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Found 7 results

  1. Hi All, I am hoping for some pearls of wisdom here because I am really agonizing over a math decision. Here is the background. My DS is a sophomore & completed MUS Algebra 1 in 9th grade. He got a B in the class, he is not a strong math student & works hard for his grade. He had done MUS since 6th grade. Well last summer, after completing MUS algebra 1, DS decided he wants to be a nurse & get his BSN degree. Well after research we realized he will need college algebra & stats as general ed requirements & no other higher level maths. Thank goodness. So I decided he would do Saxon Algebra 1 until Thanksgiving as a quick review to solidify his algebra skills. Well long story short, he is now just finishing up Saxon Algebra 1 & it has been agony. Lessons take DS 3 hours & many test scores are in low 70's. We have talked to Art Reed on many occasions & he has been very helpful. He is having DS back up 10 lessons now & then charge forward. So here are my problems: Because I made DS repeat a class he already had on his transcript, he has no credit for math his sophomore year In our state he needs Algebra 1, Geometry, Algebra 2 & an advanced math on his transcript to graduate DS really does better to split the Saxon lesson & half but then the next book will take too long Here are my questions: In looking at MUS Algebra 2, I think DS could whip through it because it has much of the same content as Saxon Alg 1-then he could be done by the end of summer & I could put it on his transcript, should I do this? If MUS in completed through Pre-Calculus is that enough for an low average math student to be prepared for College Algebra? Should DS finish out Saxon Algebra 1 & start Saxon Algebra 2 immediately, knowing it will take 365 days of agony to complete? Would a student like this even be capable of completing the first 60 lessons of Saxon Advanced Math he would need in order to get his Geometry credit? (It sounds like this course is difficult for a good math student) At this point I'm not interested in any other math curricula. Any guidance would be so greatly appreciated. I can't wrap my head around what the appropriate thing to do is. Jean
  2. I am thinking of getting something else to help with math. My foster son is in grade 6 but is currently homeschooled. We are using Horizons 3 for the spiral nature. ( When we try to do mastery type math he forgets whatever we have learned when we go back to it. I have taught and retaught how to tell time.) We have supplemented with Math Mammoth Level 2 and level 3 where appropriate. He is all over the place with math. He can add 4 digit numbers together with multiple addenends, and we have been working on multiplication facts. We completed the section in MM Level 2 on subtraction. He did okay but needed a lot of handholding. But attempts to try MM Level 3 is just bringing frustration. He has build up some sort of block about subtraction and is currently just dissolving into tears whenever we tackle it. He has 2 problems with subtraction. He does not seem to have the facts memorized ( although he can figure them out). ( I don't know why that part is so hard when he can do addition okay?) If it regroups more than once, he forgets and just subtracts UP instead. If I correct him, he just dissolves into tears a lot of the time. I feel like he HAS to get his subtraction facts down for his own peace of mind. He knows he doesn't know them and it stresses him out considerably. I was debating between Ronit Bird stuff or MUS Alpha. I feel like a lot of Alpha he might just breeze through but maybe not. I wondered if MUS Beta did much reviewing of Alpha and if that would be enough. The Ronit Bird site is down everytime I try to access it right now, so I am not sure what their work is like. Note: I am currently waiting on the result of IQ testing with the Woodcock Johnson. I have no idea how helpful the report might be and if I need to wait on that to get a better sense of what to order?
  3. I posted about one of my daughter's struggle with her first grade MM. We are switching to MUS Alpha. I found they teacher's manual, DVD and manipulatives used, and ordered the workbook last week at a conference. In comparing the two (MUS teacher's manual and the MM 1b that we are currently using) it's obvious how completely different the curriculum is. Do I have to start at the beginning with MUS? If so, can we quickly move past the material she is already familiar with? I'm just concerned about how far behind she will be at the end of our school year in June. The workbook hasn't arrived yet, and we leave for a 2.5 week Europe vacation in early April so it will be late April before we even start it. Both girls are already behind in MM as I started at the beginning of 1a when I pulled them out of PS at the beginning of January.
