Ah well if it's teaching how to teach math, that sounds like a worthwhile class. Not really a "math" class though. Does she want some higher math this semester? Is she getting bored? I would afterschool if she wants to. But if she doesn't, I wouldn't be completely opposed to a bit of a break.

Your kid is crazy smart. Why is she in a "math for educators" class? That's not the right placement. You want the full calculus sequence, and differential equations. Has she already done those? If I read correctly, she has to have it for her second degree goal? She might be able to sub some math from the biology sequence for the math from the education sequence. She should ask the department or an advisor or someone if she can do that. They may not overlap on paper, but they may overlap "with permission". If you can't get any traction going that route, I do have a suggestion for some fun college level math that you could afterschool with. The most challenging but "fun" math I ever took in college was Graph Theory and Combinatorics. It's brain bogglers on steroids, and also where you learn about the math problems that still haven't been solved. :)

If it's not high school, then the grades don't matter yet. This is a good time for them to learn how to deal with getting a lower grade. Figure out a way for your kid to learn from it now, before the grades count. Plenty of things in life will be unfair and demoralizing, they need to learn how to overcome being demoralized and come out on top.

I just teach it. That's the point, right? That they learn it somehow? If I can teach it, then I do. I won't give answers though, I try and teach the concepts and examples, but make them figure out the homework problem for themselves.

My daughter uses Everyday Math at school, and we do Singapore at home. And yes it definitely seems like Everyday Math is waaaaaay behind Singapore Math. I could have written your OP. This year, my daughter is in second grade, and in school they still have only done single digit addition and subtraction, and are currently learning about measuring things with a ruler. At home, she just finished Singapore 3A where she learned double digit multiplication and long division, with both regular numbers and decimals (as money). It's ridiculous. It drives me batty because the rest of the curriculum at her school is terrific, it's just the math that is soooo behind. The only plus is that my daughter tells me that Everyday Math is really fun, not all that boring, and it's useful as a review.

Just wanted to chime in - this is true. Make sure you tell the psych beforehand your intentions, and then they can just give you results on a piece of paper to do with what you wish, without reporting to anyone else. You can tear it up and throw it away, you can leave it in your desk drawer forever, or you can pull it out down the road when you decide you need it. It's a bit pricey. But it's worth the piece of mind.

Also try Hooked on Phonics. My son was recently diagnosed with ASD, although without any learning delays. When he was 4, his language comprehension was horrible, but he could label pictures like a champ. I jumped on the visual strength and got hooked on phonics. We used the video, the workbooks, and the iPad app, altogether, and added Bob Books. Within 4 months of doing 20 minutes a day he started decoding words. For the next 8 months he could decode words that he didn't understand. Then I started focusing on learning what each word meant as he learned to read it, using lots and lots of phonics readers and pictures and actions. It was so much easier for him to learn what a word meant when he could LOOK at the word and the associated picture/action, as opposed to just hearing the word in context. Now at age 5 he's literally reading AND comprehending on a 1st grade level, and decoding at a 2nd grade level. His speech has also improved greatly, he now uses sentences and pronouns, etc. I honestly think learning to read has helped him learn how to speak better. He also does ABA therapy, although we are now down to an hour every other week.

My first was a precocious talker. My second had maybe 1 word when we were coming up to 18 months. I didn't even wait for the 18 month appointment for the pediatrician to express whether or not he was concerned, I went ahead and referred him to Early Intervention for speech therapy. Good thing I did too. We discovered right around his 3rd birthday that he had Childhood Absence Epilepsy (where he was having tiny seizures that lasted only 2 or 3 seconds and just looked like he was daydreaming, but it was happening over 100 times a day). By that time all of the intensive speech therapy we had him in had helped his brain re-wire around the damage, and now at age 5 he talks just fine, and reads at a 2nd grade level. But if we had not started speech therapy a year and a half before a diagnosis was possible, he would be much worse off than he is now. I read in a book (I think it was the Einstein Syndrome), that at 18 months, 75% of kids with speech delays are absolutely fine, just developing speech a little slow. 25% of kids with speech delays at 18 months have underlying causes. And about half of that 25% would benefit HUGELY by starting speech therapy right away. But that at 18 months, it's practically impossible to know which category your child fits in - you just have to hope you guess right. So, if you have any doubt at all, go ahead and get an eval and some therapy. Because if your kid is in the 75%, then it won't hurt. But if your kid is in the minority where it really matters, like my kid was, it will make a world of difference.

