Preparing For College: Know Your Goal

Did you think I was going to say “graduation”? Well, if you’re headed to college then yes I suppose graduation is a worthy aim. But in this article I want to take a minute and look at a much broader picture.

By the time most students make it to their senior year, they not only have some idea of where they want to go in life, but they have many have parents, advisers, and friends whose advice is helping to guide them towards their dream. As a high school senior, you more than likely have some experience in your “chosen field”, which can prove invaluable as you take the next steps after graduation.

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For many of you the path ahead will require some schooling and several of you will need to go to college. But the unsettling trend among the majority of students (and their parents) is that instead of choosing college because it is something they need, they treat college like the 13th grade. They assume college is just the next step in academics, but rarely does a student take the time to stop and think about why they’re going or what they want to do there. Most parents/students just dive head first into picking the college they think is coolest, what gives them the biggest discount, or where their friends are going. Most parents and students I know don’t even worry about what degrees are available, what kind of education they need, or how the college education impacts their life goals.

This lack of thought concerning college is unfortunate because the raw facts of the matter are that college is expensive, a considerable time commitment, and that fancy degree becomes essentially worthless if you aren’t able to use that education to reach your bigger life goals.

So as you prepare for that high school graduation— or if you’re heading into your senior year here in the next few weeks— take time to define your goals and what you WANT from life. Not all careers need a college degree, especially in the world of the Steve Jobs and Bill Gates entrepreneurship. So as you take that university leap make sure that the steps you are taking in education are the ones that will enhance, encourage, support, and hopefully accelerate, your journey to the career you WANT. College can be a great experience, so make sure it works for you instead of just wasting your time (and money) on something you might not need.

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Homeschool Elementary Math that Prepares Kids For Highschool Algebra and Beyond

Grade school math prep for higher math is actually quite simple. Children
need to see math more than do math.  The basics needed are;

Addition
Subtraction
Multiplication
Division
Fractions
Geometric shapes
Time
Space

Granted that can include a lot of stuff such as mastery of addition includes
knowing the placeholders of base 10 number system. The one’s place, the
ten’s place, etc. Fractions are going to take you into the 1/100 place and
such. But still its addition, start simple and grow.

Basically, all of those concepts can be taught at home without purchasing much at all. Paper, pencil and a clock can get you a long way. But doing math as you go throughout the day gets you a lot further. We wrote a lot on chalk boards and made lots of games out of numbers and shapes and time. We are always noticing shapes and calling them by their correct names. We add as we go along -”We counted 10 steps. There are 5 floors. How many steps are
there to the top?”

One thing we do that I haven’t seen in any curriculum for grade school is to use the alphabet for blank spaces to make formulas.  Use the word ‘formula’
and use X, Y or something else. This is critical to make the move to Algebra easy. Such as

1+ X = 2

Write this on your chalkboard (we wrote it on the driveway), and say something like “what do you need to add to 1 to get 2?”

Out on the driveway it’s a game and a mystery, then when they get to the course called Algebra, they have already done it. We were always told that
children had to reach a certain age to understand this abstract notation. I have found this is not the case. My son could do this as soon as he could
and 1 and 1. I just wrote it with a blank first  1 + ____ = 2 and later with the X and told him the X was the blank. He got that. I left all sorts of
mysteries on the driveway or large cardboard boxes and the chalkboard. He had a blast figuring them out.

See this picture:

This is our son learning sums and geometry. Some of the math is more than he currently comprehends and he has no idea that he’s learning, but when he gets there it won’t scare him or look odd.

We did math this way only through the 2rd grade. Our cover school requires taking the SAT beginning in the 4th grade (each cover is different), so we
decided 3rd grade was a good time to begin expressing math on paper. So after looking around a lot, we finally picked http://www.mathmammoth.com
worksheets. It does a great job of moving into new techniques and concepts as well as continuing to enforce prior skills. It approaches problems in a
common sense way so that the math can easily be applied to the real world. For example, it teaches to add in a way that can be done in your head not
just on paper. Such as adding 16 and 20 you don’t just pull down the 6 on the right side and add the 1 and 2 to get 36.  You add the tens and get 30
and the ones and get 6 for 36. That can be done in your head and is useful for adding in life when paper and pencil and desk are not always readily
available. We do these sheets and still do the activities as well as pointing out math everywhere we see it.

Think of math like you think of language. First you learn to speak it before you read and write it. Kids should be able to speak math and understand it

before they are reading and writing it.  Its not just an activity, it is a language that explains a lot of things in this world that words just can’t do.

Don’t get bogged down on when to move children to Algebra. If they understand the basic math concepts outlined above, then they can go on to
express math in algebraic terms. Its just a more sophisticated way of expressing math. The higher you go in math the more detailed you can express how something in this world works.