  4. We have been using MUS with our 7yo 2nd grade since K, so we are working on Beta. I am not in love with this curriculum, but it was recommended by a seasoned hs mom and by SWB. It seemed to get the job done and I am loathe to change math curriculum, since each has their own way of doing things. My kid seemed to be doing fine and progressing at the expected rate of one lesson/week - until we hit adding with regrouping. It was then I discovered she was doing the algorithm without understanding the why behind it. So we stopped MUS and started counting beans and using paper cups for two weeks. We did some more addition practice for another week, and she seemed to have a better grasp of the concept. Over the course of those three weeks, I totally obsessed about math, because if she was not understanding this concept, then I must be totally ruining her. So I started reading math blogs and about number bonds and number sense and wondering what her understanding was exactly, and what to do about it. During this time, I also started exploring MEP and doing several pages a week with her from the Year 1 book. She mostly knows her addition facts, but cannot come up with them in 3 seconds or less. (She has ceased to be a fan of But then again, she does almost everything slowly. She is always about 30 seconds behind the rest of her class in Tae Kwon Do. We have passed the lesson that covers column addition and moved on to measuring. However, I print out a worksheet from MUS's generator and make her do four review problems each day. I discovered that she still does not understand regrouping with addition because the generator came up with problems where the ones column added up to 20-something and she carried a 1 to the tens column, because that is how she's learned to solve these problems. I am not math-phobic. All through school, I was able to plug the numbers into the algorithms and get a B+ or A-, but I never understood the why's behind them. Apparently, I am the product of some of the worst math teaching in the history of the US (80s teaching with 70s textbooks) and it shows because I can't even teach adding with regrouping. Soon I will be getting a copy of Elementary Math for Teachers which I hope will help my deficiencies. Usually for math, I play an addition game with her and have her do every other day. She does a page from MUS in 10min. or less. I have her do 4 practice problems, and then we do a MEP lesson. So, I guess I have several questions. 1) Should I stop everything and try to get her speed up on addition facts? 2)Should I drop MUS and go to MEP? I like that MEP has a lot of different ways of presenting concepts, but it is scary because it is so different from how I was taught. (Which is probably a good thing.) There is an irrational voice in the back of my head that says "How can she possibly learn math without pages and pages of addition problems? How can I prove she is learning without pages and pages of addition problems?" Sorry this post is so long.....
  5. How frustrating would it be for a student to work with Math U See and have Cuisenaire Rods as the manipulatives instead of integer blocks? Background: I'm trying to find strategies to help my SIL remediate my nephew. I'm looking at Math U See. (He has almost completely stalled out with MM.) We both have C-Rods, I'm not sure she'll be excited about springing for MUS blocks, too. So, I'm wondering if c-rods can be substituted. Bad idea? I'm planning to purchase a used copy of Gamma DVD/student text from someone on the boards. A trial run, I guess, to see how it goes. Will attempting to use C-Rods make it so irritating to the student that he won't want to try later if the program itself is a good fit, and we decided to go ahead and spring for the specific block set it calls for?
  6. Is it possible for a 6yo to become a self directed learner? Is the age of 6 too young for this? I currently use MUS and MM.
  7. We have been using RS math for 2 years, and I have a DS finishing Level B and a DD finishing level C. I really like lots of things about RS, and I do think the kids have done pretty well with it. But. I am really tired of feeling overwhelmed with math instruction. All the games/manipulatives/prep work area really just too much, and obviously those are the hallmarks of RS. Sigh. There's also the fact that I think the RS creator and I speak separate languages. Often I have to read things 3 times before I get what she wants me to say and do with the lessons. I am really considering switching to MUS, but I am holding back because of reviews I've read which say that it's a bit light, a bit too easy, not strong enough on math sense, word problems, or mental math. Can anyone offer some feedback? I don't want to put my kids at a disadvantage, but I'm feeling pretty anxious about continuing to manage two levels of RS. Really appreciate any thoughts you might have. Angela
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