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Found 60,698 results

  1. Also, remember how we’ve talked about curricula not giving kids a chance to play with concepts long enough? I found even my Singapore using students would rely on algorithms. I think anybody using any curriculum will run into this problem unless they make an effort to only advance after a concept sinks in. Most people give the kid a test, they pass, must be ready to move on. I think Saxon only requires something like 80% score to move on which I think is too low to demonstrate mastery.
  2. Have you used any of those Math for Nurses books? You maybe able to start there, and keep a strand going to make sure she stays strong in that level of math, even as we branched off. Maybe you could get an algebra textbook and scan through the word problems. How many can you reword to be med-themed? I would assign word problems from each section of an algebra text and if she misses them, I'd go over that chapter with her. Give her the ol' "As a Vet-Tech, you'll need to know how to understand such-and-such, so this is the math for that." Push the math only if/after she failed the "application" type problems. The value of Algebra for a medical-care professional isn't always in just applying it, but in the abstract reasoning skills, visualization, etc. I would try and help her understand that, and while this article on The Importance of Math for Vet-Techs make it seem that you need only a solid grasp of arithmetic skills I agree with your thinking to prepare her for more. Do you have a college algebra textbook on hand that you can look over to help direct your plans?
  3. I don't understand what you're saying either, so when 8 said "wording" I didn't read that as her accusing you of being a bad teacher. People do not think about math like you do. Much to our detriment, no doubt. But if you say: and: ... I have to sit here for several beats to figure out what you are saying. It definitely DID NOT appear to me that all you meant was "31 minus 3." But one of my kids had to fiddle around for *years* to fully understand these things. And not because of my own ignorance, which I have put on full display in this post lol. But just because a lot of people simply do not think about math this way. I know that it's extremely difficult to keep bumping up against people who don't understand what you mean (I really, really do 😞 ) but there's no malice behind it here. It's not trying to shut down your side of the convo. When you talk about these little bitty kids whose parents "aren't teaching them place value," I think you're just really missing that a lot of people are A-on other timelines than you* and B- are never going to think ABOUT math concepts the way you want them to, even once they have learned it. *not with your own kids, I know that that is a whole other ball of wax because they are so bright in that direction, and when you're speaking from [valuable!] experience you mean out in the world with regular kids.
  4. To tag along with this question - what if your kid did a couple of years of high school language in middle school? With other subjects it hadn't crossed my mind to worry about middle school classes - we'll take 4 years of math in high school even if we do algebra in middle school. But, my older took middle school Latin at co-op and then wound up doing high school Latin 1 in 7th and Latin 2 in 8th. Our teacher normally only does through Latin 3, which we'll do this year as a 9th grader. But, he has said that he's happy to assign translations for however many years kiddo is interested in taking Latin. Do we need to do through what, on our transcript, would be Latin 5 or 6, to get 3-4 years of high school language or is moving through Latin 4 sufficient? I don't know if this kid will choose to apply to highly competitive schools, but the potential is there and in 4 years I don't want to have a senior saying that, with all that they've done, they would have gotten in if only Mom hadn't mucked up the Latin requirements. 🙂
  5. ??? I don't think that. When I read your post, I didn't read that you were saying they couldn't solved 31-3 since you said they didn't understand what they were doing and only using an algorithm. I thought you were saying they could solve it but couldn't explain it in terms of place value. I have a granddaughter who struggles mightily with math, and when I am working with her, I have to really be careful about how I phrase things bc she will just completely shut down in confusion. Her understanding is mostly there, but she can't really talk about math. She can solve 31-3, but if I asked her about place value, she would definitely not be able to answer. If I gave her cuisenaire rods, though, she could definitely demonstrate what she is thinking and doing. So I was simply trying to understand what you are seeing. FWIW, I don't think TGATB would qualify as a standard math program. If you have a lot of students lacking basic number sense and their background is TGATB, that could be a strong indicator that their self-produced math program has significant deficits.
  6. No, it’s not wording. It’s just me asking them to take 3 away from 31. They can do it however they want. 8, I have no idea why you think every issue I’ve ever observed is due to my bad teaching. I have lots of experience teaching math and I’m a good, clear math teacher — it’s my area of expertise. If you want to have interesting conversations on here, then perhaps shutting down every conversation that notes an issue with one of the standard math programs is counterproductive.
