• Optional: large self-stick tags capacity ga

• 2 one-gallon, 1 half-gallon, and 1 one-quart milk cup lite

containers (empty) full qu
• one-liter soda pop bottle (empty)
Extensions and Enric
the night before See Section Overview 8
Problem Solving • Collect the various containers needed for this lesson. Math Center Activities

This page may not be reproduced without permission of Harcourt Achieve Inc.
Fill the empty school milk containers and a one-gallon Journal Writing
container with water. The Difference That Gets Results
Literature Connection
Extend and Challenge
in the morning
Activities 1–6
Saxon Math provides a balanced math •curriculum that Students
Put the thermometer are classroom
outside the more apt towindow
learn from the problems they
for at
emphasizes the importance of problem solving inleast our modern,
5 minutes. are asked to solve if they can relate to them in their real-life
global, and technological age. Today’s society is• facing
Write energy, experiences.
the following pattern on Thethe National
Meeting Math Advisory Panel Final Report
Board:
political, social, environmental, and economic struggles that asserts that “instruction that features the use of ‘real-world’
rival those of any prior generation. The unnamed challenges 80, 75, 70,
contexts has65, a _____,
positive_____,
impact _____, _____,types
on certain _____,of______
problem
of tomorrow will likely be similar in magnitude but different in solving” (page 80,
Answer: 49).75, Accordingly,
70, 65, 60,a55, special emphasis
50, 45, 40, 35 in the
kind. A mathematically literate populace is needed to work Saxon Math Kits is given to scenarios involving money, time,
past our current struggles and to formulate the • Write 83¢ for
solutions and 3:30
andon a card and show it to the Student of the Day. Provide pictu
food.
10 dimes,
the problems of tomorrow. Will people be prepared by today’s 10 nickels, and 10 pennies.
math instruction to handle these challenges? Saxon
• Write thecan
Math following
Saxon in
Maththe area
2 Lesson labeled
75-2 Problem of“Problem
the Day of the Day”:
play a key role in preparing the next generation for the task of
solving the difficult problems that lie ahead. On Monday, Nancy gave her cat 10 cat treats. Each
day she gave the cat one fewer cat treat. How
The foundation to problem solving is knowledge. The value many treats will she give her cat on Wednesday?
of the storehouse of mathematical knowledge and skill in a
Answer: 10 treats – 1 treat – 1 treat = 8 treats
student’s long-term memory cannot be overemphasized.
Without this resource, students will never become adept As students become older, their experiences expand
problem solvers. Saxon Math has always been recognized across many domains. In Saxon’s newest high school editions,
Saxon Math
as a program committed to the fundamentals 2 content
of math © Harcourt Achieve Inc. and Nancy Larson. All rights reserved.
special care was given toward creating problems that would
knowledge. Yet, the key to problem-solving fluency and interest older students and help them more clearly envision the
success is the proper application of that knowledge and skill type of math required within various careers. In addition, cross-
in the context of particular problems. The National Council of curricular problems and problems that incorporate math-to-
Teachers of Mathematics (NCTM) defines problem solving as math connections are prominent in our Saxon textbooks.
“a task for which the solution is not known in advance.” Saxon Algebra 1 Lesson 82 Problem 15

15. Cell Phones You pay $10 a month plus $0.30 per minute for your cell phone. You
(77)
budget $20 each month for your bill. To find the maximum minutes you can use

Knowledge
your phone, solve the inequality 10 + 0.3m ≤ 20.

Saxon Geometry Lesson 32 Problem 22

The Saxon curriculum exposes students to a wide variety of 22. Machinery Two gears are interlocked. One has a radius of 10 centimeters and for
(23)
each complete rotation, it rotates the second gear 0.77 of a full turn.
problems, from simple computation-oriented problems, to the a. What is the relationship between the circumferences of the two gears?
open-ended, novel, and multi-step problems that more closely align b. What is the second gear’s radius, to the nearest centimeter?

to the processes employed by mathematicians in the real world.

