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Found 58,083 results

  1. School math is intensely boring. My kiddo who’s doing middle school to high school math at home at age 8 started saying “math is hard” in the middle of kindergarten. I didn’t want that, and it was part of the reason we pulled her. She added 1/xy and 1/y on her last assignment (with variables), which is better than a lot of my college kids, so she obviously doesn’t really find math hard. It’s just because school math sucked.
  2. So true. At least a couple of my math profs made a show of not being fluent at / caring about arithmetic because I think they wanted to signal that's not what they do all day. Here's a solution to the problem of getting through arithmetic so that we can work on more interesting stuff that I am trying to implement with my older son: (1) cover most of the concepts (place value, basic operations, etc) thoroughly with fun games before starting formal math; ensure solid understanding. (2a) Breeze through a curriculum to ensure extra practice and coverage of any areas I may have left out. Once the basic concepts are solid, elementary curricula become easy(-ish). I know you, square, don't need this step at all, given that you are a mathematician and a math teacher, so you know exactly what you're doing, which is amazing!!! (2b) Throw in an addictive, fun, solid math facts game that the kids ask to play in their free time (and the mom plays herself at night after the kids are asleep 🤭) (4) Enjoy math that's not arithmetic!
  3. What does she dislike about math? My son is strong in math too but will sometimes say that he dislikes it. In his case, I take it as an extension of his general grumbling about being made to do things. I mean, he grumbles about math in roughly the same way as he grumbles about having to clear the table. It feels like a chore to him. Now, obviously I don't want math to feel like a chore so I have started incorporating more games and also more exploration into his math. Big thanks to @square25 for giving me ideas! He's been really happy about that. There is still going to be some element of just buckling down and doing things in every subject, and I really really really don't want to feel like I have to make every moment of his school day fun, but at least now I don't have to hear about how he hates math.
  4. Homeschooled 2 kids K-12; one with learning disabilities and ADD. Advantage: they are 18 months apart so they could do a lot of things together all the way through. 1. Read to them; read early and often; keep reading to them even when they are proficient readers, even when they can read the hardest text you would read. Let them color, build or just lounge while reading. Just let them soak in the stories, both true and fictional. 2. Don't be afraid to outsource when needed. I will always regret not outsourcing math soon enough. 3. Once you have done research and started on a path - don't be swayed by what anyone else is doing. Constantly changing course does no one any good. I was so often pegged as the wrong kind of homeschooler no matter what I did: I didn't follow one method or buy one box of stuff from one homeschool curriculum house; I didn't use enough/I used too many Christian materials; I was too easy-going and I was too strict. I am generally not an overly confident person but for the most part (see above re: math) I knew we were on the right path for us and I was not cowed by people who told me I was wrong. Oh, and especially the people who questioned me about reading aloud to my high schoolers. "Can't they read that themselves?" Yes. That is so not the point.
  5. Good morning! We've had coffee and fed Callie. breakfast, lunch out?, leftovers for dinner (or other way around) live stream SS lesson from home attend church (still distancing in sanctuary) prep for the math classes, which start tomorrow ds' lesson plans for the week pay bills Melaleuca order Watch Medici with dh if I can talk him into one more episode this weekend
  6. Is the student on target academically? If so, my focus would be on keeping up with math. At that age, if he can read well, and reads a lot of library books for English, science, history, etc. He should be OK for a year. Most of those topics are covered again in highschool. Math though is a subject that needs mastery to move to the next level. I would focus on that.ught not be now, but some libraries offer free tutoring for kids that maybe she could take advantage of. Otherwise, maybe an online option. Of he needs a foreign language, maybe Duolingo and watching easy shows in Spanish might work and would be free
  7. Lial's Basic College Math might be a good option. You can buy an older addition very inexpensively. It covers all elementary math concepts.