  7. Well... there's place value, as in, "Say how many 10s and 1s are in the number," and there's place value, as in "use place value to take 3 away from 31." And while I bet most kids do get the former, it's really pretty important to be able to do the latter. And I find that a lot of programs are weak in getting kids to USE place value, as opposed to just pattern match it for one lesson, then move on to algorithms. Yes, I also know a kid using Math Lessons for a Living Education (and in fact, the family I'm thinking of said they kind of used both). She was very math intuitive, but definitely had conceptual gaps.
  8. Place value is important. I'm honestly surprised they didn't understand it, they go over place value everyday in K and 1 (I'm assuming 2 as well but never have used it). You're probably right that they might not have used it to its fullest potential, the lessons are not short so they might have skipped a lot. We used math lessons for a living education for 2 years and that was pretty sparse on many topics I'm so glad we switched, lol!
  9. We're due to start our next "year" of school in July, and we could all use a sense of something fresh & engaging. I'd like to do a "box day" and get our school space organized for a Proper Start -- something I've never done (maybe better to say "never managed"!) but which I think would be especially fun this year. Lots of the stuff will be coming off my shelves and a bit will be new. I'd love to be able to package it in those cool Sonlight boxes-with-castles drawn inside 🙂 and maybe there's a simple way to do that with plain, biggish cardboard boxes (if you know of one, please tell me). And I'm hoping to have a sort-of planner/instructor's guide for myself, with really just a sketch of the points to hit each week for some stuff (history) and reminders to spend time-on-task for other stuff (math, language arts). I'd like to include a game/puzzle, maybe MindWare style, Anybody else doing this? anybody else done it? Ideas for packaging, contents, little projects/kits/treats for the first days of school?
  10. DS10's output is kind of limited these days, but I'm thinking of the following Math: Calculus with his tutor, probably using a mix of AOPs, Alcumus and other materials. Plus Life of Fred with me, and probably some Khan on his own. History and Literature: Early American History and literature with his brothers Religion: Oak Meadow world religions with DS12 Science: Astronomy and some lego robotics
  11. I think working with variables is definitely a later step in conceptual understanding, to be fair. Given that he's probably been doing ALL OF THESE totally by rote, he doesn't have the tools to generalize to variables. One thing I did with my sister that was incredibly helpful is have her graph all sorts of totally random graphs by hand. Like, literally, here's some graph paper, go graph y = x^2 sin(x), or y = 1/x^2, or something fancier like y^2 + 6x^2 = 7 by plotting 20 points and then connecting them. She grumbled a ton and didn't want to do it, but by the end of it, she really understood what a graph was. A lot of kids basically don't understand that when you're graphing a function, you're just including every single point (x, y) that fits the equation. That's because they spend so little time actually using that fact and so much time using algorithms, that they actually never use this fact at all. I really can't overstate how helpful this was. She's still shaky on a lot of her algebra, but this enabled her to get through all of her high school math and then calculus without any trouble.
  12. She has done dragonbox, hands on equations, prodigy math game and some project based things. She's pretty good with decimals (money) and fractions (cooking). I think she's fairly solid through middle school level math. What I'm trying to do is figure out how to get her through the next steps without butting heads, and to give her a foundation for the future. Her older sister has severe dyscalculia, and graduated high school with about the same level of math skills that her sister has now. I think that complicates it because she truly doesn't see the point in slogging through algebra.
  13. They'd be coming from a place with a very low rate of the virus, to one with a high rate of the virus. I'm very tired today, but if I did the math right, we have about 30 times the deaths/thousand in our county that they've had in theirs. Yes, they'd be happy to do that. Yep, it would be a direct flight. I'm sure that if there was an award for most cautious person about the virus, I'd probably win. It's really too bad there isn't a cash prize for anxiety and overprotectiveness, because then I wouldn't have to go back to work! DS10 is academically super smart. He is really confused by normal people, and normal family relationships. I think from his perspective, home is safe, and the outside world isn't, and while there are people he loves who he only sees virtually online, and might prefer to see in person, and he kinda misses church, on the balance, if he never left the house, or saw someone outside of the 7 people who live here again, he'd be delighted with that outcome. And while he sort of gets that for some mindboggling reason his brothers enjoy things like playing ice hockey and baseball and going camping with the boy scouts, or to the beach with their cousins, I don't think he really understands what they've given up to quarantine with him. So, while this is a kid who can feel guilty about almost anything, I don't think he feels guilty about that.
