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Cake and Pi

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About Cake and Pi

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    Hive Mind Queen Bee

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  1. Once upon a time I had just a 5yo and an 8yo homeschooling. We did literature and social studies together, but I worked with them each separately for all the other subjects, alternating between them. The one I wasn't working with would play independently or participate in whatever therapy they were at (we did a ton of waiting-room-schooling). We use curricula, though, so things were maybe easier for me? At the time DS#1 was doing Beast Academy 5 and DS#3 was doing Right Start C/D. Each kid got the individual attention they needed. Now with four homeschooling there's no way I could do almo
  2. From talking with other parents I've gotten the impression that 10-14 is typical. For another set of data points, my oldest started working semi-independently (just needed supervision but not much interaction unless he got stuck) at 11 and was fully independent and reliably did assignments without reminders beyond a daily check list at 12. Second kid is 11.5 now and *just* in the last couple of months hit semi-independence, working independently as long as I'm nearby making sure he isn't goofing off on his computer (he's doing an AoPS class). Kid #3 was semi-independent at 7-8, but has recentl
  3. I'm using OUP The World in Ancient Times series with an outlier 3rd grader (plus 5th and 7th graders) this year. He thinks it's great. It is solidly middle school level, no more difficult than Hakim's History of US. I like to read (or have my kids read to themselves) the corresponding chapter in HQ as an overview before we dive deep in OUP. I also use the HQ guide a bit. Usually I give my kids Writing Revolution style assignments in history, but when we need a lighter day or I don't feel like coming up with a writing assignment I'll pull out the longer dictation or comprehension questions from
  4. How did you list these on the transcript and divvy out credits per year?
  5. My oldest will be in 8th grade next year. Math: WTMA AoPS Precalculus class Science: Online G3 non-traditional physics and astronomy classes. History (combined with DS#2 & DS#3): The Medieval & Early Modern World (Oxford University Press) as a spine plus a half-dozen History Unboxed crates, a coordinating middle-grades literature list, and maybe-possibly-probably the History Quest Middle Times narrative. Writing Revolution style assignments worked in. English Language Arts: MCT 5 Lens I level with the lit trilogy, Fix It 4, Online G3 Essay E
  6. Adding to the topic... Bright Not Broken https://www.amazon.com/Bright-Not-Broken-Gifted-Autism-ebook/dp/B005HFBSHW Differently Wired https://www.amazon.com/Differently-Wired-Aspergers-Giftedness-Disabilities/dp/1523506318/ref=sr_1_1?keywords=differently+wired&qid=1616347865&sr=8-1
  7. Here's an example of his self-generated speech on a really good day recently. As I've said, his performance varies *dramatically.* On not-so-good days he just says single words or short phrases or scripts, and on bad days he stops talking altogether. He also has days where he doesn't speak much English, but he jabbers at length in jargon. I video recorded this and then transcribed so I got it exactly as he said, translated for pronunciation difficulties. "You know, unicorn are actually horses they just magical sparkly one that fly in the air with no wings. I need to tell you something. Wh
  8. Slightly complicated answer. He has age appropriate (25th% or so) understanding of *individual* words, or did 1.5 years ago when we last officially checked, but when words are strung together, his comprehension breaks down. Understanding of spoken sentences was <1st%. We were only ever given percentiles, so the ~3yo comparison is my own estimate based on the target age of picture books he understands when being read aloud to. He does best when spoken to in phrases and very short sentences. (He actually speaks in much longer sentences -- like I said, receptive lags behind expressiv
  9. Sequencing is one that surprisingly did NOT come naturally to my DS 9. Actually, we still have micro visual schedules up to remind him about the steps for how to get dressed, how to sweep the dining room, how to brush his teeth, etc. and he can't reliably do those things without a step-by-step check list or someone standing there telling him what to do after he completes each step. And yet, he is incredibly good at math. Thank you for the reminder! I went back through my records and we definitely went over this in March of last year when started RS A. However, we only did the r
  10. I laid out 5 tally sticks, 4 parallel to each other and the 5th across and on top of the other 4. He's learned that this is 5. So I asked him how many there were and he answered "five." I took the top stick off and moved it a few inches to the side as he was watching, then asked again how many there were, but this time he said "six." I put it back and he said there were 5 again. I told him I was just moving the stick, directed him to watch closely, and put it off to the side again, and again he said there were 6. I asked him to count them, which he did and then told me there were 5. I tried va
  11. ... It's 7 big cubes, 7 square flat thingys, 4 bars, and 5 tiny cubes. 😄 Obviously that doesn't count as a formal definition mathematically speaking, but that's how the number exists in my mind in it's most basic form -- no trading involved. Now, trading absolutely starts happening when I try to manipulate 7745 on a larger scale, by, say adding or subtracting 2153. But if I'm just adding or subtracting a 1- or 2-digit number I'll be zoomed into that vertical number line jumping up or down it, and there's no trading there either. Yep. I was pretty floored. I sincerely thought he h
  12. I think so? Yes? I think our mental models are reversed, though. It goes the opposite direction in my head with trading flowing from place value instead of the other way around. Both models accomplish the same thing and seem to contain the same components. Maybe it's just a difference in how we each first made sense of quantity in our early days? Except... I go straight to trading when working in other bases... which again may be because that's the way I first understood other bases. Different mental models in different bases. Very inconsistent, lol. It sounds like you are working
  13. All of this 100% fits my observations with DS 7. Both, they're interrelated. Just google HIE. CP is a pretty misleading term for his condition, honestly. It's probably better to just stick with encephalopathy. Whole exome sequencing was clear. He has ASD and ADHD and probably SLDs, but so do some or all of the older three. The only difference between them and him is the encephalopathy. No, he's not really there yet. He's close, though. He can count on with with smaller quantities in context. Like he knows when his brothers have 3 slices of pizza and he only has 1 and can even
  14. My older three kids never did counting on at all. They also never did the pre-skill to counting-on that counting-on replaces and is more effeciciant than: counting up from 1. So, when I gave them an expression like 4+3 or a group of 4 and 3 more objects, they never counted up from one like "I have 1, 2, 3, 4... 5, 6, 7" to get the sum and they also never counted on like "I already have 4, so 5, 6, 7." I taught them to subitize 0-10 as five-and-something first, absolutely no counting. Then they automatically regrouped with 5s instead of counting. So, 4+3 was "Move 1 from the 3 to the 4. Now I h
  15. Unfortunately, this did not work. 😞 It was a great idea! I tried getting the sample on this version of iTunes and got "This book sample requires an iPad with the latest version of iOS and Apple Books installed and Automatic Downloads enabled." Our charter funds roll over in April, after which I'll have a fresh $1,800 at my disposal for technology and curriculum for DS 7. I may end up just buying an iPad at that point. This is not the first time I've felt like we really needed one for something.
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