  8. Hmmm. Probably learning the basics of how things work would be one of the things. Also, knowing something about the scientific method and how scientists actually discover things. Math isn’t unrelated to nature, though... it can be a concrete way to study specific patterns. I don’t think it’s either/or. (Like, in nature, you observe that things fall. With math, you observe that they fall and also measure their speed/acceleration. Etc.) I don’t care much about demos, but my kids looove them, so I imagine I’ll do them. However, right now my demos are disorganized and don’t show a ton. I think what I’d really like for science is what we have for math, which is a playful engagement with ideas that are fundamental... a chance for important ideas to marinate and a corrective to misconceptions forming. I can’t design this for science like I can for math, because my science knowledge isn’t cohesive in the same way. We definitely don’t do enough nature study, though. I mean, we (used to) spend plenty of time in parks and whatnot, but we didn’t study things per se.
  9. Time Left: 9 days and 21 hours

    • FOR SALE
    • USED

    These are two ring bound Teacher's Guides for CLE Math 7 (701-705 and 706-710). Used, but in like new condition, no writing, etc Asking $20 incl. shipping, OBO PM me if interested, Paypal payment only

    $20.00

  10. You are certainly not an elitist, you are very much a realist who sees the situation with empathy in my view. Truth is not many are equipped to home school. We are in TX, our ISD offered a choice of virtual or face to face and we had to sign up before mid July for school to open mid August because they said they needed a month to prepare. Rounding off to nearest integer, 44% signed up for virtual, 47% face to face and around 8% did not respond, 1% was "outside". I assume among the 8% and 1% lie the potential homeschoolers. They extended the deadline till the end of July, the stats then changed. Rounding off to the nearest integer again, Face to face 49%, virtual 50%, no response 4.5% and "outside" is again 1%. Not sure what outside is, but I don't think it is homeschoolers. Our district is one of the best school districts and homes are sold with that as a selling point. Parents are involved, many are two parents working and for 50% to do virtual academy an enormous amount of juggling would have to be done. With all the change that is going on, parents are reluctant to take on homeschooling nor introduce it to our kids which was our case though we did a whole bunch of research. This is for first 9 weeks. The next deadline to change virtual or face to face enrollment will be in 9 weeks. Our ISD seems equipped to handle it more than I anticipated , certainly more than March where everyone from students, parents and teachers were in collective shock I think. In my home country my nieces and nephews go to a reputed private school and they have asynchronous classes on video. My brother who is in banking struggles to teach his kids math, so DH is teaching them as it is his strength. My basic degree is engineering and I have postgraduate in computers. Ask me to teach Algebra. I can do math, not teach it. Kids are struggling too, our family scaffolds our kids and nieces and nephews so much and yet they struggle to adapt with this. This is the state for people with resources and help, I am heartbroken at all the kids in my native country who do not have educated parents or go to government schools and do not have even a phone or parents with tech to teach online lessons. Education is a mess from what I see.
  11. Take a look at the material created by Ellen McHenry. Her work is the best "real" science for a younger audience I've ever found. I have not used her geology program as I hear she does not come down firmly on the age of the Earth question, but all of her other material is truly excellent. She actually has a free virus program up right now that you could look through to see how it compares to what you did. Her program The Cell might be a good natural follow up to your virus study. As for math and science, force diagrams are a great playground for vector math, and genetics are a great intro place for S&P, which your dd is already quite comfortable with. BFSU fits in primarily by making sure the science vocabulary stays caught up to your dd's conceptual understanding, which will probably outpace her general knowledge of the world. Nature study is also excellent for this. I had a high school chemistry teacher explain that he struggled to discuss surface tension in water with students who had never actually seen a water strider insect walk on water. Basically, point out the science you see in the real world, read through the BFSU flowchart occasionally to make sure you've covered the topics through general conversation or nature observation... and call it good. There is a lot of science to be learned without math, but it is an error to think science can be done without math, if that makes sense... a huge error in our education system, actually. Perhaps we can even make a distinction between being a naturalist and teaching naturalist studies, and being a scientist and teaching scientific inquiry/method.