  14. If by the end of class, half of my precalculus kids could find the terminal point for 180 - theta on the unit circle, given the terminal point for theta, I'd be surprised. And these are not kids with serious difficulties with mathematics, I'd guess. On average, math classes don't give kids enough time with pure concepts -- not computations, not puzzles, concepts. So I'm sorry your precalculus student is having trouble, but not surprised :-(. What kinds of questions did he have trouble with?
  15. I have a 6 yr old so currently: the ABCs in capital and lowercase, a poster showing place value that goes with our math curriculum, a 100s chart, Dr. Seuss preschool calendar, a small bulletin board over her desk with a chore chart, a pretty sign about homeschooling, her current Bible verse for memorization, and her latest paper from her curriculum. We hang each day's paper, then put the one we took down into a folder. For my high schooler: a chart showing what a prepositional phrase is and a poster of the parts of speech. On our changing bulletin board currently is a map of the battles of the Civil War and the other half has photos from early statehood from our state- flyers handed out to encourage settlers to come here, a copy of our newspaper on the day we became a state, a newspaper from a few years later telling about a time capsule that was buried (that we got to see dug up! when it happened a few years ago, and now the items are in our state history musuem.) This board varies. Sometimes I do it definitely for the preschooler and seasonal. Sometimes I do it up with our current art projects, and often I do it to go with our current studies, like now: state history.
  16. Afternoon! Today is mellow-ish. Main challenge is to ensure boys do some school (math for elder, history + math OR LA for younger); piano; fitness all around. Me: work on RPG, house, exercise, be mellow. Dinner: chicken wings done somehow; veggies galore; something sweet? not sure what, or if dessert will happen. ETA: today's been even mellower than expected, which has been wonderful. I feel like, for the first time since the pandemic broke, I can actually think a little. Have winnowed our June school goals down to: wrap up elder's Artistic Pursuits, if feasible; keep elder's toes in his math; wrap up younger's spelling, if feasible; keep younger moving forward in math; move both boys through the rest of SoTW 3 + reading. And do some of the art + music stuff I'd planned. Be ready to pick up modern history / a year of 1/2 chem + 1/2 physics in July. Spend June prepping, organizing books into a "box day" -- a good chunk of which will come from stuff I already have 😉 . We'll keep history WTM-style but I need to have specific weekly goals or lesson plans, which I can triage so that they only work for a set time each week + I can adjust that time. Same for science, I suppose. The rest of school is pretty much dictated as do-the-next step with the addition of reading lists and a bit of rounding out.
  17. This is what I've got so far... Bible: BSGFAA (maybe....trying to find something different) Math: CLE 5, plus Evan Moor Daily Word Problems Grade 5 Writing: Going to try some classes through Lantern English Co. (if that doesn't work out, we'll go back to Writing & Rhetoric) Literature: Readers/Read alouds from BYL 5 Spelling: MegaWords, Books 1 & 2 Vocabulary: Wordly Wise 3000 Book 5 Grammar: IEW Fix It Grammar Book 1 Science: GuestHollow Junior Anatomy History: Veritas Press Self-paced course...Explorers to 1815 Geography: Complete Book of Maps & Geography Extras: Weekly co-op and MMA class
  18. Preface: all the usual caveats. Math is not my field, and I'm not clear about what you are asking for, exactly, or what level. These may be too textbook-y. But I had two thoughts: 1-- a side-step like Math, a Human Endeavor (Jacobs) or Crossing the River with Dogs (Johnson, et al) 2 -- targeted math like Essential Algebra for Chemistry Students (Ball) --LL
  19. This is what I've got so far... Bible: BSGFAA (maybe....trying to find something different) Math: Derek Owens PreAlgebra Writing: Going to try some classes through Lantern English Co. (if that doesn't work out, we'll go back to Writing & Rhetoric) Literature: Readers/Read alouds from BYL 7 Spelling: MegaWords, Books 5 & 6 Vocabulary: Wordly Wise 3000 Book 7 Grammar: IEW Fix It Grammar Book 3 Science: Local co-op class, which uses Apologia General Science History/Geography: GuestHollow High School Geography (modified for middle school), plus some stuff from BYL 7 Extras: Weekly co-op (separate from above science class) and MMA class
  20. TGAB math? TGAB math only goes up to level 2 currently (other levels are coming out soon) and I think its little behind or on grade level depending on where you are, but the instruction is solid. It really is similar to Saxon K-3 but not as incremental, is in color, and a little easier to use though not any shorter in lesson time.
