Christie, you may not want to hear this, but you really can’t schedule out MUS. You will have a hard time scheduling specific days to do the videos–your children will get done with chapters in different amounts of time. You will sometimes have more than one child needing a video on the same day. I recommend slotting math for different times, that’s what we always did. You’ll have children not ready to move on on “their” day, or they will be waiting a day or two before they get done and can move on.
You’ll find that it’s tough to do two worksheets a day. My kids are good at math and have never been able to keep up a pace like that. You’ll also find that sometimes you need all the worksheets, plus some extra practice, and sometimes you can cover a chapter in three days. It just depends. MUS is totally mastery-based. You move on when–and only when–the child has mastered the material. The number of worksheets is irrelevant. Mastery could come on the first day, or on the 28th (yes, this once happened to me!)
You will totally need to base the amount done on worksheets to the child’s progress, ability and mastery. A TYPICAL schedule for me in the pre-upper-level math might look like this:
Day one, video; days 2 (and sometimes 3 or 4) lesson practice with Mom and manipulatives, days 3, (and maybe 4 and 5) one or more of the A-C worksheets; day 4, first Systematic Review page, day 5, rest of word problems from systematic review pages, day 6, test. Sometimes this will go a lot faster, and sometimes it will go slower. We typically do at least one of the lesson practice pages (the ABC pages) and always at least one of the systematic review pages (DEF) If they get all the questions right on the systematic review, then I only make them do the word problems on pages E and F. They ALWAYS have to do all the word problems.
All you really need to do is briefly show your older two what colors are with what blocks, and what the blocks represent, and show briefly how multiplication problems make a rectangle.
I really, really encourage you to “go with the flow” on this one and not schedule it tightly and depend on the cues your children give you about mastery and understanding to determine how long to spend, how many worksheets to do, and when to move on. It is critically important with MUS.
You’ll want to look at the tables of contents of the earlier volumes, Christie, to know if you’ve missed the MUS coverage of time, money, measurement, etc. Those things are all in there, and your youngest will get them naturally as he progresses through, but your two older ones may have “missed” the places they were taught since they are coming in later. You may or may not need to add in, I don’t know if they might already know some of those things. They are taught as they come up, or as the child learns a related skill, all throughout the program.