  12. Hey all, I've been homeschooling my accelerated almost 8 year old for about 2 years now, and so far, we've been focusing on skills much more than content. Our non-unschooled academic subjects have so far been writing and math. However, I'm finding that we keep adding new subjects (Russian, history, programming, etc), and our day is getting more and more structured and full. I was thinking that we could perhaps condense the writing and the math into one subject, in the sense that on some days, she could practice organizing her thoughts via mathematical arguments like this one: Here's an example of a mathematical proof my daughter might write on a given day: What do you all think? Do you think arguments like this would be sufficient to work on the mechanics of writing? We'd probably also do handwriting practice (we're going to do cursive next year) some days, and I'd guess it'll come up otherwise, but we may not have a specified other time for writing projects.
  13. I'm in a very similar boat, with a soon to be 1st and 5th, with the younger being advanced and the older being slightly behind in math. We started our own math in March when school let out. I got Math U See, and 6yo loved it and 10yo hated it. We tried Beast Academy, again 6yo loved it and it was too challenging for 10yo. I bought Saxon next and it was too plain and too different an approach for DD and she grew frustrated. Then we tried Khan Academy because they have a new "get ready for x grade" and surprise! she liked it! We settled on Teaching Textbooks and DD is doing really well, it's similar to her elementary math program and hits the public school standards.
  14. My foster daughter was struggling with very basic math (she was in third grade, struggling with addiction and subtraction) and Math-U-See improved her math a lot. She's a visual learner and all the manipulatives help. But I have no experience about the transition from Math-U-See back to school, maybe someone else can help with that.
  15. See, that's a good audience for those Brain Quest workbooks. They can feel like they are "doing school". Full disclosure: we bought a lot of those random workbooks from Walmart or B&N when kiddo was little. He liked the colorful math pages and the mazes, and I was like "Eh, this is fine. He's five". I still think they are fine for wee ones that want to "do school" like a big kid, but don't really have the attention span for schoolish things.
  16. Any thoughts on starting a first grader on RightStart B when he hasn't done A? He's fairly but not crazy strong in math (in the advanced math group in his public school, but not ahead grade levels or anything). And he had the good fortune of being in a public school that offered Singapore math, which I know focuses on mental math. He's still not as strong in this area though as I'd like. He is comfortable with the number line, and with addition and subtraction- but he brute forces it each time, counting each number up or down. If you were to ask him 30 minus 10, he would sometimes count down by ones, and he would definitely do that every time you asked him 30-9. His subitizing skills aren't very strong. And I think he'd benefit from manipulatives and a real focus on the power of 5s and 10s in calculation. But he likes math now, Singapore math is pretty rigorous and isn't *not* working for him- there will be curricular continuity when/if he does return to school. I could just get the next set of Singapore math books to work through at home. Thoughts? Other suggestions?
  17. He is pretty good at math. He should be in Calc BC this year, but he feels there are holes in his learning because of the pandemic. He started in precalculus last year then moved up into Calc AB after Christmas. His counselor recommended for him to continue to move forward into BC, but he declined. I have looked at AoPS for him. It's definitely on the list to show him. I know a bit about AoPS - my daughter is using their prealgebra book. On a side note...I likely will be outsourcing the algebra class for her. She is slated to complete the book by October. I wish AoPs had a self-paced algebra class like they do for prealgebra. I then could sign her up midyear. Is this something they are working on? Only asking because you teach for them!
  18. I wasn't "thrown" into homeschooling. My husband started 'strongly suggesting it" while we were still dating. I figured, sure, why the heck not since we knew that I will be staying home at least until kids are school age. So, I started looking things up, reading about various curriculum and methods. My head started to spin. First, I never went to school in US. Words like "circle time" and "social studies" were completely foreign to me, literally and figuratively. Then!!! While I have been reading since I was 5, I had no idea how to actually teach reading. Then!!! Kiddie math curriculum seem to have all kinds of "toys", a.k.a manipulative. I learned math with pencil and paper and a black board. I could not wrap my head around it. Then!!! Everyone recommended "nature studies" for young kids. What?? You mean go outside and look at trees? So, I can understand how people are panicking about teaching 2nd graders. I can understand about people panicking about being a teacher, period. Bc knowing something, anything, doesn't automatically translate into being able to teach that something, especially if they think they have to teach it in a very specific way. Bc let's face it, most of the people are just trying to survive the next year and they want to make sure that their kids can go back next year. What I can not understand is people not wanting to invest any amount of time to trying to learn and understand, but instead, they want to pop up on FB and have everything spoon fed to them. I can not understand laziness and I can not understand such little regard for other people's time. That bugs the crap out of me.
