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  1. You can purchase the Math Olympiad (MOEMS) contest books. These are collections of their older contests. They have full solutions in the back. Hard Math series by Glen Ellison is quite good with a solution manual. The elementary has a published solutions manual. The middle school solutions are 2/3 completed online.
  2. well It was a few years ago ( 10 year or more) and technology has advanced a lot since then. There are also a lot more options of curriculum now then there were because I didn't know what I was doing I followed The Well Trained Mind as closely as I could with adaptions for Ds disability. He was 10 when I started homeschooling him We did critical thinking and logic puzzles. He really shone at this- I almost always came out with the wrong answer . The only drawback on teaching your child logic is they then win any argument hands down. telling me all the falicies that I was using etc. was great practice for him I guess. We used Saxon Math for math - right the way through to advanced math. though he didn't complete advanced math as he started Open University courses when he was 16 as his pathway to University ( Australian universities don't do transcripts you have to prove that the student can work at university level) We did the whole series of How things work- readers digest were the publishers, for middle school science , I read and scribed for him through the whole lot We did Apoligea Science for high school - which we both hated, but I couldn't find /didn't know where to look/ for something that was secular and a homeschool option. We just skipped some paragraphs. It also had a funny way of rounding numbers for the chemistry book that drove ds bonkers. I ended up contacting the publisher over it and they gave me some long winded response that meant nothing to either of us. I read the whole lot to him. we did mostly discussions for answers in the biology etc, and he never had a problem with the writing of math so I was happy just accepting math only answers for the physics and chemistry with oral discussion. ( I have to say I have regretted strongly not recording myself reading as I had to then read the first 2 Apologia books to my next 4 children. they are not thin books) for History we did it completely wtm style. in middle school with SOTW combined with Kingfisher History Encyclopedia plus reading list that corresponds with it. I found abridged books for as many as I could and read aloud the rest. for highs school we used Speivogel Western Civilization - me reading it all aloud. we used the discussion questions as writing topics, me scribing. We dropped history at 16 and just continued on with the literature great books as we ran out of hours in a day when he started the University level units. We also did a course of great books of famous mathematicians/scientists starting off with Euclid , Archimedes and so on - ds absolutely loved this I couldn't understand how he could firstly read it and secondly understand it. but he loved it. Interestingly enough he started being able to read about then and read these to himself. I am sure there are audio books of these available now. Someone on this forum told me there is a service available which will have volunteers read and record texts etc for students with disabilities . I don't remember the name of the service. somebody on the forum may know it though
  3. Did someone buy out Saxon Math? I can't find their website.
  4. Yes; the ones that come up are Calculus and sometimes the Physics (depending on the student's major and the college). Especially the math, though; so many colleges are wanting the kids to take their math there at the school, regardless.
  5. My older 2 students took a couple of AP classes each for the experience and also our local colleges just seem to love having students who have taken AP, therefore we did take a few to make them happy on applications. I and my kids found AP to be excessive busy work and it seems like a lot more time than it's worth. Our experience is that the honors classes at the hybrid school were much more interesting and layered and that the teachers had more leeway to really make the classes interesting and without a bunch of extra assignments. With a good teacher I would take non AP every time, if I didn't care about college applications. I can't speak for math AP. My ds is doing one this year and I have no experience with Calculus. I will say ds is finding he can't do his problems in 20 min and turn them in and get an A, but that's likely the same in a non AP Calc. So wether it's the AP or just that it's calculus he's having to slow down and plan ahead a bit more, which I hope is preparing him for college math. To compare my ds took AP Eng Lit last year and this year he is doing DE Eng 1102 at a regional college. DE has overall been a better fit (despite an instructor change and some issues receiving graded work back in a timely manner) and his writing was challenged and it was only 1 semester with 4 papers as the grade. His writing was challenged and he had to up his game in quick order. AP seemed to drag on forever and he was writing a paper every single week. It was very tedious, monotonous and laborious. I think about Another Brick in the Wall by Pink Floyd when we take AP classes.