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AskDrCallahan Scholarship Program: Making Sure Every Student is Well Prepared for College and For Life

When you want to give your kids a quality, college preparatory education, you shouldn’t have to cut corners just because money is too tight to swing the cost of good materials. Yet, several times a year we are contacted by families that are in just that situation. They want to give their kids the quality education we offer at AskDrCallahan, but for various reasons they cannot afford the cost of buying our materials.

To try and help out, we  have opened the

AskDrCallahan Scholarship Program

This program exists to help parents provide a quality, college-preparatory education to their kids no matter what their income, financial situation, or hardship situation might be. In these economically difficult times, the need is especially great and as stewards of our gifts and talents here at AskDrCallahan, we feel that we need to do what we can to make sure all kids get a solid academic preparation for their futures.

We have several options available to families who need the scholarship program from discounted materials, to free stuff, and more.

To find out what options are available for your family, please contact us. support@askdrcallahan.com

If you’re not in need of a scholarship program, you can still help. Consider spreading the word, selling back your textbooks, or donating to the program.

For more details on how you can help, please contact us. Support@askdrcallahan.com.

We will be glad to talk with you.

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AskDrCallahan Tests, Test Grading, and Support

Our Tests are taken from the Chapter Review sections for the chapters the test covers. For instance, if Test 1 covers Chapters 1-3, then the test questions are taken from Chapter 1 Review, Chapter 2 Review, and Chapter 3 Review. We do not tell students exactly which problems from the reviews will be on the exam, but we do allow them to know that is where they are coming from so that they can use the review sections as study guides.

Grade them correct answer only allowing them to correct wrong answers for partial credit.. This approach works well (we always use it) and really helps the students learn from their own mistakes. Feel free to use our test grade sheets
This form is intended to help you grade according to our grading method. For detailed solutions to test questions our Algebra 1 Teachers Guide provides detailed answers to each test question on the test. They are divided up by Test 1, 2, 3, etc. And will be titled “Test # Answer Key”. We are working on providing similar test answer keys to the Teachers Guides of the other courses, but in the meantime you can either refer to the Solutions Manual (since all test problems come from the Chapter Review sections and our teachers guides give detailed problem reference guides per problem, per test) or you can email us and we will work them out for you and send them back via email pdf.

In fact, since we recommend it we will support it for FREE. If there is something you do not understand from the solutions manual, just let us know and we will attempt to clear up the issue. We provide detailed answers to any questions your students may come across at any time, from the tests or anywhere else in the course.  All they need to do is send us an email to hwhelp@askdrcallahan.com

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Do I have to buy the whole course kit?

You have plenty of options when it comes to taking our courses. You can buy only the dvds and then borrow the book/solutions manual from a friend.

You can buy the textbook (probably cheaper than from us) on amazon or somewhere similar and borrow the dvds.

You can even buy only the textbook and download our syllabus for free on our product pages.

If you let us know which courses you are wanting to take, we can give you the ISBN numbers for the textbooks and solutions manuals you will need and you can search for them easier on amazon or wherever. Also, you can email us and we can sell you just the textbook and solutions manual. Most of those prices are outlined on our product pages.

Homework Help will support any of these customer options for free. What we do not support for free is if you are using an alternate curriculum. We will support other courses, but we charge for that service. Read more here.


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What grading scale should we use?

We suggest using the point value students make on the exam to decide their grade. What scale you use to determine what letter that number warrants is up to you. However, our Teachers Guides give a detailed outline of how we would assign grades if we are teaching it in a classroom.The teachers guides for each course can be downloaded on our website. Click Products and navigate to the course of your choice.

For parents who are new to homeschooling, or who didn’t know there were scale options, we have listed some popular grading scales here:

The Tens System:

90-100 A

80-89 B

70-79 C

60-69 D

59 and Below F

The Nines System:

92 and above A

83 -91 B

74-82  C

64-73 D

65 and below F

The Eights System 1:

93 and above A

85- 92 B

77-84 C

69-76 D

70 and below F

The Eights System 2:

94 and above A

86- 93 B

78- 85 C

69- 76 C

70 and below F

There isn’t really any indication that any one system is particularly harder than any of the others. In fact some studies show that the Tens System, which most consider the easiest, might actually be the most difficult since that system also accounts for pluses, minues, etc. In addition, the grade depends a lot of the test difficulty level, extra credit, and student ability. As you can see, there are a lot of factors that go into assigning a grade, therefore we prefer to let parents decide what works best for their students.

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Understanding Math Using Teddy Bears

Many students struggle with understanding their math courses. They memorize and they struggle, but they are just getting by, they aren’t really learning. We have already written an article on why memorizing isn’t the answer, but here we want to talk about how to help your students understand math in a tangible way.