  19. Has anyone had any of Shin Yen's classes? We're considering Blue Tent for BC. What is the platform? Where do the videos come from? Is it a youtube, vimeo or something though Moodle? My dd has some DE Moodle classes and doesn't love it but knows her way around. I know they use Zoom for the Friday session. Are most of the assignments through the digital book, or do they do some out of the physical book? Thanks!
  20. DD8's kindergarten class had a project where they wrote little books. I thought the idea was adorable before they started, because she used to make little books in pre-K, but what I didn't realize is that these were supposed to contain actual stories... Let me tell you something: 5 year olds are not able to make coherent stories, lol. One of DD8's memorable stories involved her going to a playground, then coming home and discovering her parents were dead, then going out and playing some more, this time somewhere else, maybe with a frog 😂. It was totally incoherent, and she wasn't even the worst offender in the class (we'd have days the kids would read their stories to us.) We've used writing projects relatively well so far -- we worked on handwriting for a while, we worked on spelling along the way, we worked on taking notes and avoiding plagiarism, and we worked on making coherent arguments and on putting things in order (that's mostly talked out, anyway.) But I suppose we were also partially just trying to recover from kindergarten-induced writing distaste. We're currently down to only doing writing in the context of math proofs, and I'm thinking about whether to downgrade that even further or not.
  21. That’s definitely a math prof affectation, lol! I think one gets tired of the “oh, I used to be good at math until we got to algebra!” and “Do you add numbers all day?” type stuff. I may take the more game-based route with DD4, since she doesn’t write yet (DD8 taught herself in pre-K.) I do occasionally peek in curricula to see if I’m missing much, although I also kind of don’t care as long as the kiddo has the concepts down — lots of things are branches of the tree, so to speak, and are easy to fill in. There really isn’t that much in elementary math! Place value is a big one; the IDEA of variables is another one; the “algebraic” properties of the operations is another one (distributive, associative, commutative properties, operations that are inverses of each other.) Fractions and decimals and percent for the end of elementary school, although they are really the same topic and I haven’t bothered to cover them separately at all, except by telling DD8 what a decimal and a percent are as fractions. And I only define fractions as division, anyway, and I do NOT do division with remainders using a symbol for that reason (it does come up in word problems.) I agree about doing math fact drill separately, although we were screen-free when DD8 was practicing them, so we’d drill on walks. I only drill after all the “shortcuts” are internalized, which for me is a good year after introducing the operation. Oh, I introduce all the operations in Kindergarten, staggering every few months so the symbol is assimilated.
