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1. Note. From “Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching,” by Kirschner, Sweller,
and Clark, Educational Psychologist v41 n2, pp. 75–86. Copyright 2006.
• Logical-mathematical—use
of linking cubes and skip counting
• Linguistic—teacher and student fact cards
and oral fact practice sheets
• Visual—teacher fact cards and written practice
• Spatial—linking cubes, multiplication tables,
and color tiles
• Bodily-kinesthetic—fact practice games, Learning
Wrap-Ups™, student fact cards, and written practice Many individuals never seem to reach their desired
• Personal—fact practice games and oral fact level of fitness through exercise because they burn
practice sheets out. They want to lose 30 pounds, lift 50% more weight,
and bring their cholesterol level down to an acceptable
range in a matter of weeks. Instead, after a few days, their
Alternative approaches are muscles ache, they have sustained a serious injury, or they no
replete within the Saxon longer have the motivation to carry on. The daily exercising
Math textbook levels for is sheer pain and drudgery. Each day they are met with
students who struggle with more failure than success. Because they do not see results
initial modes of instruction. immediately, they give up. Unfortunately, many students do
Manipulatives, electronic the same. Initially, intrinsic motivation (or parental influence)
learning experiences has them committed and focused. However, if each lesson
(online Student Activities, is confusing and full understanding is never in sight, they
Manipulatives in Motion begin to lose hope and become disengaged in the learning
software, iSucceed, TI® process. Struggling students often feel that as soon as one
Resources CD, and idea is somewhat understood, another brand-new concept
Instructional Presentations), is right on its heels. Their mental “muscles” are strained;
and Alternative Instruction they can barely lift the lightest denomination of weight on
Tips in the Teacher’s the math bar. These students will never progress if they
Manuals all recognize and accommodate the most successful do not have sufficient time to practice the skills they have
modalities for each student. attained, or to do math with which they are comfortable and
2
there will be little benefit for the learner. The Saxon Math They apply their understanding of models for multiplication
23
Power Up
(i.e., equal-sized groups, arrays, area models, equal intervals on Lesson(s): 60-74, 76, 77, 78, 81, 82, 85, 86, 87, 88, 89, 92, 93,
curriculum matches the emphases of both the National the number line), place value, and properties of operations (in
particular, the distributive property) as they develop, discuss,
94, 95, 96, 97, 98, 99, 100, 102, 103, 104, 105, 106, 107, 110,
111, 112, 114, 115, 116, 117, 118, 119, 120
Mathematics Advisory Panel Report and NCTM’s Focal and use efficient, accurate, and generalizable methods to
multiply multidigit whole numbers.
New Concepts
Lesson(s): 44, 48, 58, 60, 87, 90, 113
Written Practice
Points. Correlations by grade level to the NCTM standards, Lesson(s): 44, 45, 46, 47, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57,
58, 59, 60, 61, 62, 63, 64, 65, 66, 67, 68, 69, 70, 71, 73, 74, 75,
the NCTM Focal Points, and to the standards of your state 76, 77, 78, 79, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 91, 92,
93, 94, 95, 96, 97, 98, 99, 100, 101, 102, 103, 104, 105, 106,
107, 108, 110, 111, 112, 113, 114, 115, 116, 117, 118, 119,
can be found on our Web site at www.saxonmath.com. 120
Cumulative Test
Number(s): 9, 10, 11, 12, 14, 15, 16, 17, 19, 21
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www.saxonmath.com • 800.289.4490
For some, the motivation to work out comes from
within; but for many, motivation comes from an
outside source. Some people only exercise when it
involves the fun and camaraderie of a team sport. The
popularity of softball, basketball, volleyball, and bowling
leagues all support this truth. Others need a fitness
coach, advisor, or exercise partner to provide them with
the encouragement, advice, and admonition to follow
through with the hard work of exercise. Many math students
need encouragement as well. Saxon Math’s unique
incremental design promotes more of a team approach to
the mathematics classroom than other traditional methods.
Whether it is the whole group, interactive instruction
found in the daily Math Meeting, the discussions that arise
during Mental Math activities, or the collaboration afforded
by the classroom time devoted to cumulative practice,
Saxon Math’s approach emphasizes teamwork. The use
of hands-on/mind-on activities and games allows math
learning to be both rigorous and fun. The engaging math
instruction encourages students to help other students,
while still allowing student to receive individual support and
encouragement from their teacher.