  21. I have now used Level Pre-k, Primer, Level K, Levels 3,4,6, and high-school 1. I have also used history year 1, science units arthropods & sexual maturation. Handwriting K and 5. I really Love it! That's not to say its perfect but it hits everything I have wanted to incorporate but could never make it doable with 5 kids. The LA is great, just enough to be challenging but not so long my kids refuse to do it. I love the way reading is a mix of phonics and sight words. I love the varying activities and so does my Kindergartner he gets pretty excited over them and they really are NOT what I would have thought was fun, lol! That said its not perfect but I make it work whenever there isn't a fit for our family. I am thoroughly impressed with the way older kids are encouraged to be independent but in such a way that I still know full well what they are doing. That was a really hard thing to keep track of in other programs we've used, including my own. The writing instruction is gentles and I think good at explaining what needs to be done, and thi is from someone who doesn't get writing easily but suddenly I feel like I have an idea what I'm doing and looking for in their writing. The geography is good, it maybe could be better but its intertwined into the levels so there is more than you might think at first glance. I actually like that the religious view is so neutral despite being a strong Christian I like being able to teach my own beliefs and not feel like the curriculum is teaching it. honestly, religion is not really there other than mentioning God and him creating the world, just very basic beliefs of christian and its not like Abeka or Christian light where I felt a little drowned by all the christian talk. Highschool was one I did not like at first but have come to really appreciate and like, it was harder for me to grasp but I think that is a general thing I would have experienced with my first highschooler and not the curriculum. The history is something we actually finished and all my kids said they liked it better than anything else we've done. It goes through all history in 1 year focusing on different points each year cycle. The lessons are only meant to be 2x a week and the older kids do their own studies on other days based off their student explorers. Now it is a very conservative view but I found it a great jumping off point whenever it was more so than I believe. Also because it is only 2 days a week we could spend time on points of history they were more interested in without feeling like we were rushed. Lastly I was impressed with the highschool books, they weren't easy reads like so many programs I've seen and they included projects that were everything from hands on to writing essays. I've heard a lot of people say its not enough for highschool and I will say they haven'e seen the explorers for those ages in depth enough if they are saying that. Science was kind of hit and miss with the 2 units we did. I picked Arthropods because my 10 year-old loves them but he knew so much it just wasn't as fun (not really the curriculum's fault) but my younger 5 year-old loved it. The sexual maturation is not like their other units so I can't really judge on that though we have really liked everything they taught. Handwriting is GREAT! and I'm not really sure why, lol! I wish they had more pages is my only complaint. Oh and I kinda think the level K was a waste but that could just be my kid. All that said tgab does have a booklist which I've enjoyed I found some great books I've never heard of that we have liked. The not recommended ones I have taken with a grain of salt some of my favorites are on that list, lol! But her listing why she doesn't recommended it has been extremely helpful in me deciding whether its something I want to try or not, I also can see point to discuss if my kids want to read it so I still find it very helpful. Like I said its not perfect and I have tweaked things to fit us but I would do that with anything we use. Overall I'm happy with it. The fact that my autistic son is reading better than ever and understanding what he is reading without constantly complaining (not that he NEVER complains because that's not going to ever happen) is great! ETA: I forgot I have also used level K math and am so impressed with it! My son thinks about math in real life guys <3 I have never had that with any of my other kids and its so cute! TGAB math only goes up to level 2 currently (other levels are coming out soon) and I think its little behind or on grade level depending on where you are, but the instruction is solid. It really is similar to Saxon K-3 but not as incremental, is in color, and a little easier to use though not any shorter in lesson time.