  22. I’m in PA and I’ve included my objectives page for my rising first grader below. Mine is a little intense because that’s how we roll 😂 Everyone in my house functions better when they have a lot to do. Formatting came out super weird and I’m not sure how to fix it because I’m willfully tech challenged. English -Reinforce and enrich existing knowledge of grammar, spelling and vocabulary. -Continue to develop reading skills including an emphasis on phonics and sight words. -Will include several read-a-loud novels and non-fiction titles Texts: Logic of English by Denise Eide Arithmetic -Complete Common Core requirements for first grade in this subject area. -To include: adding and subtracting whole numbers, adding within 100 and subtracting multiples of 10, measurement, and part-whole relationships. Texts: Singapore Math Level 1A by Marshall-Cavendish Education Singapore Math Level 1B by Marshall-Cavendish Education Science -Science instruction will focus on Astronomy. -Weekly experiments and hands on exposure when appropriate will be included. Text: Exploring Creation with Astronomy by Jeannie Fulbright Social Studies -Enrich existing knowledge of history from 1815-Present. Texts: Story of the World Vol. 4 by Susan Wise Bauer Physical Education and Health -incorporation of exercise into everyday activity -Yoga -Weekly gym and swim. -continued discussion of importance of nutrition, fire safety, human growth and development, and transmission of disease Music -Continue ongoing music instruction including piano, music theory and sight reading through Faber and Faber. Texts: My First Piano Adventure Lesson Book B By Nancy and Randall Faber My First Piano Adventure Writing Book B By Nancy and Randall Faber Art -Expand skill in the use of familiar media including pottery, charcoal, oil pastel, watercolor, pen and ink and mixed media. -Develop a deeper knowledge of art movements and specific artists. -Field trips in this area when appropriate. Text: Art Lab for Kids by Susan Schwake Language -Develope vocabulary and knowledge of Latin grammar. Text: Song School Latin Book 2 by Christopher Perrin
  23. I'm interested in talking about how to combine kids for family-style lessons in areas that are generally considered "skill" subjects that have to be taught individually (math and language arts, mainly, but maybe also foreign languages). Here's an example: last spring we did a unit all together on fractions. I pulled activities and lesson ideas from Family Math and one of Marilyn Burns' books, and maybe two days a week we had a lesson all together, 11 year old down to the 4 year old, and the other days were "differentiated practice," as they say. It worked really well - I felt way more prepared even on the days I was still working one-on-one with each child because I was only preparing to teach one topic, not trying to be ready to teach a lesson on place value to the 1st grader and one on multiplication to the 3rd grader and another on ratio to the 6th grader or whatever. I had time to work through the fractions chapter of Elementary Mathematics for Teachers in an effort to improve my pedagogical content knowledge. My students benefited from being able to discuss and work together, and I think the group setting also took some of the pressure off for my less mathy student, who outperformed my expectations. So this year, I'm thinking about how to expand this approach to other subjects. I've planned a family grammar study, and am thinking about how to do family-style composition. One thing I am finding is that teaching this way is easier if I think about the curriculum in broad categories that get covered in increasing depth or complexity over time rather than thinking in terms of "1st grade skills" then "2nd grade skills" and so on. So elementary math is about the four operations, the decimal system, fractions, etc, and each of those topics can be accessed from an introductory and concrete level on to a more advanced and abstract level. For grammar, we're going to go over the parts of speech. My youngest students will be encountering those ideas for the first time, while my oldest student will be looking at how the parts of speech work differently across the different languages we study. And I've found some older "language lesson" and composition textbooks that are helping me think through writing skills in a more topical way (maybe topics like "the sentence," "the paragraph," "narrative," "description," etc - still very much working on this one). Has anyone else done something like this for "skill" subjects? Are there any resources that would be particularly useful? I've found it helpful to look at Montessori elementary curricula because it is organized for larger age spans, not single-year grades. Any thoughts about how to organize something like this? I think I want some kind of document that, for each topic, has lists of lessons and activities appropriate for whole-family time and also breaks out the specific skills that each age group should be working on to select from for the differentiated practice days, and those skills would be linked to a set of actual exercises, like lesson XXI in Ray's Intellectual or pp. 36-40 in some book in the Math Mammoth light blue series or whatever equivalent I can come up with for grammar and composition. Less of a graded scope and sequence and more of a plan for a multi-year rotation like you see for the content subjects.
  24. You need to find the least common multiple. http://www.math.com/school/subject1/lessons/S1U3L3DP.html
  25. I'm assuming these are the real numbers, btw. If not, um, I'll try to write something out with variables instead of numbers but I'm a little brain fogged right now. I seem to have a cold. (I think it's a regular cold, not a scary covid cold. I don't know how I got sick, I don't go anywhere or do anything or see anyone.) Edit: Yeah, brain fog struck. I was so happy with my math I forgot those weren't the original numbers at all. Hold on, lemme redo this. My first step is right, but the part where I end up with 48 of each is still wrong.
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