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Found 58,083 results

  1. For Saxon, look here: https://www.christianbook.com/page/homeschool/math/saxon-math?event=Homeschool|1000117 You want the Home Study Kit 3rd Edition. It is very important that he takes the placement test and starts there. Mine skipped the Warm Up boxes but not the daily drills. CLE is not a bad choice but be aware they have a LOT of problems per lesson. They also cover some archaic topics that can be skipped. Once again, he has to take the placement test and start where he places. They are free under Diagnostic Tests. The LightUnits and the textbooks are the same. If I was using it again, I think I would go with the textbooks. https://www.clp.org/store/by_subject/4 Both of these are spiral meaning each day is a little new and LOTS of review. Saxon has a predictable daily amount-- only 30 review problems a day. Neither are visual. Many will say you can skip problems but that defeats the purpose of the spiral method. Another downside is once they have a problem, it is VERY hard to go back to find where it started. Another option is Rod and Staff. This is mastery. https://www.milestonebooks.com/list/Mathematics_for_Christian_Living_Series/ One last one to look into is Teaching Textbooks. This is spiral, as well. It cannot be done effectivey without the video/streaming component. (Ask me how I know.) Placement test is your friend, once again. http://teachingtextbooks.com/ Don't be afraid of going backwards to go forward. With math, you can't push on and hope for the best. It is worth taking time to get topics solid. HTH! ADDING: Right now, I am taking mine through Math in Focus starting at book 5A because this is where they needed to go to fix gaps. Mine needed the visual models Singapore-style uses to "see" the math concepts. Day 1 I found out they all had some problems with place value even after years of Mr. Place Value stories (Our one good take-away from Math U Don't See)! We are moving through it fast and going at it 6 days a week to 'catch up'.
  2. Mathematics Made Simple: Sixth Edition https://www.amazon.com/dp/0767915380/ref=cm_sw_r_cp_api_i_sJxmFbVPHWB4Z My excellent tutor book for picking up missed basics might possibly have been an older version of this book, in which case it seems to be available again. The cover is not what it was, and I don’t see a look inside feature, so I am not positive. I also would recommend a used older copy (to keep price down) of Dave Ellis’s Becoming a Master Student and possibly Make It Stick: The Science of Successful Learning https://www.amazon.com/dp/0674729013/ref=cm_sw_r_cp_api_i_GQxmFbEMQMCX2 for an umbrella approach to how to study and learn It may be not specifically a math problem he has but an ineffective approach to learning new things problem
  3. Is there public library access? Many 7th-graders would do all right for a year with solid math instruction, a journal to write in, and a backpack full of library books each week. Fiction and non-fiction, feel free to mix reading levels, and have the child read for a couple of hours a day and discuss a bit at dinner. If the parent will allow it, please PM me the address, and I can ship some things as well.
  4. Do I have time to shop, or can I only pull from what's in my home right now? If the latter, I hope we will be able to get a chem book later! And higher math. Offhand, from only what we have in the living room, it would be a laptop and charger (we can do a lot of things without internet, including lots of English and Spanish), Jacobs' Algebra, Conceptual Physics, 5 history books (Human Odyssey 2 and 3, & three SWB books... he can get US history later), the BSA handbook, a pocket Constitution... my phone and charger (has the Bible, some flash cards, etc.)... if there's still room, Campbell's biology in case we can't get more science easily... I can make DH carry this, right? That would be good enough for a year, maybe more.
  5. I just did this today. I have only one homeschooled-from-the-start child who is entering her 12th grade year. We are not and never have been, part of any sort of homeschool group, co-op , or community, other than these forums. I have always worked part time and moved to full time (half working from home) when my child started 10th grade. Advice was going to another family with an only child who will be in 6th grade. They are 100% new to the whole idea but willing to put thought and effort into it. Both parents work full time, and one is an essential worker who must work onsite. They have arranged their schedules so one of them will be home at all times but the non-essential worker will be working during his time at home. Our schools still have not called what will happen in the fall and they are just done waiting so have decided to homeschool for one year only (hopefully). They don't mind if it takes effort but they really just wanted me to give them some vetted curriculum recommendations and any general tips on what to prioritize. 1. I gave some specific curriculum suggestions based on what worked (or didn't) for us and what kind of time/effort the parents had available. Specifically Singapore Math 6A and 6B, Story of the World, WWS, and Analytical Grammar. That exact content of science and history are not likely to matter as long as there is exposure to new concepts, ideas, and skills. 2. Then I told them not to stress a whole lot because 6th grade is kind of a "lost year" in our local schools. I am close to a family who went on sabbatical for one year in a foreign country when their child was in the 6th grade. She learned a great deal about a lot of things, but she attended a non-American school that did not align with what was happening at her home school. At all. She was 100% fine returning as a 7th grader. She "lost" a year of math but that just knocked her down from "advanced" to "normal." Basically telling them to not fret. If it is only for one year and it does not go well, it will be OK. 3. Don't let the school bully them. Our local district is notoriously hostile to homeschoolers. They have no power over them and are very unlikely to be a help. Just do your thing and be confident that it will be OK.
