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  1. Nope. Fred is heavier on procedure than it is on concept, but not very heavy on either, and it won't review very often, especially as you go through other books. Ds is finishing the fraction book this week, but his schedule looks like this: 10-30 minutes on a concept from Gattegno, then a chapter from Fred (about 10 minutes). That way he bounces between hands-on conceptual work and procedural but it's not an overwhelming amount of either. We're just going into the Gattegno fractions & decimals book, so everything from Fred is being reviewed again in the first few exercises before they go deeper with Gattegno. And since there are only 32 chapters (and the Bridges), Fred barely covers a semester doing it 3x a week. He'll start the Decimals book after Christmas, but hold off on the 3 pre-algebra books until next year, probably, so that he does book 5 of Gattegno first and then reviews with Fred. I would say if you really want to use Fred as a main, then pick something to back it up and work from a different point of view so that you make sure she's getting all the math and not missing items, even if it's just a weekly assessment with Prodigy.
  2. I suspect many of us grew up in families where adults did things because it was the "right" thing, and they didn't want to make waves. When our generation grew up, we may have chosen other paths and that does not compute with the older generation's feeling of "right". It causes friction. These are people who didn't do it because they wanted to, but feel that since they did, everyone should have to. When I say I would hope I'm the kind of parent my kids want to visit, it means I always want them to be comfortable here, and their spouses and children comfortable here. I'm not going to care if they choose their own way of celebrating the holidays as long as it makes them happy. Goodness knows I plan on ditching the whole thing as soon as the last one is out of the house and dh and I are spending one Christmas at WDW - together and without kids.
  3. You're not coming across as a jerk. You're coming across as a mom of one. 😄 There's a difference. Sometimes, it's not all it's cracked up to be when others do know of a child's skills. It bothered me a little when I walked down to the locker room and heard other members of the team popping off math questions at my kid. They had tapped into his calculation skills one day and it became a party trick. Our kid is sheltered quite a bit. We've never told him 'no' when it comes to letting him explore something, but he's never been in a classroom and rarely has had a text with a grade level on it. We've stressed to him that he is X grade. X grade looks different for all kids because each school or teacher has a role in determining what they need to work on and there's no such thing as even, steady learning. He's sheltered. He doesn't know some of his things are unusual and we'd like to keep it that way as much as possible. Regardless, I think my most important job is to help my kid advocate for his own needs. He needs to speak up if he wants to try something, or if he's feeling uncomfortable. I want him to feel confident enough to do that if he's in a setting without us. On feeling comfortable, a little story. I help a kid who is strong in a lot of skills. However, while his younger brothers worked on multiplication today, do you know what I had him do? Leap down number lines with a pencil. Not because he's not capable. Not because this was his best work. But today? He was tired. He had a rough lesson earlier with me. He needed to find the joy again. Watching him smile and enjoy himself was just as good for him as tackling those pesky fractions again. We'll get back to the fractions but having the brain break did him good.
  4. Does she feel that way? If so, how can you help her decide what to do so she advocates for herself in those situations?
  5. This is similar to our house. DS has a touch light that cycles through colors. We keep it on red as a nightlight.
  6. Go get a cup of tea. It solves a lot. I don't give a flying patooty if someone recognizes what my kid can do. Why should I? I care: -if he enjoys what he is doing at the moment when I take him to an event. -if he conducts himself well. -if he has things to talk about and can hold a discussion. It's okay that people who don't know your kid well don't see all she can do. They're not her parent or steady teacher. Who cares what they think? If it bothers your dd, you can teach her how to ask for something harder OR let her show by exploring the materials she's using. I handed twins today the same activity pieces. What they did with them, after the initial instructions, were vastly different and challenging on different pieces. It was a beautiful thing to watch, and it let me file away some things for memory: Twin A likes to approach things in a more logical manner. Twin B sees the idea and immediately tries to build on that idea to create something different but more expansive. My own kid blends in quite well and does so in different ways depending on what he is currently doing. He hangs with his 8-10yo team with active stuff. With academic strengths, he seeks out his 12-14yo group. With creative, he often seeks out the younger group because fine motor skills are still an issue. None of this has to be compatible with each other. He still likes his 9/10yo book club because the books are interesting, short enough to finish in a day, and he has friends there. If your daughter is not enjoying herself, then it's time to reassess what she's doing outside the house and find activities that are more open-ended instead of grade leveled. If she is, there's no reason to change anything.
