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Found 1,626 results

  1. My kids read widely and are very interested in science topics of their own accord. I don't really need to direct it. I make science a school subject only insofar as it is necessary to develop the discipline side of scientific endeavors. To that end, I far prefer a one-thing-at-a-time approach, because it's just more straightforward. Though sometimes a mixed-bag will get us where we need to go too, as is the case with the Science Detective series (referring back to specific lines of text) and the Singapore math junior high school science books (structured questions= guided analysis). ETA-- and all of that even could have just waited until high school, honestly, while they continued to be interested in science on their own. But they got on my nerves by talking about science all day, but in a disorganized and... mmm let's say foundationless... way.
  2. We have a classical/CM approach and try to combine work where we can. We have three school age girls (next year they will be 11, 8, and 6) plus a little monster, I mean, two year old 😉 For my up and coming 6th (WHAT?!WHEN?!) grade daughter, I have: Singapore Math 5A and 5B, then Jousting Armadillos, most likely Bards and Poets I from Cottage Press for LA, stretched to cover the whole year plus a bit more if needed Apples and Pears for spelling - finishing up the final level in the beginning of the year. We'll switch to only studied dictation after that, either once or twice a week. History books to be read and orally narrated/written narration (History Notebook?, not sure yet) twice a week: The Book of the Ancient Greeks The Book of the Ancient Romans The Book of the Middle Ages These are all by Dorothy Mills and it may be too much for one year, so we'll start with Greeks and see how it goes - I may drop Middle Ages and cover two books instead of three if the pace is too fast. Science: Astronomy from Sabbath Mood Homeschool, keeping a Science Journal Blood and Guts (with her two younger sisters and Mom), keeping a Science Journal Botany from Sabbath Mood Homeschool, keeping a Science Journal Nature Journals all together Mythology: Legends from FairyLand The Golden Fleece by Colum The Children's Homer by Colum Literature Unknown to History, with oral narration and one weekly written narration (possibly a "creative" option) Kim (with younger sisters and Mom), oral narration and one weekly written narration(possibly a "creative" option Geography: Haliburton's Book of Marvels, Occident (with younger sisters and Mom), weekly mapwork and her choice of oral or written narration The Book of Discovery (just one chapter a week, with oral narration and weekly mapwork) Plutarch once a week, but probably not all year, with younger sisters and Mom, oral narration Latin for Children Primer A will finish up and she'll start B. Art lesson once a week, all together Music lesson once a week, with Mom Shakespeare all year all together, because we love him , plays to be decided🙂 Weekly poetry tea time, all together Commonplace book entry several times a week Picture Study weekly, all together Handicrafts as we have time, both together and individually - cross stitching, embroidery, painting, drawing, clay sculpture, origami, possibly calligraphy, sewing projects Memory Work - right now, all poetry and Shakespeare, some together, others for each child individually. I can't wait for next year!
  3. Measurement is in 2C and 3C. FWIW, money and time are both in Singapore Math 1B.
  4. Where does SM teach this concept? This picture shows questions from placement test 5a. I can’t find a lesson about this in 5a...or any of the other books. Any ideas?
  5. With Beast, it's hard to say how a kid will react to it until you actually try it out. That being said, I did not use Beast 2 as it did not exist when we were doing it. Beast 3A, Chapter 1 Geometry is not easy. IME, it's the toughest chapter in Beast 3. In fact on their website, they suggest that if it is too difficult or frustrating to skip it and loop back later. Saxon never appealed to me personally because it is far too spiral for us and moves too incrementally. Singapore Math worked very well for us especially the Intensive Practice and Challenging Word Problems books. Some families choose to only do the TB with the IP and/or CWP. I think that the best part of SM are the word problems. I actually used both SM and BA as I think there are weaknesses and strengths with both programs. DS wrapped up AOPS pre-A which he primarily self-taught himself with the book in about 7 months. Cleo Borac has a series of books called Competitive Math for Gifted Students which is pretty good. I sincerely hope that the revised edition does not have so many solution errors as the first edition. Zaccaro's Challenge Math series is another good resource. Glen Ellison's Hard Math for Elementary for upper elementary students is excellent as well. Borenson's Hands On Equations will be good fit for your son if he responds so well to visual approach to word problems. The HOE book of word problems is really good. We also did a lot of logic type books as well. Maybe consider Math Kangaroo for a low key math competition? He could do it next year.