  6. I know that the things I saw working with my sister were definitely not drill. And DH did do a LOT of drill with her -- he used to do SAT tutoring, and he did drill upon drill upon drill, every day, for a few months. And it did help, temporarily -- she did quite well on her SATs. But the things she remembered a few years later were the things where she wound up achieving real conceptual clarity. Things like polynomial algebra, which she drilled without conceptual understanding, she could shakily do but never actually felt confident reasoning about. My goal with math has always been to have the mindset that if you forget how it works, you should be able to derive it again. In my years of teaching calculus classes, I saw very few kids with this ability, even the ones who were pretty good at the math and seemed to be able to understand the explanations. I'm sure lots of those kids were hard workers and did plenty of drilling for their classes and their SATs. But they felt absolutely paralyzed when they didn't remember how something worked and it did not occur to them that you COULD figure it out. I didn't think that was a reasonable outcome.
  7. In my early years of this thought exercise, I packed a lot of books. Five months into quarantine, though, I put a lot more weight into having my kids be able to make interactive notebooks and activity folders for science and history and their own workbooks for math.
  8. Oh yeah baby, I totally can. almost everything I use starts as pdf. (math, etc) Might need unlimited data, haha. Youtube and amazon prime. You can measure with your iphone. Apps for spelling, quizlet, pdf books. The towel is the controversial part.
  9. Pretty much all kids who couldn’t do math in my classes couldn’t reason with definitions in a logically consistent way. And I actually believe that the ability to do this is a trained skill, because it’s not a natural human mindset. I think your programming test would work well for figuring out which kids are ready to do certain math as well. And I have to say, when I was working with my homeschooling center kids, most kids COULD be taught to work with definitions and I think the definitions vastly increased their confidence. But lots of kids have unbearably fuzzy mental models and no practice with ordering their reasoning linearly. That’s an interesting point that this kind of reasoning can leave you trapped in mental playgrounds, hmmm. I definitely do know people like that.
  10. Hah, you should see my Math Kangaroo thread. Online cheating is endemic...
  11. My kids have used CLE math for years and it works really well for us. HOWEVER, my ADD 5th grader is constantly losing his workbooks. I’m considering switching to a math I can print out at home and hand him one lesson at a time. Can anyone suggest a spiral math program that is available as a PDF? We supplement with BA Online, but he really needs the review of other topics in each lesson. Thanks!
  12. Math is a strength. However—the therapeutic school he is in(again, I feel like I am going to sound elitist and i don’t mean it this way)...is not designed for academics. It is mostly a life skills school, and most of the population is lower socio-economical(lots and lots of foster kids). Combined they spend a great deal of time dealing with socio-emotional issues and behaviors. He very much needs a small class setting, a lot of structure and a lot of help managing the social cues and such, but academically he’s high IQ and has fallen far below his potential there. He knows this, and is lobbying hard to be homeschooled so he can (a) catch up to fifth grade math and (b) be able to start his Pokémon card selling business and (c) not waste so much time in school, can just do his academics at home and then spend his time learning about Ancient mythology. He does have an hour long bus ride either way and I understand that none of the other kids share his intense interest in how Norse myths influenced Tolkien and there’s a lot of wasted time in school. To be fair, I was homeschooled for similar reasons. This is a child that I could give a math book and a library card(and access to YouTube documentaries) and he’d likely unschool himself into a solid education. So math is a strength but he needs to catch up. I keep hesitating because he truly needs a rigid schedule that is a struggle at home, and his five year old brother goes out of his way to purposely annoy him despite any discipline I can come up with. There are certainly moments when we see the emotional lability, but meds have really worked for that. We’ll never cure the autism, nor would I want too, but he’s on a much more smooth plane emotionally now.
  13. Time Left: 7 days and 21 hours