  6. After umpteen hours of math today, we're almost done with school. FINALLY! It's a math woes Booya(h)!™
  7. I was reading back over my thread about teaching 1st/3rd graders, and several people mentioned Math Mammoth. I decided to look at the site, and I REALLY like the looks of it overall, and feel like my grandkids would much prefer it to R&S. It definitely introduces things earlier, and I’m fairly sure my grandson would have to go back a bit, but overall I think they’d just enjoy something that was a little more interesting (and I think HIS mental math especially, could use a little boost). So what’s the overall consensus? If you didn’t like it, why not?
  8. I would not take a break from math but in your situation I would find a different curriculum. For a change of pace you might want to try The Life of Fred math books. He also might do better with something online like Teaching Textbooks or Kahn Academy. Susan in TX
  9. This I think is key. I believe that gifted kids crave discussion and interaction. I have worked hard to come to a level where I can offer this kind of support in most subjects. But in ones where I could not, we found creative solutions. For my older ds's math, once I did my last big co-learning push when he was 12 that I described above, we put him into the AoPS classes not because he needed to be taught, but because he wanted the discussion. But by 15 he was out of classes to take there. We tried having him take classes at the university but that was a huge bust because even at age 15 in 2nd year classes he topped the class by a 40 point margin. There was no discussion happening there. So I researched and bought him a pile of math books that he could work through on his own, and I listened to him talk and talk and talk about math (although I never knew what he was saying). We never could find a mentor, although we had a couple of wonderful computer science people who would talk to him about discrete math occasionally, but I am talking like 3 times a year. And he had his math camp 1 time per year. But in the end, he made his own reality like 8filltheheart's dd did with French. He organized fortnightly study sessions with the other 2 IMO kids in town to work through those tough problems he loves. Then he organized and taught his own competition-math after-school class for gifted kids. He convinced one of the other IMO kids to help him run the class, so they worked together to plan a year-long program, create lecture notes and worksheets, and run the class in a collaborative manner. This course gave him the interaction he craved by being a mentor rather than having a mentor. And in the end he walked into MIT and took a grad level math class as a freshman. This outcome did not happen by chance. I *managed* his high school math program, as varied and non-schoolish as it was. The solution for him was not to be taught by a person or by an online class, the solution was for him to battle through the material on his own with a ton of support from us and collaboration with his peers. And then to share his passion and knowledge by teaching others.
  10. I don't know much about how primary school math works here, just the results I see with almost every student who seeks me out. There is just a huge disconnect between primary and secondary math -- even the curriculum documents are written by two different non-connected teacher groups. And intermediate math is basically a joke. Stick the kids on a computer and let them self teach. So I actually don't like teaching algorithmic methods for computation, I much prefer mental math. But this must be connected to some sort of understanding that you are actually doing a multiplication problem even though your mental math calculation is repeated addition or piecemeal multiplication. If not, algebraic skills are completely foreign. How can you possibly understand xy let alone set up an algebraic word problem, when you don't know you are multiplying. So for 8*14, students here would do 8*10=80+5*8=40+80=120-8=112 And they would write it that way too. If you try to clarify what multiplication is, they just don't get it -- they don't think that way. So xy is completely meaningless and they can't use algebraic skills to work real life problems. Most students I have worked with have no idea that if you have 80 pies split between 8 people, that you are dividing the pies among the people. So when you have x pies split between y people, you are sunk. It only gets worse from there.
  11. Maybe do a math project? We saw this speaker at a math/science conference a few weeks ago, and I plan to do the project with BK2 after Christmas.
  12. My 9yo dd shows signs of severe dyslexia (reading on a K level), has been diagnosed with Developmental Language Disorder, and has lots of indications of disorganized executive functioning etc. (example--incapable of army crawl, short term memory will not allow her to hold info. in her brain long enough to spell 4 or 5 letter word), also dealing with anxiety and behavior issues--probably due to constant frustration. We are pursuing Ortaon-Gillingham based instruction (We use Logic of English). Also, Music Therapy is helping considerably. She has a Math tutor who uses Ronit Bird materials as well as MUS, and she is making excruciatingly slow, but steady, progress. I am looking to add neurodevelopmental training to the mix. (Jan Bedell or Diane Craft). I know it will take more than just ND, but I think it might give her a boost. So here's my question. Do any of you have experience with this type program working any better than say a quality sports program? Seems to me that roller skating, swimming, even running would hit a lot of the same re-wiring as a ND, but be cheaper and a lot more fun. I know I have oversimplified all aspects of this situation by putting it in this brief post, but maybe some of you have insights? Thank you Marcy in NC
  13. You said not to look for a fun math. That seems rather defeatist from my perspective. I agree with you that she should ditch Saxon, since her kid hates it and they aren't using it as indicated anyway.