We do Singapore at home. The short answer is we don't get tears anymore because math afterschool is habit. My DD is in 2nd grade, working on SM level 3 at home. What I do is I make sure she has gotten everything else done first (actual homework which is generally done in after care, piano practice). Then we set the timer for how long I want to spend on math, and we work until the timer goes off. (If she's working on an exercise but didn't finish it yet, I send it to school with her the next day as "homework" to do in aftercare.) Immediately after finishing math in the evening she gets dessert (or some bubblegum if she's full) and 30 minutes of iPad time before bed. She does better if I'm sitting at the table with her. So I sit down with her and teach her the lesson, and then when she starts her practice, instead of getting up I have her brother come to the table and I work with him for a while, while still sitting next to her. She just needs me to *be* there if you know what I mean.

I say pass the bean dip. I'm lucky though. My family is generally of the opinion that we are kicking butt as parents with all the afterschooling, and that we are giving our children a huge advantage. And my cousins who also have kids usually ask things like "what program are you using, and where can I buy it?". I imagine it's a lot harder to cope if your family doesn't have the same type of drive that we do.

I have a second grader. School homework consists of spelling words, reading, and math fact practice. My kid loves math and wants to do more of it than they do in school, so I teach her Singapore a level ahead with CWP and IP, plus anything else fun thrown in like a bit of Miquon and Beast Academy (usually during the summer). I have her do a page a day of Vocabulary Workshop (easier to manage than Wordly Wise), and she has to practice piano. We also have a subscription to Dreambox math which she plays on the weekends. We listen to Story of the World in the car. Over Christmas break I'm hoping to build a computer with her.

On nights that we only have time for one thing, they have to practice piano. On nights that we only have time for two things, my 5yo has to do phonics, and my 7yo has to do math. On nights that we have time for everything, I add math to my 5yo, and vocabulary to my 7yo. Reading is an automatic part of bedtime routine.

I taught my son letter names and sounds at the same time, along side teaching animals and their sounds. So it kind of went like this "cows say moo, and B says buh". He understood that very well, and had all the names and sounds down pat by age 3. He didn't find it confusing. You could try that.

Can he get an interpreter? I taught some 101 level classes in college when I was a grad student, and I had a deaf student in my class, and she had an interpreter for class times who would do sign language for her. I also gave her notes before class, but she did come up and ask me for them specifically (she was a real sweetie).

Genius.

This. I was this kid too. I used to read in the shower. Hold the book with one hand out of the water, and shower with the other hand. It was nuts. The only thing that got me to go to bed was passing out from exhaustion because my parents would wake me up early. Some mornings it was very very difficult to get me up. I have fond memories of my dad flipping over my mattress on me, and me falling back asleep on the floor under my mattress... lol good times.

