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Living and Loving Numbers
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Subject Topic: Any ALEKS users out there? Post ReplyPost New Topic
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KackyK
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Posted: March 07 2011 at 4:26pm | IP Logged Quote KackyK

I signed up for the 3 month trial about a month ago. So far my kids really like it. My oldest child, dd age 15, loves it now! She has always hated math but loves to do ALEKS. She is doing Geometry this year. Ds age 14 is doing Algebra 1 and likes it better than TT, but he still isn't fond of math. He hated Saxon. Then ds age 12 is doing Math 6 (and I am having him finish his Saxon 65 book simultaneously). He could careless, he just plugs along with whatever he's handed.

Here's my big ??? Anyone use it for a whole year, then do standardized testing? Were there holes? Everything covered? I guess I'm wanting reassurance as to whether it is a comprehensive curriculum or not. I'm curious as to how far anyone has gone with it.

And as an aside ALEKS ??? can someone explain quick tables and how you use them?

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Kathryn
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Posted: March 08 2011 at 7:23pm | IP Logged Quote Kathryn

Hi Kacky,

We signed up this yr for my DS. He likes it although for him (like everything) I have to sit with him and supervise. (is there a "sigh" emotican?) Anyway, he does the times tables alone and it goes for about 20 min until it times him out for the day. Some days it adds games which of course he loves. That does seem to help. It's simply the memorization of the facts.

I was told by a math teacher that recommended the program that it's not necessarily a "complete" math program but more a supplement. ? We're doing Level 3 which I think is the beg. and we're just going thru each subject and as he needs more work I've pulled worksheets from either the Enchanted Learning website or from math books we have here or the Living Books route to reinforce concepts like fractions etc. It seems pretty thorough to me but we haven't completed a year and haven't done standardized testing and we wouldn't on DS b/c of all his other learning delays so I know that doesn't help but just passing on our info.



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