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My 6th grader is finishing Rod and Staff 3, moving to 4 after Thanksgiving, and Singapore 4A, also should be starting 4B by around Thanksgiving, along with CTC. Should I be pushing her to move ahead a bit faster, as I noticed Carrie's recommendations are typically 1 year "behind", meaning Rod and Staff 5 in grade 6, and Singapore 5 in grade 6. Or should I just keep going according to the current schedule with the levels that are right now a perfect fit and just be glad she is learning, and not worry about what levels she finishes at the end of grade 8?

I think that depends so much on your goals for her overall, which I know is not very helpful. If the pacing is going well and seems like the right fit, I'd probably just continue for now, especially if it's been a tough go-of-it before, and now things are going smoothly. Looking ahead - we're planning on finishing R & S English 7 and 8 throughout high school - which is Carrie's plans for her dc as well, I believe. If your dd isn't quite finished with 6 by high school, you can just start 7 when she finishes. Or, if that doesn't fit with your goals, you could have her do R & S English on the open fifth day now to slowly gain on it. I wouldn't advise doing 2 days' worth of plans in a day though. Same thing with math. I'd really weigh this decision with dd's needs in mind. Does she seem to be doing well with the current pacing, and would adding a fifth day change that making her attitude and work suffer? If so, I'd keep going as is for awhile. I guess I'd want her confident in doing the fifth day first before adding it, or I may not add it at all. I hope something here helps.

In Christ,
Julie

Lourdes,

I would likely keep moving forward as you are, doing a lesson a day. Then, I'd just move on to English 5 full-speed and English 6 at full-speed. This would allow you to keep your momentum and keep your child well placed. Even though CTC and RTR schedule grammar at half-speed, I would still go full-speed there instead based on your child's age. This advice is taking into account that your child is correctly placed right now, is succeeding, and the pacing feels right.

Blessings,
Carrie

Thank you both for your replies, it helps a lot! We'll just keep on going as we are with Rod and Staff grammar, then do full speed for 5 and 6. It does feel "just right" at this point. How about the Singapore math? She is on 4A now, doing fine with the schedule, should I speed that up at some point as well, or have her do extra days? I'm still iffy about continuing with Singapore, as she still seems to have a strong dislike for it-she just seems to need more explanation than I can always give, since I'm not very "mathy" myself, and I am concerned as the levels progress in difficulty

Depending on your family's schedule/lifestyle, I would consider adding in math on Saturdays. I'd do that before I doubled up any of it.

For the math, I guess I'd probably keep going as is, especially since she's still balking some at it. Then, once things are clicking along more, I'd add the fifth day of math, but you'll know what fits her best.

In Christ,
Julie

Lourdes,

I wouldn't worry about rushing the math for now either. Singapore is plenty challenging and steady progress forward is the key. The ladies have given you some wonderful ideas of how you can accomplish this.

As far as the lessons go, there is a definite "step-up" in the level of thinking required to complete the problems from 4A on up. So, once my son got to 4A (on up), I made sure to schedule time daily to go over the textbook lesson with him and talk through or work on a whiteboard the problems as shown in the Textbook for each day. Then, I had him do the Workbook part a bit more independently, but I still made sure to check it as he was working to see that he understood. The lessons do require me to be with him, but I can see that he is understanding so much!

Singapore's lessons are much shorter than most other math programs, so I don't mind sitting with him for this subject area. My oldest son did quite a few different math programs, since Singapore was not available in a U.S. Edition during the years he could have used it, and it was very painful for me to sit with him during his very long math sessions (and he was a good math student)! Many of the other programs we tried prior to Singapore had 50+ math problems daily. I find I much prefer Singapore's fewer problems of a "harder more mathematical thinking required variety" instead of the "multiple problems of the same variety" type of lessons we often found in the other programs we tried. I find that after knowing what it is like to do math using the other programs on the market, I can actually settle in and enjoy partnering with my next son in line to work through the problems in Singapore Math instead. I can see the value in the method and in the application. It's like learning and doing math in a whole new way.

Blessings,
Carrie

Carrie and Julie,
Thanks for the helpful words. I actually have been doing the Singapore 4A as you said, going through the textbook part of the lesson first with my daughter on the white board, then letting her try the workbook portion more independently, but sitting with her throughout. I just lack some confidence in explaining Math is not my strong area, and although other programs have longer lessons, I do miss the scripted explanations that some of them have. I know she appreciates shorter lessons since math is not her favorite subject either, but sometimes I think what slows her down more than her skill level is my poor presentation of the material She is a talker and listener, and does so much better if someone can verbally explain something really clearly, then she can talk through it herself (literally, out loud) as she works. Does that make sense?
Any tips on how to present a math lesson clearly? Should I consider getting the home teacher's guide?

Lourdes,

You can easily get the Home Instructor's Guide if desired at the 4A Level on up. We carry them beginning with 5A and recommend using them as a reference only, as needed, rather than teaching your way through them (as they were written in the U.S. and add a component not considered necessary in the original Singapore program). If using them would make you feel more confident though, it would be worth it rather than switching your daughter to a different math program.

Sometimes I've found that as I've muddled through to really figure out how to explain the concepts within Singapore math, it's easier for me to understand the process the kiddos are going through. Singapore WANTS and expects kiddos to grapple with the process as they make sense of it, rather than having the teacher provide the steps for them and then having the kiddos just follow the steps. Does that make sense? It is truly the thinking process that sets Singpapore apart, keeping us from jumping in too quickly and saying, "See this is how you do it". Then, the thinking process is by-passed and the steps are memorized and followed instead.

Blessings,
Carrie

Thanks for all the advice. It's hard for me. Math is still taking too long each day (an hour), but still shorter than some programs I have used. We have gone through 2B, 3A, and 3B, so I do feel we've given it a fair trial...but I AM reluctant to switch, as I did that to my oldest son who also had trouble with math However, with him, I did find something that I could stick with and he could understand without my help, and in 1 school year he went from clueless to ready for PreAlgebra...I will keep trying for a while with Singapore, and will pray for direction while I consider all the great advice I've received . I can't help feeling I'M the problem, that I just don't explain math well...

Lourdes,

You will know far better than I will whether it's time for a math switch. I fully realize that Singapore may not be perfectly suited for everyone. The only reason I mention staying the course as an option is that I know we switched math programs far too much with my oldest son, and so it's good to ponder whether a switch will solve the problem. Although, sometimes it does!

For now, you may wish to go half-speed with your math lessons for awhile, halfing the lessons so that you don't exceed 30-35 min. each day. Or, you may want to just set the timer and quit when you hit the 30 or 35 minute mark. With Singapore's ebb and flow, you may find you only need to half the lessons for awhile and later will be able to go full-speed again. I wouldn't spend such long sessions on math though, as it can burn out both parent and child. Just a thought as you ponder your options.

Blessings,
Carrie

Well, I have been having to help my daughter work through the mixed numbers and improper fractions last week and this week. She is not able to do the workbook pages on this topic by herself. She is just not understanding the textbook examples at all. She gets it when I give her fraction bars or draw a picture for the problem, but even then she cannot seem to get all the way through the process without help. She also has not mastered her multiplication tables, though we worked at it daily for 6 months straight, for a few minutes daily. The nice part is she wants to finish this book (Singapore 4A), because she doesn't want to leave it halfway, but she has been asking me to find her something else when she does finish it. Any suggestions?

Oh mercy. Today, I could not solve two of my daughter's word problems-I think I need a math tutor