1) 30 minutes of math a day for a 5 year old does not sound too harsh. My kids did/do 20 minutes of math at 5 (plus 20 of reading, and 20 of fine motor skills like writing or coloring or cutting). So that's not the issue. 2) Your kid enjoys math, but does not beg for it, and you make her do it anyways. Yeah, I do that too. Math is important. That's not the issue either. 3) Your kid is not ready for critical thinking skills, so you want to pass the time by teaching her all of the algorithms ahead of time. THAT right there is the problem. If your child is really gifted in math, then if you do this, you will CRIPPLE HER. Teaching critical thinking teaches someone to THINK. Teaching algorithms ahead of time before they can be reasoned out by the child REMOVES the necessity for the child to think, and teaches the child how to regurgitate. How to copy. How to follow. How to only know how to do what someone else has already showed her. How to not know how to think for herself. There's not a whole lot of opportunities for a young child to be able to discover how to reason for themselves, because so many things are done for them, are directly taught to them. Math is one of the only areas where you can really teach a child how to THINK. That's why math is important, and why I think it's important at an early age, because it teaches you how to THINK. But you seem to be intent on skipping that part for some reason. Your child is terrific at regurgitating algorithms, and not so great at critical thinking. Help her with what she is struggling with, which is critical thinking. Back up the math to where she is critical thinking-wise. Get those early grade logic books. Teach her THAT. Get that caught up to where she is algorithm-wise. THEN, after she has been evened out, proceed on to the next grade. Then you'll be able to do all of each section, instead of the first half. And you will teach your child how to think.

My 7yo DD is only in Singapore 3 so I don't know if this would translate upwards as well, but my child also gets incredibly bored and frustrated with the Practice and Review sections in the textbook and workbook. So what I do is I completely skip all of the practices and reviews in the textbook and workbook, and I have her do the corresponding section in the Intensive Practice book as her review instead. It's faster and more challenging, and is also in a workbook format, so no lined paper (which mine also hates lol). But she still gets a review of the material, which I think is also important. When I switched to this method, her scores on the end of semester tests actually went UP, because she was less bored of doing the standard type problems over and over and over.

"1) It’s the appropriate placement for what she already knows. 2) It will allow her to continue to build on her knowledge with a more manageable level of challenge. 3) Most important reason: She will “get something†out of the hard work she puts in. I want to continue to challenge her at her level; she is capable of it, and I believe it will build in the appropriate character skills needed to succeed later in life. However, I want her to get something out of the challenge. And if she can master 4th grade math now, while also building character and being reasonably challenged, that seems much more valuable than just being challenged with overly complicated story problems, and not “getting†anything tangible for it." I am Chinese, and I am going to let my tiger mom come out here a little because I think you can handle it. 1) If she couldn't finish 3rd grade math and could only do the 1st half of each section (albiet in an advanced curriculum), then no, I don't think 4th grade math is the appropriate placement for what she already knows. 2) True. A more "standard" curriculum will be a little bit more manageable than a "challenge" curriculum like BA. 3) What on earth makes you think that standard 4th grade math is something worthwhile to accomplish for a kid who is gifted in math. Any regular 4th grader can do 4th grade math. It is not special. Yes, your kid would do it early, but so what. If you go this route, you are not giving your child "more and better math" than a standard student, you are giving them "standard math, just quicker". Which is really pointless. What makes someone really successful with math related endeavors as an adult is not that they got through to adult math quicker than everyone else. It's that they did the standard math PLUS all of the extra breadth of tricky math that they can handle. The logic problems. The over complicated story problems. Learning how to diagram math problems, how to hold them in your head and manipulate them and extract new information, or a different perspective, or a novel approach to how to solve a problem. This is the stuff that you get from the math games, from the Singapore Intensive Practice / Challenging Word Problems books, Challenge Math, and yes Miquon and Beast Academy. And all of the other terrific suggestions on this thread. If you go your way, then after Calculus, the only math your child will know is the standard math sequence, but she will be younger. So what? Give everyone else 3 more years, then they will catch up. 3 years is nothing to an adult. No, what you want is more breadth. So that when your child is an adult, she will have had the same math as everyone else, PLUS all of the enriching-teach-you-how-to-think math that they others didn't get. That's where the competitive advantage is. Not age. No one cares about age when you are an adult, only skill. Think of it this way: there are two approaches. 1) Release a kid with the same education as everyone else out into the world at age 14. or 2) Release an 18 year old into the world with a higher degree of brain development than everyone else resulting from the extra challenging out-of-the-box cram-as-much-breadth-as-you-can curriculum. I don't see any advantage at all to number 1. Not one iota. Just my opinion. :)