  14. One of my children would only do math, or any subject really, when I would sit with him the entire time and make it interactive. In his case, he did Singapore Math. We did it verbally and on the dry erase board and so on. We skipped reviews in the book and did computer programs for review type stuff. He still did the workbooks though. But just the basic workbook, no extra add ons.
  15. Which post? You can copy it. I'm not sure if you want the year-round schoolers post, or the math post. But whatever you want, copy away.
  16. Thanks for all the replies. They give me something to chew on for next year. This is my over-the-top science and math kid, who will be tackling post-AP calculus math and post-AP physics science. Sadly, I don’t know enough about either of these courses to elaborate. Thank goodness he knows where he is going with that... He does need one more English credit, but I wanted to do something a little different for him for senior English. I am a former literature teacher, so I’m really having to stretch here 😉.
  17. Yes computer games, workbooks, etc. that she finds enjoyable for math, is a good idea. Since she enjoys reading, maybe Life of Fred books would be a good option, with the fun stories and fewer problems.
  18. Woohoo for puppies! Have fun, Selkie! At Piano now. Next up: stop to get Dd some dinner, drop her at church, head home with Ds. Tonight: make soup, prep for tomorrow, check math, read. Need to discuss financial things with dh.
  19. Is this your first go with Saxon? Or have you used it right through. firstly he’s on the youngish side I think for algebra 1/2 you could also do 7/8 or 6/7. secondly I’m having the same thing with my just turned 13 boy. First we tried to jump to AOPS algebra of Singapore 6 but he couldn’t get his head round power laws no matter what. We have kept slowly on with AOPS but mostly we’re using alg1/2. Part of it is just age related brain fog I think. Also there is a lot of work in there that’s not hard conceptually but is just hard in the sense that it’s a lot of really yucky rote calculation. Having come off Singapore my son is finding that someone what difficult. He doesn’t like writing out processes and struggles to hold all the numbers in his head. I’d check whether the errors are errors of understanding or calculation/copying/memory type errors.
  20. Have you tried Teaching Textbooks? For someone not going to be an engineer, it's a good program. It has plenty of practice, built in teaching and grading features, and hints and second chances on homework, if you desire it. My second child, not planning on a STEM degree completely teaches herself using this program and we could not be happier. She is on her third year with it, and scored a pretty solid 540 in math as a 10th grader which we feel was good considering it's not her strong point, and because she had only completed Alg 1 and Geometry! We expect a big score bump in math this year after finishing most of Algebra 2 and also practicing with Khan academy. We find the interface friendly and usable, and it is extremely affordable! Less than 100.00 for the entire year. Right now they haven't upgraded/merged away from Flash (they are working on it) so it doesn't work on the Chromebooks anymore. (EDIT I was wrong it is working on Chrome and Chromebook!) It's working on Macs, or you could always get the DVD version if you're willing. I don't know if it works on IE but I assume it does.
  21. Morning! I am so cranky today. Sigh. Everything feels piled up, behind, and bleh. Which is not entirely accurate (though there's a ring of truth to it!) and isn't best attitude. So: be kind, tolerant, and maintain a sense of humor and proportion: these are the orders of the day. Also: Younger DS is running his first ever D&D game this afternoon. In, like, an hour and a half. !!!! The house is the sort of mess that comes of bringing in trees/re-organizing furniture for them, being sick, trying to get holiday prep done AND trying to kick off our "term" which is really a new school year set of work. Straighten house; feed people; piano, languages, math, and runs for boys; have some healthy snacks ready to go for the visitors; don't cry (at least not much); exercise (ballet, yoga, maybe something aerobic); laundry; read Bible. See the grace that is all around me.