Saxon Algebra 2 Lesson 116 Problem 15
15. Optics A diagram of a hyperbolic mirror is shown. Asymptote: y = _
3x
(109) 4
The property of a hyperbolic mirror is that if you shine a y
Saxon Course 3 Performance Task 7A 4 Reflected light
beam of light from the mirror, the light is reflected toward the
focal point. For this mirror, where should you place a view lens 2
Name Performance Task 7A to see the converging light? O x
2 4 6 8
2
As an apprentice to an architect, you are given the task of designing a floor plan for a
4
3-bedroom, 2-bath home with a kitchen/dining room, hallway, and living room. Your
_
3x
plan should meet the specified design requirements. Keep in mind that you will be Asymptote: y
4
calculating the area of your floor plan. Use the labels given in the design requirements
to mark your rooms. A sample design is drawn for you. Use the blank grid for your
design, which should be different from the sample.

Design requirements:
• Your floor plan must fit within the grid that is 20 units long and 16 units wide.
Each square unit of the grid represents an area of 25 square feet, measuring
5 feet × 5 feet each.
• All rooms must be in the shape of a square, rectangle, triangle, semicircle, or a
combination of these shapes.
• The radius of any semicircular area must be a multiple of the length of one
square grid unit (5 ft).
• Bedroom 1 (R1) must NOT be larger than 5 units by 5 units in size.
• Bedroom 2 (R2) must NOT be larger than 4 units by 4 units in size.
• Bedroom 3 (R3) must be at least 3 units by 3 units in size plus 1 semicircular area.
• Bathroom 1 (B1) must NOT be larger than 4 square units.
• Bathroom 2 (B2) must be 6 square units.
• The hall (H) must connect to at least 1 bathroom and 1 bedroom. 1
• The kitchen/dining room (KD) must be twice as long as it is wide.
 The Saxon curriculum provides a framework to aid The second post of this framework is a consistent
students in their problem-solving proficiency. The framework 4-step problem-solving process: understand, plan,
rises from the core content knowledge that is so strongly solve, check. The process promotes the metacognition
developed within the curriculum. There are four posts from suggested by NCTM: “Math curriculums should monitor and
which this proficiency is constructed. These posts form an reflect on the process of mathematical problem solving.”
explicit approach to problem-solving instruction lauded by the It also promotes the role of estimating in mathematics.
National Math Advisory Panel Final Report: “Explicit systematic
instruction was found to improve the performance of students

Problem Solving Strategies

Problem Solving Processes

with learning disabilities in computation, solving word
problems, and solving problems that require the application of
mathematics to novel situations” (page 48).

The first post is a collection of problem-solving

strategies. NCTM stresses the point that “math curriculums Knowledge
should apply and adapt a variety of appropriate strategies
to solve problems.” Each Saxon textbook lesson requires This structure begins in our Math K kit and continues through
students to employ a strategy from a vast collection of our Algebra 2 textbook.
possible strategies in order to solve a novel problem.
SXN_MK(3e)_PSW_L130.indd Page 130a 3/29/07 7:35:36 AM epg /Volumes/ju102/HCAC031/sxn_mk_indd%0/6220a_mk_sw/6220a_mk_se_PSW

Saxon Math K Lesson 130-2 Problem-Solving Worksheet 130A

Name Problem-Solving Worksheet 130A

Problem Solving Strategies

Saxon Math K (for use with Lesson 130-2)

Understand Plan Solve Check

Draw a Picture

SM_A2_NLB_TML_L116.indd Page 809 6/13/08 3:57:14 AM user /Volumes/ju110/HCAC062/SM_A2_TML_in

This page may not be reproduced without permission of Harcourt Achieve Inc.

Mr. Connolly put 5 markers on the table. Some of the markers rolled off the table
onto the floor. James saw that there was only 1 marker left on the table. Show
how many markers are on the floor.