  6. Probability is covered in any of the Zaccaro Challenge books. It's only one chapter though. It's covered in Singapore Math starting in 4B. It comes up as a topic in Glen Ellison's Hard Math for Elementary as well. Julie at Living Math has a list of readers about probability here: https://www.livingmath.net/probability-and-data
  7. I just have a question about this. I have always used the Primary Edition (US Edition, but do have some 3rd editions). My daughter is in 1st grade at a school that uses Math In Focus. She is bringing home work such as...middle of the school year, first grade... 528+257. She had regrouping in subtraction and addition, up to three digits, in mid first grade. Now, a couple weeks ago, she was bringing home mental math to the effect of 34+56. In my Singapore Math 1B book..the mental math was more along the lines of adding 9's and 8's and kept to adding in single digits. There were no charts that showed to add the tens first and then the ones like in the Singapore Math book. The 34+56 type problems were in 3A and beginning of 3B. I am wondering if it is possible that the teacher has made her own worksheets and maybe did not realize the progression? I know the teacher told me that she used Saxon math when she was growing up and preferred. Honestly, based on what I am seeing, I think I might prefer Saxon over MIF.
  8. Hmmm. Maybe conceptual versus non-conceptual isn't really what I worry about when it comes to "traditional programs". I'm not a devotee of Singapore math, either, or Beast Academy at that. And I think ANY program with hands-on help is better than any other program without. A parent's involvement and level of understanding makes or breaks a program, no question about it. In terms of being whole to parts or parts to whole, I think most kids need enough examples to grasp the ideas, it's just the number of examples varies quite a bit between kids and also between concepts. I just worry when the examples feel disconnected from the basic ideas being taught. My husband figured out how place value works by examining the "carrying" algorithm, but you can also use the carrying algorithm very successfully without understanding. Which is why I wouldn't give a traditional workbook to a kid and let them learn the material independently. So I guess it does still come down to the parent being involved and being willing to gauge understanding, whatever program you use :-).
  9. I haven't used CLE 'for the long haul' yet, but wanted to chime in on the conceptual teaching part... My kid who uses CLE hated Singapore math, didn't understand it, didn't get the conceptual teaching. But over the past two years with CLE I've seen her not only grow in her confidence with math, but I've also seen that she does understand concepts and make connections. Eventually. She is a parts to whole learner. She just wants to know how to do something, and then after weeks or months doing it she puts it all together and surprises me with observations on why things work or on the connections between things. Things Singapore math teaches first and the algorithm afterwards. She needs to practice doing it (the algorithm) and then she can understand the big picture. I've seen it repeatedly. I think that the concepts are there in CLE, it's just that they're taught in a parts to whole manner, whereas in Singapore math there taught in a whole to parts manner. I do have experience with more conceptual math, my other kids use beast academy or Singapore or right start. And my kids that use Singapore or beast academy would hate CLE, but that's cause they're whole to parts thinkers. My youngest I don't know about yet.