  22. Ugh..hard questions! 1st grader - solidify any math gaps, continue to enjoy math and move forward. Continue reading progress and develop a love of reading Develop a legible handwriting Continue to learn about our faith on a personal level as well as on a cultural knowledge level Develop his attention span for read aloud books and an appreciation for literature Develop and learn art skills and an appreciation of art in general Exposure to science concepts, encourage curiosity about science Exposure to history/geography in a sense of an appreciation of the variety of cultures and ways of life as well as familiarity with important topics for cultural literacy 4th grader (dyslexic) continue to make progress in her reading ability and fluency develop and enjoyment of reading (or audiobooks) exposure to different types of literature be comfortable spelling at least the most commonly used words so she can feel confident putting her thoughts on paper learn to type (so she can use spell check!) mastery of math facts (multiplication/division) understanding of typical 4th grade math topics so that she feels confident in her math skills Develop her faith on a personal level and a continue to learn the basics of our faith, to feel an ownership and familiarity with it Familiarity with history and geography topics important for cultural literacy, and develop a curiosity about other times/places To enjoy and embrace at least some science topics, and exposure to basic science knowlege develop her art abilities and exposure to various types of art
  23. I haven't seen it, but I'll add it to my reading list! Thank you for the recommendation :-). Yeah, that's pretty much why I'm not using a writing program... that, and the fact that I remember really hating most standard writing assignments. Thanks for the reassurance about our choice :-). I don't use a math program and I don't use a writing program, and as a result there are some days I worry about doing everything so differently than everyone else. For math, it helps that we started young and that my daughter is mathy... if you have a 7 year old working on fraction multiplication, you tend to not worry about where you're going with math, even if you're off the beaten track. But she's a reluctant writer, and while I'm confident in my writing, I certainly don't feel the same about it as I do about my math, so I worry. By the way, what does everyone think of MCT materials? I've taken a quick look at it and seen them recommended in a few places... they looked vaguely appealing. So did Bravewriter, if I remember correctly (that one I looked at a while ago.) But I hadn't done enough research to really evaluate either.
  24. Would you expect a second grader to be able to verbally explain why they did what they did on a math problem beyond reciting the steps they took? Or to answer an open ended question such as "But do you understand what you're doing with equivalent fractions?" I know my son knows what he's doing because I can hear and see what he's doing while he's actually doing it, but sometimes our supervising teacher will ask what I think are too open ended questions for a seven year old. But maybe I'm expecting too little? For example, yesterday I watched my son do his math for a bit. He was calculating 4^3 as part of a larger problem, and was talking through it to himself. He goes "4×4 is 16 and 16x4 is...hmmm...ummm....8x8 is easier so...64." I did not teach him to do that and as far as I know Beast Academy didn't either. When I asked him to explain why he did that he could only say it was easier to calculate 8x8 than 16x4. When I prompted him "So you divided one term by 2 and then..." he said "I multiplied the other by 2." But he could not explain why other than to say to keep everything equal/balanced and the calculation was easier that way. There is, of course, no written work of this and if I were to ask him how or what he did days later he would probably simply recite the steps at best or just say something really general like "because that's what it equals." So, does this sound totally fine at this age/stage or should we start working more on explaining the whys and wherefores of math? When does it become more of a critical issue?
  25. For my older son, AoPS message board allowed him to chat or read, but basically feel involved in a community of like minded kids. IMO math camp (1 week per year) and then in 10th-12th he did another 2 weeks as he travelled to the IMO He found 2 kids in the city who had been to the IMO math camp (1 in 11th grade and 1 in 12th). We were very luck to have 1 other homeschool family in the area that was PG with 2 boys my kids ages (but they were a 40 minute drive away) who we saw once a month from about 8th grade. In the end, he created a course for IMO want-to-be kids, and ran it. This gave him weekly interaction with smart kids who were younger than him. His brother, although 3.5 years younger, was incredibly important to him. For my younger boy: He is just so social, that finding intellectual equals is really not important to him. He loves people and hangs out with a range (just see my siggy!)
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