Our son just turned 5 right before the cutoff but we kept him in Pre-K this year because he has had a few delays due to epilepsy and is still catching up on things like understanding verbal directions. But his delays aren't even, so in other areas he is right on track or ahead and would have been ready for Kindergarten. So I am trying to do a kind of "Kindergarten lite" for him after school this year so that next year things will be easier for him and he can just concentrate on trying to listen without getting frustrated. We started this summer so we're several months into it already. So here's what we are doing. For phonics, he LOVES Hooked on Phonics. We do all of it, the videos, the workbook, the little books, and the iPad app. He also reads Bob books and early readers from the library. We do reading eggs sometimes too just to mix it up. For writing, we finished up the preschool HWT book over the summer, but I didn't want to move up to the K book because they will do it next year in school. So we are mainly doing a page here and there from the workbooks you can get at the store, which have you trace a word then write it on your own, etc. Sometimes we use a Kumon book, sometimes one of the other more colorful ones, generally I let him pick. For math I got the first level of Right Start Math, and we are working through it at his speed. A few of the early lessons were really easy and went fast. We're now in the middle (learning about place value), and more often than not we will work on 1 lesson for 2 or 3 sessions before moving on, and really focusing on playing with the manipulatives (including c-rods which I added in) and the card games. I also bought the Singapore K level workbooks and the Miquon workbooks, and once a week or so we'll do a page or 2 out of one of them so that he at least sees a tiny bit of *written* math. I'm trying to go slow and just get him to where he is very comfortable with the concepts. Honestly his biggest difficulty is understanding the directions, so I try to explain things to him in many different ways, so that next year he will have heard some of it before. He also takes group piano lessons (which he loves!) and of course we read a lot. :) Good luck!

My daughter also is not fond of repetitive computation. I've looked a little at MM and I think if I ever gave her a "page of problems" like that she'd just cry. So we try to use computer games (she loves computer games). She did Reflex Math last year which is basically a timed page of problems, but it's a computer game so that makes it okay. Every day that she completed the recommended number of problems in the game, she got a sticker. Fill up the sticker chart, and we take a trip to Baskin Robbins. She does okay with this - she is getting better with her math facts and doesn't hate math yet.

I second IP and CWP, and Miquon. My mathy kid really enjoyed taking a break from Singapore over the summer and doing Miquon. We didn't do the pages in order - I bought the first 3 books and pulled out pages to make little "units". My kid also really likes Dreambox (online, you can also play on the iPad), which is very visual like Singapore, and self-paced so you can accelerate easily.

For my rising 2nd grader (she starts school tomorrow), we do 30 minutes of math (Singapore), 1 page of vocabulary workbook, and practice piano. She goes to a private school, so her homework usually includes just AR reading and studying spelling words. They write a LOT at school, and do a lot of science and art and foreign language, so I don't push that so much at home. For my pre-K kiddo, we do 20 minutes of math (Right Start or Math Seeds or IXL or Miquon, whatever he's in the mood for), 1 page of Handwriting without tears, and practice piano. Every other day or so we also do 20 minutes of Phonics (Hooked on Phonics, or Reading Eggs, or Bob Books, or Reading Raven, again he gets to pick.) We generally do the above afterschool on M-Thursday, and then also first thing Sunday morning while everyone else we know is in church. Fridays and Saturdays are "no-homework-days" to relax and recharge.

We after-schooled level 2A and 2B for my mathy 1st grader last year. For the first half of the year, we used the HIG, TB, and WB, and did every single activity and problem. It was way to much repetition for her on concepts she was mastering quickly, and almost burned her out. For the second half of the year, we did just the mental math from the HIG (which I agree is worth buying the HIG for), read the TB, and then did IP and CWP, with a little WB thrown in there every once in a while when introducing something for the very first time. We skipped all the reviews except for the very last one, which we did before taking the end of level test (she got a 96%!) She liked this much better and wants to do it this way again next year.

In addition to some other stuff mentioned above, we did Vocabulary Workshop.