Knowledge Saxon Algebra 2 Lesson 116 Example 5

Example 5 Application: Population

The population for a certain town for given years is shown in the table.
For the problem illustrated below, the strategy of guess-and-
check is suggested. In all, at least ten different strategies—from Year 1991 1992 1995
4
2000 2006 2007
How many markers are on the floor?
Population 4680 4824 5716 6205 8944 8991
Exam
acting it out, to making an organized list, to working backward—
This
are introduced, practiced, and reinforced. Find the model that best fits the data. Then use the model to estimate the
population of the town in 2002.
popu
MK(3e)-PSW-130a © Harcourt Achieve Inc. and Nancy Larson. All rights reserved.
a qua
SOLUTION
Saxon Math Intermediate 5 Lesson 35 Teacher’s Manual Problem Solving Discussion
1. Understand The x-values are not equally spaced.
Problem Solving Discussion Use a graphing calculator to help decide which Exte
types of regressions to try. For simplicity, the Whic
Problem x-values can be the number of years after the fit fo
year 1990.
Montrelyn has a pet dog and a pet cat. Together, the two animals weigh 42 pounds.
The dog weighs 14 pounds more than the cat. How much does each pet weigh?
2. Plan The data points are somewhat close to forming a line, although Add
a nonlinear model may better fit the data. Compare the R2 values for The
different types of regression models to find which fit is best.
Focus Strategy Guess and Check town
Math Reasoning
3. Solve The R2 values are as follows, linear: ≈ 0.9604, quadratic: ≈ 0.9818, the t
Understand Understand the problem.
cubic: ≈ 0.9868, quartic: 0.9941, exponential: ≈ 0.9764,
Analyze Would you use
logarithmic: ≈ 0.8039. Year
“What information are we given?” the quartic model to
We are told that the pet dog and cat weigh 42 pounds altogether. The predict the population
dog weighs The quartic model is the best fit. The function Pop
14 pounds more than the cat. for the year 2012?
Explain. is y ≈ -0.474x4 + 17.73x3 - 205.718x2 + (mill
“What are we asked to do?”
1014.48x + 3717.54.
We are asked to find the weight of each animal. No, the population Find
has been Find the value of the function when x = 12. This
Plan Make a plan. increasing and can be done by graphing the equation, choosing the d
“What problem-solving strategy can we use?” the quartic model value from the Calc menu, and typing 12 for X =. estim
We can guess and check. will give a lower town
This model estimates the population in 2002 to be about 7081.
population in the
Solve Carry out the plan. future. Samp
4. Check Compare the answer with the numbers in the table to check for 0.96x
“What is the sum of the two weights we are looking for? What is the
difference?”
reasonableness. 2002 is between 2000 and 2006 and 7081 is between 6205
The sum will be 42 pounds. The difference will be 14 pounds. For a starting point, and 8944, so the answer is reasonable.
we can pretend that the pets weigh the same amount. Les
2 Saxon. The Difference That Gets Results.
“If each pet weighed the same amount, what would be their weights?” Lesson Practice
Each pet would weigh half of 42 pounds. Half of 42 is the same as half of 40 plus Prob
2 a. Write a quadratic function that models the data shown in the table.
 “Put the extra pieces of cereal (macaroni) in the cup.”
> Distribute a cup of cereal (macaroni) and copy paper to each child. Allow
time for the children to count and group the cereal (macaroni).

Cups
“How many groups of 10 do you have?”
* Write an addition problem on the board to show how many pieces of cereal
(macaroni) a child has. For example, if the child has 5 groups of 10, write
The third post is the categorization of problem-
the following on the board: 10 + 10 + 10 + 10 + 10 = The final post is the gradual and purposefully managed
solving situations into algebraic plots. These plots
Copy Paper “(Child’s name) has groups of 10.”
progression of mathematical approaches, from the concrete, to
“Did anyone else have groups of 10?”
allow students to see
“Did anyone have general
a different number formats
of groups of within
10?” the problem the representational, to the abstract (C-R-A). This balanced
data *soWrite
that they problem
the addition can on understand
the board. the big picture of the approach carefully reflects an understanding of cognitive
* Repeat until all possibilities are listed.
situation instead of being overwhelmed by problem details.
“Let’s count by 10’s to find each answer.”
development and the nature of today’s student population.
* Write the answer next to each problem.
“These are called ‘equal groups’ problems because we are adding
the same number each time.”
Problem Solving Strategies

Problem Solving Processes

“Put your cereal in your cup.”

Solving Algebraic Plots

* Collect the cups. Problem Solving Fluency
* Point to one addition number sentence.
“How many groups of 10 do we have?”
* Write the following below the addition number sentence:

Problem Solving Strategies

Problem Solving Processes

groups of 10 =

Solving Algebraic Plots

* Repeat for each of the addition number sentences.

C–R–A Progression
This page may not be reproduced without permission of Harcourt Achieve Inc.