  22. Since DS15 started homeschooling 4 years ago, he's happily used Life of Fred for math. Got through LOF Advanced Algebra this year. However, his recent standardized test scores suggest that he simply hasn't internalized algebra concepts with much confidence and is no longer able to self-teach and get the same results he got with the earlier LOF texts. (I suspected this day would come.) My go-to math program is Saxon 2nd/3rd edition (integrated geometry); I used it as a kid, and DD13 has been getting great results with it since switching from LOF 2 years ago. But with DS, I'm a bit uncertain where to begin. I think it would really crush his confidence to have to start over from Algebra 1 in 10th grade. I know that the earlier Saxon texts do a great deal of review/re-teaching of concepts from the earlier grades; does Algebra 2 continue that pattern? He's a STEM-oriented kid and tends to grasp concepts quickly, so he wouldn't necessarily need tons of drill/repetition; just more than Fred is giving him, and taught with a more systematic approach.
  23. Here are our plans, as they stand now DS12 Math: AOPS Geometry -- he took almost 2 years on Intro to Algebra and is flying through Geometry, so if he finishes, he will do Number Theory or C&P Programming: Python and Inform 7 -- I am not involved in the plans for this, but he always has multiple projects going Electronics: Finish Make Electronics 1 with DH, maybe start Make Electronics 2 or other Arduino projects that they have in mind Language: Continue Italian -- Practice Makes Perfect books, Rosetta Stone, Coffee Break Italian, and translating into/from Italian Literature: Foundations of Western Lit: Hamilton's Mythology, Iliad, Odyssey, and Aeneid Writing: Introduction to Research Writing with focus on world music Music: Piano and Violin, theory, composition DD10 Math: AOPS Pre-Algebra Programming: Dabbling with Python and Inform 7 Language: French -- continue with Breaking the Barrier 1, Rosetta Stone, Translate Elephant and Piggy Books into French, Coffee Break French (we change it up every day) Literature: Victorian Fairy Tales Writing: Creative Writing, Summary Writing, Fix-it 4 Art/Design: Fashion drawing, sewing, assorted crafts, embroidery Together (we rotate among these during the week) Science: Continue with the Stop Faking It series and parts of BFSU for biology and to fill in some gaps Science read alouds: Close Encounters with Humankind, The Sand County Almanac, The Sea Around Us Nature Study: Birds, Winter, and Wild Flowers Logic: James Madison Critical Thinking (we have been working through this and we have all hit a bit of a wall, so we might shelve it for now) Spencerian Script and calligraphy History of US by Haikm and Young Peoples' History of the US Perspective Drawing and Drawing With Light and Shadow Poetry study 642 Things to Write About and 642 Things to Draw Root Words and Grammar Review -- Moutoux's Drawing Sentences, Lists from MCT's Word Within the Word, and The Magic Lens 1
  24. My DD15 has taken and done well with Latin 1 & 2 via WHA. She earned A’s and Cum Laude on NLE and Silver Medals on NLVE & NLEE. But it’s not her thing. She would prefer to be done now. I am wondering how much it would hurt her for selective/highly selective college admissions purposes to only complete 2 years vs. 3-4 years of foreign language? A bit more info about her: she has/will have taken APs in English Lang, English Lit, Art History, Psychology, Stats, and likely Calc, Bio or Chem, US or Euro history by the end of 12th grade. She’s a 95+ percentile tester who doesn’t really know what she wants to study or where she wants to attend college. She’s a crazy hard worker and is drawn to the liberal arts, but excels in math/science also. She’s in a pre-professional ballet residential program with a top-tier company school, which I think will serve as an interesting hook. She thinks she would like to maybe dance professionally, but only with a top company. Since the chances of that are nearly nil, I’m planning on a direct to college path for her. Thanks in advance for your thoughts on this. I’ve googled and gotten many uninformed opinions on the matter, so I thought I’d turn to the real experts.
  25. Good morning! @Math teacher, I saw okra seeds at John Scheepers when I was placing my order. https://www.kitchengardenseeds.com/seed-index/fruits-and-vegetables/okra/okra-heirloom-red.html Another hot and very humid day here. My tomato plants are loving this weather, but I'm not! office work - bills, shredding, filing place orders with Boxed & Stateline Tack check if I need more stamps post office hay delivery check on grain order laundry - wash comforter and blankets wipe down kitchen cabinets split a bottle of arthritis pills for dog make a pitcher of hibiscus tea unpack produce boxes dinner: ?? something that doesn't involve heating up the kitchen maybe watch a scary movie with ds19 tonight
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