Have them teach their Teddy Bears. No, seriously. Almost every household has some kind of teddy bear, stuffed toy, or figurine—even the pet dog, cat, lizard, or hermit crab— that can be propped up in a room, on a table, or on the bed, and they make a fantastic captive audience. They don’t heckle, they don’t talk back, they only listen attentively for as long as you can talk.

Take this environment where there is great openness, wonderful reception, and absolutely no negative reaction or risk of embarassment, and place your student.  Have them decide what are good questions. Really make them think about it. Not just “why teacher?” but ask “why did you use x instead of y there”, “what happens if you don’t take away the negative sign?” or “what happens if you divide by zero?” Challenge your students to not only ask themselves good questions but have them generate good answers as well. Encourage them to ask themselves really hard questions. In this way students are learning not only to ask good questions, but they are forcing themselves to delve into the material and really know what they are talking about.

It seems kind of silly to talk to inanimate objects or even the dog, but if you let go of that initial pride response that says “I can’t talk to teddy bears, that’s ridiculous” what you’ll find is a great tool for teaching your students to teach themselves. The process will not only improve their math skills  but the process will also teach students to be self-reliant. They learn how to educate themselves, how to find answers on their own, and how to anticipate what “good questions” are, which makes them better able to anticipate and prepare for test questions. Taking the time now to develop this skill of self-teaching will be invaluable to your students after high school. They will learn how to be life learners, educating themselves even when there isn’t a teacher there making them do the work.

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Reviewing for a Test

Hey everybody,

How do you study for a test? Well, I’m just so glad you asked. Here’s what I think:

As far as video reviewing, re-watch any section of the dvds you feel  needs review. Also, The working of practice problems similar to what is on the test is an excellent way to prepare. Some students go back and re-work homework problems–also great.  When I teach my students this course we work the Chapter Review section to prepare for the test. There are many varied methods of preparing for a test and each one works differently for different students. That said, I think that working and grading the Chapter Review section, grading it and identifying weak spots, then going back to those sections in the book to rework problems and re-watching dvd sections as needed, as well as reviewing particularly difficult homework problems are all great ways to get ready for a test. The idea is to focus on the weak spots. I don’t feel it is necessary to review concepts students understand fully.

Also, even though we take our test problems directly from the Chapter Review, working the Chapter Review should not be considered “cheating” and here’s why I say that: The point is that the students learn and that they do well. If they don’t understand the math, they won’t get the problems correct on the test. Once students reach upper level math, it doesn’t matter if they’ve seen the problems previously–or even how many times they’ve seen the problems previously, memorization at this point just isn’t the student’s best friend anymore.  Trust me, I’ve taught this course to several different groups of students in several different schooling situations and the outcome is consistent. We review the Chapter Review section AND I TELL THEM that the problems in the chapter review section are exactly like what’s on the test. I still have students fail. I really didn’t see that as possible, but apparently it is. This shocking (and repetitive occurrence) has cemented my belief that if students understand, they will do well, if they do not understand, they won’t. It really is that simple. Dont be afraid to practice what will be on the test. If nothing else, this method of studying helps eliminate the “bad test taker” moments.

Just because of the sheer volume of problems in the chapter review section, most students are not (and we don’t really recommend) working every single problem there. So the odds of them landing on “the” problem that’s on the test is small, but the probability of them working problems similar in concept is very high–also one of the goals of studying. Especially since the textbooks we’ve chosen often repeat concepts throughout. In addition, this isn’t the “2 + 2 =4″ kind of math. You aren’t going to be able to rely on your calculator or even on your ability to memorize specific problems in order to do well. I would have students who failed my exams even if I gave them the exact test ahead of time. I know you think I’m crazy, but you can trust me, I tried it on a class one time just to confirm my theory.

Please don’t think I’m ok with students failing, that’s not the point. I worked with those failing students to bring up their grades later, and all of that. My point with saying this stuff about studying is to show definitively that studying to understand is the key, not memorization. That’s why working problems is a good way to practice, but at some point you need to give your brain a break and just rest. Don’t focus on working every problem available. If it takes you that many, then more power to you, but if you can work 3 and nail them cold, go for it. Study and practice for comprehension, review where needed, practice what you need, then take the test.

These are just some of our suggestions. If you have other study suggestions you think I should mention, or if you’d like help setting up a “study process” for your specific student, please contact us and let us know.

Oh, and when I was a student, I pretended to be the teacher and taught my schoolwork to my stuffed teddy bears as a way to prepare. I mean, you never learn as much as when you teach, right? Well, it worked then too! :) More on that later….

hwhelp@askdrcallahan .com

God Bless,

Cassidy Cash

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