    • FOR SALE
    • USED

    Singapore Math Standards Edition 4A Home Instructor's Guide

    $10.00

    - US

  14. What grade will he be in the fall? Yes, the school can test for a math disability (though they might not call it dyscalculia), and I would agree that he has been failed by the system, if no teachers have referred him for disability testing with that history. Each state has it's own graduation requirements and guidelines for alternate ways to earn a diploma, so it's hard to say whether he can earn the needed credits by the typical graduation time. With an IEP, he can stay in high school through age 21, if he is willing, but that all needs to be worked out by the IEP team. You can educate yourself on the IEP process by reading through the information on your state's department of education website, and I also recommend this book https://www.amazon.com/Complete-IEP-Guide-Advocate-Special/dp/1413323855/ref=sr_1_2?crid=1MSPJ2QXUTC7S&dchild=1&keywords=nolo+iep+guide&qid=1596775160&sprefix=NOLO+IEP%2Caps%2C178&sr=8-2 It's great to go into the meeting with an idea of what he needs, but most schools will not design a program just for one student (despite the name Individualized Education Plan). Instead, they will place him in the classes that they already run that are best suited to his needs and then provide accommodations and extra help. My DS16 has a math disability that makes it hard (perhaps impossible) to learn high school level math. The school tried him in their 9th grade pre-algebra type class but is moving him down to the special ed math class for 10th grade. In that class (called the resource room), the teachers customize things to each student's progress, but they don't, for example, switch to using particular math programs that I might recommend to them; they have their own system for running that class. So you can and should advocate, but you might find that the school doesn't offer exactly what he needs, customized the way that would best suit him (they are not legally required to do that; legally they only have to offer an "appropriate" education, not an ideal one). They do need to help figure out a path toward graduation for him and create an effective IEP. Some states have ways to earn a diploma with nontraditional ways, like earning work credits and credentials, when students can't meet the academic standards. Unless it is a very tiny school without many options, hopefully there will be a science class that is a better placement. My DS will not need to take chemistry. His science sequence will be physical science, biology (which will be hard but doesn't have the math component), and environmental science. He only has to have three years of science. In his science classes, there will always be an intervention teacher who can modify his work requirements, so that he will not have to do exactly what is expected of the class as a whole. I think many or most public high schools have this system now, called co-teaching. We did look at several high schools when we were moving, to make sure that we picked one that could help DS, and one high school did tell us that they just don't have intervention specialists in their sciences classes (we did not pick that district). Schools really are legally required to meet the needs as determined by the IEP team, but since most members of the IEP team (other than parents) work for the school, sometimes parents are not able to get the team to agree about what is needed. It's really great that you are helping. You can also look into whether this student/family can have a trained advocate attend the IEP meetings. Some advocates work for pay, but there may be some that will do it pro bono.
  15. Good morning. I had a Coke (the ™️ kind, not the Hollywood kind d) and an espresso chaser so far. Dh is in the office today. I think my ds8 (for just barely a week more) is going through a major growth spurt. He is my light eater and night owl and he’s been suddenly eating everything and sleeping minumum of 12 hours, while falling sleep by 10pm (early for him) - and even then, after 10-12 hours i have to wake him up or i bet he would sleep more. I seem to remember with oldest her doing similar. I am debating how long to them them sleep today. Is turning 9 a big growth spurt age for boys? I wonder if it explains some of our math issues if this is the case.
  16. Time Left: 7 days and 22 hours

    • FOR SALE
    • NEW

    Standards Edition -5A Textbook -5A Home Instructor's Guide -5B Textbook -5B Home Instructor's Guide