  10. My dd just finished level 4 of singapore math. Here are some of the activities we did with blocks: - Long division using blocks to clearly show what EACH step actually meant - Reviewing multi-digit multiplication, and making mental problems of 2digit x 1digit much easier. - Factoring. Think of factoring as creating different rectangles with the same number of unit cubes. So, 12 can be made into a 1by12, 2by6, and 3by4 rectangle, and those are also the factors. This is also great for getting deeper into factoring, and why a factor of 6 automatically means the number has factors of 2 and 3. And so on. - Fractions. We used the 100 flat to represent 1 (1 dollar is the easiest way for kids to think of it). Then ten rods become tenths (aka dimes) and one cubes are hundredths, aka pennies. Then do the whole mental exercise again, this time calling the 1000 cube one (100s become tenths, tens become hundredths, and ones become thousandths.) Using the 100 flat as a dollar also makes it really easy to see how to make change. If 47 pennies are spent, we see easily that 53 are not spent. So subtracting from 100 becomes a very fast mental skill. Concept of larger numbers. What does ten thousand look like? - like a giant ten-rod. 100,000 looks like a giant 100 flat, but with thousands instead of ones. A million looks like a giant (!) cube, which we measured out (1 m x 1m x 1m) to see just how much space one million ones would look like. We also did things like, how many one rods or ten rods to go 1km? What about to cover 1 square km of land? - Problems of area and volume. We did calculations of how many square cm our table top is, then measured it out to see why area is length times width. Similarly with volume. We started with volumes of shapes we could make with the one cubes, then figured out how we would calculate the number of cubes to fill the volume under our table. So we went from working with the base ten blocks to working with measuring tape. I hope that gives you some ideas!
  11. I feel like we are just now getting into a groove with my 7 year old twins. They will turn 8 July 1 2019 and we will "start" 3rd grade at the end of August, but since we school year round it's more like a technical distinction. In order of my confidence that it is what we will actually attempt to do: Math: Singapore Math 3A/3B Beast Academy 3A-3D with online subscription Daily Mental Math Grade 3 Additional materials to drill multiplication facts likely (already purchased some from TPT) History: The Story of Civilization Volume 2 TAN Press The Story of the World Volume 2 Peace Hill Press Famous Figures of Medieval and Renaissance Times additional picture books, chapter books, and videos from the activity guides and Guest Hollow Science: Zoo Homeschool class Mystery Science Morning Time: Brain Quest Trivia cards / Melissa and Doug Smarty Pants trivia cards Memoria Press Recitation Plans 3rd Grade Units to cover in the year in 9 week increments: Fairy Tales, Shakespeare, New Testament, US Geography STEM: Scratch Coding Cards EEME subscription box OSMO Religion: Image of God Grade 3 At the feet of Mary: A Hands on Resource from Catholic Heritage Curricula Language Arts (SO TORN): Memoria Press Literature Guides for Grade 2, start Grade 3 (we are about a half a year behind on these, building fluency and confidence) Catholic Heritage Curricula Handwriting Grade 3 (cursive) A spelling curriculum (we will have finished AAS Levels 1, 2 - I am torn about going on to do 3 or jumping ship for something new) Grammar - either continue Growing with Grammar Level 3 OR Start Latin with Latina Christiana from Memoria Press and let latin be our grammar for the year Outside Classes: Zoo Homeschool Class ( 1x / monthly) Art Class (weekly) Homeschool PE (weekly) maybe add a co-op (weekly) - unsure if I can manage all of the above plus working 30 hours a week and fit in a co-op 😅
  12. If you use Singapore how to you schedule IP, CWP, workbook, and the textbook? My oldest is in 5 now, I have always bought the CWP but we have never completed the book, not even half the book. I always feel guilty, we just have a hard time finishing all of it. We have used the textbook, workbook, the mental math in the back of the HIG and a lot of the suggested activities on the HIG. Do you think this is enough? He does pretty good with math. Sometimes it takes him a while to get a topic. Fractions and decimals are harder for him, sometimes he needs a lot of repetition other times he does great. He has done well on the CAT test every year he has taken it, math is always his highest score, last year he was in the 96th percentile. I just wondered have I failed by not getting to the CWP or IP. I only bought IP one year and I think it's still on the shelf. Thank you.
  13. We finished Singapore Math 2A and 2B (Standards) during 2nd grade, pretty much right on the money. We started 3A at the beginning of this school year and we are just now ready to start 3B. I wouldn't say it's been difficult for DS, but because it covered so many new concepts (all the mutiplication facts! long division!) we had to go slowly. I am absolutely not panicking about being "behind." But I am wondering: Have others had this experience? Were you able to pick up the pace in 3B? Am I understanding correctly that students should finish 6A/6B (Standards) in 6th grade?
