This entry is part 27 of 27 in the series Homeschool
Saxon K is a program for early years math education. It is gentle in the extreme. There are 12 lessons per month, giving much flexibility in how much time is spent “learning” math and how quickly it is completed. Math K can be a quick jaunt through math concepts to ensure a child is ready for Kindergarten or a slow stroll through a largely play-based introduction.
Having never taught K before, but working through it to prepare a Teacher’s Companion for it, I have some observations about the process. Some of these observations are specific to the Teacher’s Companion. So, this is a bit like a companion to the companion.
This entry is part 25 of 27 in the series Homeschool
Whew. I just spent the last hour putting together our Math for this year. We have 2 students going through two of the early years Saxon – 1 and 2. This is the 4th year I will have taught Saxon Math for the early years. In previous years, I have discovered that the biggest hurdle in teaching Saxon Math is not instruction. It is preparation.
Don’t let that scare you. I have a bunch of very specific tips for making the prep and teaching of Saxon Math in the early years here for you. Get ready to teach without spending hours of prep. Are you ready?
Thankfully, Saxon provides the exact words to say and the exact questions to ask at each stage of each lesson. I marvel at the simple ways it teaches concepts – like fractions and division. I definitely would have benefited from the Saxon methods of incremental development and constant review had I known about it in my elementary years. In fact, I am learning things as I teach my kids that I would love to have known!
This entry is part 23 of 27 in the series Homeschool
This will be our fifth year of homeschooling, our fourth year of teaching Saxon Math. And, I have a little secret. Pssst….I LOVE SAXON MATH! Not a highly popular opinion to those looking for something more fun for their students. But having taught three levels of Saxon Math successfully, I marvel at the easy method of helping a student to make connections for herself. I only wish I had been taught using the Saxon method in my grade school days!
Having solved the prep problem for the first three years of Saxon Math, I am taking on the challenge of prep for Saxon Math 5/4. To which you may be wondering: Isn’t 5/4 supposed to be more independent? Aren’t we just supposed to tuck the textbook and the worksheets book into our elementary student’s hands and stand back, hand extended to receive the completed and perfect work of our star student?
Not a question.
Not a struggle.
Just lock and load and off you go.
I don’t know if my student is ready for that.
I don’t know if I am ready for that.
Here are the two reasons I am prepping Saxon Math 5/4 for my 4th grader:
This entry is part 2 of 27 in the series Homeschool
Lately, I have become obsessed with streamlining our Saxon Math experience. From the prep and planning to the actual doing of Saxon Math. I am looking for ways to make it easier on us as a class.
Currently our classroom (one-room schoolhouse style) includes 2 students – one in Saxon Math 1 and the other in Saxon Math 3. I am trying to teach both of them their different lessons at the same table at the same time.
We start together on the morning math meetings. Then they rotate in to be taught their lessons while the other is working on some sort of math practice. It works for us.
But I am always looking for that extra something that makes it even easier to teach my students.
This past summer the Classical Conversations topic for Practicum was Math. Groaning on the inside a bit, I attended each of the three days, stretching my brain a bit further each day. I had epiphanies – seriously – about math – I didn’t think it possible! And I enjoyed the challenge more than I would have thought. It was surprising for my history-literature-language loving self.
Another surprise from the three-day Practicum was the frequent aspersions cast upon my math curriculum of choice: Saxon Math. Now, I didn’t feel personally attacked, but I began to wonder, “Should we have chosen a different curriculum? Are we going to have to change it up later on?” And I was a bit saddened by that.