  7. It is absolutely alright to do them as discussion! Think about what you want to have them get out of the exercise or the lesson. You can structure a lesson around those ideals and use whatever needed to get there. For us, usually a history lesson goes like this: Day 1: part 1 of chapter. Discuss orally, do map work OR activity. Day 2: do mapwork OR activity (whichever wasn't done before) OR video if there's no activity that we want to do. Create written narration or outline for notebook. (can count as writing lesson if that is what you are working on in language arts) Day 3: part 2 of chapter. Repeat as before. Day 4: repeat day 2, do timeline work, compare/contrast against events pulled from previous chapters.
  8. Practice violin School Write up language arts lessons for the rest of the week Make math materials Tutor Take kid to book club Dinner
  9. We have missed holidays, but intentionally skipping I think is different. Let's see...we had the year we had just moved and didn't have most of our things, so we went out to dinner for Thanksgiving. We had just sat down when dh was called in to work, so we missed that year. I think the kids and I had sandwiches because I didn't have cookware yet. We've had years apart where we prioritized which holidays to spend as a family and which to spend in alternative ways. The last time we had a movie marathon for Thanksgiving and ate junk food instead of a full meal. We've been rained out of the 4th of July enough times that I stopped counting, so we decided to keep Chocolate Day as our alternative holiday, celebrated on July 6th. I think, it's nice to have the holidays but not to be married to an idea of what it should be. But setting aside time to do something together? I think that's worth considering.
  10. I'm teaching beginners how to multiply fractions right now with Gattegno. It's a manipulative based approach, but the manipulatives are cheap and versatile. Gattegno is available online for free on Issuu. We spend 5 minutes each day going over how to break something into parts visually and then moving between seeing number of parts and size of block. The kids straight up read every multiplication problem as __ of ___ is ____ instead of ___ x ____ = ____. It doesn't matter if it's a fraction or a whole number. 1/2 of the 6 block is 3, but 2 of the 6 blocks is 12. Getting the vocabulary down when they're working with small numbers is so important before diving into big ones. There's an entire Gattegno book on fractions & decimals, book 4, but the work starts in book 1 when they work with numbers 1-20. Book 4 introduces vocabulary and more focus. I'd start every kid in book 1 so they got that foundation. After that book we start playing with Fraction Formula, mostly because we can make up our own games and restrictions with it (like removing the easier cards). But the tubes and pieces are one of the best ways I've seen when it comes to teaching equivalent fractions. The kids can hold them, measure them, stack them. As far as percents, I begin by making kids circle the cent part of the name, then finding the "100" in the symbol. Then we read the problem again and work through it slowly, but it's mostly a fraction thing still so it has to come after fractions are understood well.
  11. 😄 Convenience is actually a big part of our decision. Dh works 4 on/3 off each week and usually those 4 days include the weekend. We shift school to fit his schedule so we have more time as a family. It's a lot less convenient to have a kid in school 5x a week and nobody having days off together so you can't do any family stuff.
  12. I had to step back and determine what word "why" modifies. I thought it was "are", which led me to a search to see if it was an adverb. Consensus is: yes, definitely adverb. It can be other things, but in this case I'd call it an adverb and diagram that way.
  13. Our gas bill was $7 cheaper this month than the same month last year. Dh and I went looking for new Christmas ornaments. We're slowly moving back to glass after doing plastic for so long. I found a few for this year and we'll pick up more over then next few years. Since artificial pine makes me break out in hives I don't get to put them on the tree, but I do get to pick them out. 🙂 I am working with the wonky groceries dh bought. Two chicken breasts in the freezer are getting cut up tonight to supplement a light creamy pasta dish. Tomorrow morning I will go out and get more milk, but I'm going to try to deal with what we have this week and buy more responsibly next week.
  14. For a 12yo? At least 3x a week. I don't think I'd be comfortable with anything less than that. That doesn't mean a composition 3x a week, but perhaps 2 days working on structure and outline or rough draft, and then a finished draft on the last day.
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