  14. I'm a mom of teeny tinys, so feel free to disregard. I think sometimes we confuse "how to teach them to learn" with "wanting them to want to learn what I'm teaching", which really are different things. Most children are passionate about and self teaching in some area, but it might be lego building, video games, or pokemon and not Singapore math or the Code of Hammurabi. Also, what are your children watching you get curious and learn about? Not in an effort to drag them along, but because it's an organic interest for you? It doesn't have to be academic; the skills for independent learning are used broadly in our lives. Lately I've been experimenting with bread baking. My kids are eating (and critiquing!) my attempts. They are watching me read books, work in the kitchen, make notes about what did or didn't work, and I talk about what I"m doing because I'm interested in it, not because I'm trying to force my family to learn the ins and outs of bread making. But I feel like my children are learning about learning because they are watching an adult pursue an interest.
  15. Perfect squares, mental math, and prime numbers. Strangely, my kid who claims to not like math loves the 'Balance Benders' puzzles from Critical Thinking Company and loved doing mental subtraction a la Singapore math (which taught that to subtract 19 from 35, you took 10 from the 30, subtracted 9, then added the 1 back to the 5, then you subtracted 10 from the remaining 20). I had dreaded teaching this sort of subtraction to this particular child, but they loved it. Kid who was super good at math at an early age doesn't enjoy the puzzle-style books as much, but at some point extrapolated knowledge of perfect squares into what they thought might be a rule about how to identify the next number in a series (don't remember if it was a square or a cube)..they turned out to be right, but it took my husband a page of math to prove it. Kiddo said that they pondered perfect squares as they were falling asleep. Lesson for me - you never know what will catch their fancy.
  16. My kids did it in or before 2nd grade, but we were using Singapore 1-3 levels above grade level. It think Singapore math does it in 3rd. I currently volunteer with some students who are doing it in 4th, which I think is when I was taught to do it. The biggest impediment seems to be knowing the multiplication/division facts well enough to do the problems. When helping, I have struggled to tell when they don't understand the problem and when they get so distracted by having to skip count to see how many times 3 goes into 28 that they forget what they're doing. I see no reason to rush teaching it - there is no advantage to students spending a lot of time being frustrated by long division - but if students know the underlying math facts, I see no reason to put it off until a particular grade.
  17. I use the FAN math Process Skills in Problem Solving and Express Math books with my dd who uses CLE since CLE is weak in word problems and mental math skills . We started well below grade level and moved through them at a rate of a few a year. She did not do well with Singapore math curriculum but she does do well with these.
  18. For my oldest DD: Math: Not sure yet. This year we are doing Singapore Primary Standards 5A & 5B along with Beast Academy 4 and 5. I have not decided if I should continue with Singapore 6 or do their Dimensions program or maybe switch to a Pre-Algebra program such as AOPS or Jousting Armadillos. To answer the pp, I have found that (for my DD) Singapore 5 has been more review than I expected rather than new material so I am concerned about a similar experience with Singapore 6. We love Singapore Math though so that's why I may look at Singapore Dimensions. The issue with the Dimensions program, for me, is I am not sure what level of math follows Dimensions 8 (Algebra II, Geometry??) Language Arts: Handwriting-- Zaner Bloser Handwriting (Cursive) 7/8 Vocabulary--Vocabulary from Classical Roots 6 & Maybe Vocabulit or Sadlier Spelling: Continuing with Megawords (Books 3 & 4). Spelling is a weakness and a frustration for her unfortunately. Grammar: Well Ordered Language 3A & B, and Parts of Analytical Grammar. My DD loves diagramming sentences so definitely we will continue with that. Composition: IEW SWI B, IEW Theme Books (probably Ancient History), Start Writing with Skill Level 1, Kilgallon sentence composing books (a big hit with my DD!) Literature: Novels with Discussion/Novel Guides/Teaching with the Classics, Short Stories from Lovin Lit on Teacherspayteachers, Poetry Study, Possibly Essentials in Literature 7 Science: Chemistry & Physics but I'm not sure how this will happen yet. Maybe Mr. Q. I already have Masterbooks units on Matter, Chemistry, etc. and Nancy Larson Science Units. There will be experiments and hands-on. We have Snap Circuits and she loves those. History: Ancients with a variety of sources. She is very excited to start studying Ancient History! Geography: Maybe Memoria Press Geography II, not sure yet. Foreign Language: She has been begging me to start French so she may take French for Middle School (French I) at our homeschool co-op Fine Arts: Continue with Ballet and Tap, add Contemporary dance, continue with audition choir, Continue with piano lessons, Studio and History of Art class at homeschool co-op Physical Education: Dance, swimming, horseback riding
  19. We did Singapore Math through 6b. Then Jacob's Mathematics: A Human Endeavor. Then Jacobs Beginning Algebra. It worked well for us.
