getting to the end of 3 by September may or may not be realistic. AAS might work as an ah-ha moment for her and she'll improve quickly. More likely you'll hit a wall somewhere along the way and need to slow down for more practice on the lessons.

It doesn't need to be elegant. I think the elegance is in the discovery, for this one. Any chance you have 64 centimetre cubes around the house? Because that might be the best way: let her discover it for herself. If you don't have centimetre cubes, do you have popsicle sticks and a snip? They wouldn't be thick enough to truly show a cube, but you could at least lay them out and manipulate them.

Multiplication war is good. It can be fine either as first to say the product gets the cards or as a war game with the highest product taking both pairs. I like Ring Around the Factors. We tend to do memorization through use, rather than through "memorize this thing" drill.

Or keep doing CLE and submit work samples from those "grade level math" workbooks you find at Costco?

It doesn't have assessments included, but the games increase in difficulty from the start of each section, so you could play them through in order, or skip the first few if they're obviously too easy...

Hmmm... Math card games kit from Rightstart?

We really like Rightstart. That said, I always thought math was amazingly cool and picked Rightstart because of its fabulous presentation, so I don't know whether it would help your problem. What curriculum have you been using? ETA: Oh, have a look at Moebius Noodles too!

I started out by choosing math. Maybe make a grid, subject listings one way and children the other. Start by picking math for each of them, then narrowing down the level they're in. Then pick another subject. Gradually you'll see your grid fill in. Oh, do remember to leave space in the grid for the different components of language arts. Some curricula are comprehensive, some less so, and you need different components at different ages. For instance your youngest might or might not still need reading instruction, but your oldest probably doesn't! And doesn't need spelling either, but your youngers might, you know? And for "Socials" it might cover history, geography, local government...