    $50.00

    - US

  17. I mean, yes. But also, there were plenty of other kids sitting in the same math classes who didn't come away feeling like math was arbitrary. Just like when we were all sitting in the same English class reading poetry, I didn't feel like literary analysis was arbitrary -- but there were plenty of other kids who felt like the teacher was just pulling some kind of trickery and they had to struggle to keep it all straight.
  18. Thanks. If I’m reading you correctly, the problem seems to be related to lazy thinking and complacency (teachers and kids)? We teach kids the whys quickly, but then have them plug and chug forever and expect them to remember that the why that we spent 5 min explaining is more valuable than the plug and chug they spent 30 min doing. When teaching to a test, plug and chug works. I think this makes sense and could be reduced if I (teachers) spent more time talking about the math than grading or talked through while grading. What do you think? DD always does better with new concepts if we just do every problem together on a white board than if I send her away to do it alone. I should probably try to do that more even for concepts I think she’s mastered. I doubt having kids explain things to each other helps much. Blind leading blind...but teachers who know what’s going on could do a lot to help students focus on what’s important. I’ve seen this with my kids when dividing fractions. You tell them why in the beginning but then eventually they’re just like “flip and multiply” without thinking about it. I might see a hint of this later when they mess up in division when there’s a decimal in the divisor and they don’t automatically see their answer must be wrong when they forget to adjust the dividend. I think you’re right in that this is a teacher issue. When we have so many teachers who don’t love math and probably would do just as poorly in your calculus classes, it’s no surprise that students aren’t doing better. I saw similar quality in the papers from upperclassmen as a TA. I still don’t know how these students managed to get into a university with such writing skills, but I’d always thought since math and science are more objective that we wouldn’t see the same thing in those departments.
  19. Kindles are allowed, right? If so, I would have a kindle per person, jam packed with all the reading I could manage to squeeze on there, along with pdf files for several subjects and many notebooks and pencils/pens for doing the work. Or maybe personal size whiteboards and dry erase markers. Apart from that, since mine are still so young, remaining space would likely be filled with math manipulatives and learning toys, and board games. I'd even put all the board game pieces and rule books in Ziploc bags and ditch the boxes to make room for more. The crochet materials I would smuggle in my coat pockets. 🤣 ETA Oh! Instruments! I can't see instruments fitting in the box, but I can totally see is strapping a traveling case to each of us. Ebook and pdf subjects would include LA & history from WTM press, Math Mammoth, & probably the Science in the Beginning series with associated answer keys. I would hope for a basic grocery store wherever we're being relocated for experiment materials. Bible & living books in all subjects would be on the Kindle. Also, my choices reflect my stage of life, and show my utter lack of jr high/high school planning. I doubt what I picked would be best for anything past 6th/7th grade.
  20. Hi Everyone, I have quite a large age gap between my youngest and my next youngest child. That means I have to go back and research all of the materials that have changed since I last taught this grade. So sorry for all of the questions today.... I used Singapore Primary math for my older children and loved it. I felt like it really set them up for sucess in middle school. It took me awhile to figure out that I MUCH prefer the standards version of primary math compared to the US version because of the built in reviews and layout of the teacher's manual. I now see that they have released a new Dimensions version of Singapore math. Can anyone tell me a bit about this new version and how it compares? Thanks!
  21. I think I am down to the wire on curriculum decisions for next year. I have a couple of bonus kids that have joined our family and one will be in 5th grade. She has the basics down so not way behind but definitely still struggling. I will be adding a math circle time for both 5th graders to work on math facts, mental math etc. However, I need a math curriculum for her-- I think I am leaning towards CLE or Rod and Staff 5th grade. Do either of these have sufficient review that we could start at the beginning, take as long as we need and progress from there? I considered Saxon 5/4 but Saxon looks so tedious to me. I have all the Math Mammoth grades but when I did the end of year tests (grades 1-4) with her in the spring-- the mental math and word problems practically reduced her to tears. She has a lot going on right now and math is not at the top of the list of needing her emotional energy. So I need something that will review all operations, give a firm foundation and not leave her behind, but not stretch her to the max either. Will R&S or CLE do that? Something else? At this point I am not sure of her math struggles are learning issues related or lack of opportunity -- so I want something that will give her the opportunity to learn without overwhelming her. Ideas?
  22. In the trajectory of my homeschooling life (~2002-2019), I became more structured, having started with very unschoolish ideas (Math was the only subject for which I always used curriculum, not being a math natural myself) and slowly abandoned unschoolish ideas in the years that followed. So, for myself personally, time led me to embrace curriculum, not abandon it.
  23. There used to be a list on the Singapore math website that listed which specific manipulatives are needed for each version and level of Singapore math. I cannot find this for the life of me! Does anyone know where to find this information? Thanks!
  24. I am considering Unlock Math Algebra. It is a new-ish program so there are no reviews. I was wondering if someone (a mathy person) would look at the S&S for me and tell me if it looks like a comprehensive and comparable with other Algebra programs. Thank you so much!
  25. Just a quick thought: If you're planning on sticking with MUS through the Zeta and Pre-Algebra levels, it may make a difference in the visual representation of 2 topics in those levels if you don't have the MUS blocks... The MUS blocks are hollow on one side to aid in visualizing negative integers, so for topics that involve working with positive integers (MUS blocks solid side up) and negative integers (MUS blocks with hollow side up), you have a visual difference by which side of the block is facing up. Also, the MUS blocks are designed to show the connection between length and cubic volume -- the cubes are 1cm on each side, and volume = length x height x depth, so the cube is 1cm3 , and a cube that is 1cm3 holds the volume of 1 mL of water, which you can actually do by pouring 1 mL of water into the hollow side of the MUS block that represents "one". Also, your student may not actually need the blocks -- viewing the video lessons and seeing the concepts visualized in the lessons may be enough, and the student might not need the tactile aspect of reproducing with physical blocks. For example, the Epsilon level focuses on fractions, which has a separate set of manipulative of colored transparencies to overlay on one another to represent what is actually happening with a fraction. However, DS#2 used MUS and didn't really need the fraction overlay set to understand the visual video lessons. We didn't stumble on MUS for math struggler DS#2 until 5th grade, and even though he needed the concrete visualization of MUS, he actually didn't need to physically manipulate the blocks or fraction overlays himself -- he understood the concepts from seeing it visualized with the manipulative in the video lessons. If just using MUS as a supplement or temporary review, and not considering it for your spine math for the next years, then I'd lean hard towards borrowing the blocks from a homeschooling friend, or possibly printing out these Printable MUS Blocks. Just a few thoughts! 😉
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