  20. Maybe look at Dimensions Math. If you think it might be a fit, I think you can start even in level 6. For sure, 7 and 8 are available as full levels. It's by Singapore Math.
  21. My son was this way. He told me once that teaching was cheating. He would NOT let me teach him math. He had to puzzle it out himself, and there were days when it was so hard that he would cry in frustration. But he still wouldn't let me help. But he was so driven, and loved math so much that I decided to stay out of the way. Only later did I find out that he thought using a textbook explanation was also cheating. So I'm not quite sure how he learned fractions or any primary school math, I guess trial and error and the answers in the back of the book. He used the Intensive Practice books in Singapore Maths because he had to do math in word problem format as he would NOT EVER drill. EVER. With a child who is dreading math, the first thing I would do is stop Singapore Math for a bit, find a different program to use that would be suitable for self teaching, and let her self teach. What about Dragonbox for an algebra introduction, or people talk about some hands on geometry program (Patty paper geometry?). Something that is designed to be learned intuitively. Get the love back. And then slowly reintroduce her to Singapore math, and see if she can self-teach. When my son was self-teaching, one of the requirements I had was if there were tears, you had to stop for 5 minutes. And if you were really frustrated (and I could tell), you had to let me teach you *very briefly* about the topic. At one point I hid his math books until he would agree to my terms. Mental health is just as important as physical health. And crying over math is not OK from my point of view. Good Luck! Ruth in NZ
  22. My oldest is finishing up 5B Standard Edition. I will probably do 6A and 6B but then what? I very much like Singapore and would like to find a curriculum that is similar - spiral and builds great foundation for further math. Would love to hear suggestions, opinions, experiences. thank you
  23. My oldest is finishing up 5B Standard Edition. I will probably do 6A and 6B but then what? I very much like Singapore and would like to find a curriculum that is similar - spiral and builds great foundation for further math. Would love to hear suggestions, opinions, experiences. thank you
  24. With three months left, it doesn't matter whether you stay or go. If you go, there will be decompressing and you have about 10 weeks of academics to come up with and social ops to provide. If you stay, you can use those 10 weeks to determine what was done academically and what you want to do about it his placement for next year. Me, I looked at the standards based report card and realized the school had zero intention of teaching anyone anything above 'just passing'. So, the condition of staying in school was that the kiddo had to work with me to stay on grade level or higher, at the proficient level. He used his time wisely in fifth to read, and that left math and composition for me during the school year, then remediation of penmanship and spelling over the summer. All of the rest he had learned from scouting -- field trips to historical places, the TV studio etc. As a teacher, you know how to read grade level standards...and you know how to evaluate. Have him write an essay, check his independent reading level, and use something like a Singapore Math placement test to figure his math out. Did he grow academically?
  25. Definitely Singapore Math Intensive Practice. I remember my daughter doing ones with much larger numbers in 2B IP-- something like if a papaya + orange + apple+ banana = 354 and then would give you like two other clues where you had to plug in and create similar substitutions to how you solve your example problem (sorry the book is in storage and I don't feel like making up my own 😊) but I remember her doing it the same way. They also did similar problems with weights-- if 3 triangles weighs as much as 2 circles.... etc with substitutions Anyway, since 2B had those types of problems, I imagine the level 1 intensive practices and the 2A intensive practices would also have them but with similar numbers to your example. We didn't discover IP books until 2B, though, so sorry, can't be more precise than that.
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