“Mathematicians have a faster way of writing number sentences

Some word problems compare numbers of objects or size
Knowledge
when the same number is being added.”
“They write equal groups number sentences like this.” objects.
* Write the following below the first addition number sentence:
¥ 10 = The containers range in weight from 245 pounds to
For example, the understanding of “equal groups” problems
“Writing the × is a short way of writing ‘groups of.’ ” Some word problems compare numbers
160 pounds. of heaviest
The objects or sizes of weighs how many
container
in the primary grades call provides the cognitive symbol.’basis for the ratio
“Mathematicians
box graphic organizers
“Let’s write
the × the ‘multiplication
all of the other in equal
the groups
middle school
problems
“ objects.
usingtextbooks.
the This
pounds more than the lightest container? Knowledge
multiplication symbol.”
unique* Point
tooltoisanother
thenproblem.
the avenue for a deeper understanding of The containers range in weight from 245 pounds to
The Saxon In comparison
Math programs problems, one
offer numbers number
practice is larger and anothe
proportionality,
“How will weawritekeythis ingredient for algebraic success. 160 pounds. SomeTheword problems
heaviest container compare
weighs how many ofusing
objects multiple
or sizes of
using the multiplication symbol?” number is smaller. modeled drawings beginning asundersta
Drawing a sketch can help us
pounds representations and utilizes
Lesson 92

* Write ¥ 10 = below the problem, filling in the appropriate objects.

more than the lightest container?
_M2(3e)_TM_L092.indd Page 6 4/27/07 4:08:20 AM epg number of groups. Some word problems
comparison compare
story.
early as kindergarten. These increase Wenumbers
will in
/Volumes/ju102/HCAC029/sxn_m2_indd%0/6242a_m2_te/6242a_m2_te_l092 draw of two
objects
complexity asorstudents
sizesone
rectangles, of taller t
Saxon Math 2 Lesson 92 New Concept
objects. The containers
the other. range
Thenlevels.
we in
willweight
draw from 245 pounds to
* Repeat for the other problems.
In comparison moveproblems,
through one number
the grade is larger
The andan
method arrow
another from thetool
is a powerful top of the s
* Write the following on the board: 160 pounds.toThe
rectangle heaviest
extend as container
high as the weighs
taller how many
rectangle. The len
10 + 10 + 10 + 10 + 10 = number is smaller.
The
with bothDrawing
containers a
routine and sketch
range can help us
in weightproblems.
non-routine understand
from 245 pounds to a
pounds
of the more
arrow than
shows thethelightest container?
difference in height between the tw
“Write this problem on your paper.” comparison story. 160 We will draw
pounds. The two rectangles,
heaviest container oneweighs
taller thanhow many
Saxon Math 2 symbol.” 5 × 10 = 5
“Now©write
Harcourtthe problem
Achieve using
Inc. and Nancy theAll
Larson. multiplication
rights reserved.
the other. Thenpounds rectangles. The two rectangles and the arrow each have a
“How did you write ‘10 + 10 + 10 + 10 + 10’ using the multiplication Inwe will more
draw than
comparison an arrow from
onethe
the lightest
problems, top of is
container?
number the shorter
larger and another
rectangle to extend for
as high a number.
as theDrawingFor this problem,
taller rectangle. the rectangles stand for th
symbol?”
number is smaller. Write a sketchThe canlength
help us understand a
“How can we find out how many pieces of cereal will be in 5 groups
of the arrow In comparison
shows the problems,
weights
difference
Translate of the
in one
two number
heightcontainers.
Draw
betweenis alarger andan
theWrite
two another
of 10?” count by 10’s comparison
Read story. We will draw
a word two
Diagram rectangles,
equation one taller than
Solve
“How many pieces of cereal is that?” 50 rectangles.number
Thethetwo is rectangles
smaller. Drawing
other. Then we and the
will
a sketch
equation arrow
draw aneach
can help us
arrowhave fromathe
understand a
circle
top of the shorter
* Write 5 ¥ 10 = 50 on the board.
for a number. comparison
For story. Wethe
this problem, willrectangles
draw two rectangles,
stand one taller than
forrectangle.
the
rectangle to extend as high as the  taller
$IFFERENCE The length
* Repeat with 9 groups of 10 = 9 × 10 = 90
the
weights of the of other.
two Then we
containers. will draw an arrow from the top of the shorter
(OWMUCHLARGERORSMALLER
12 groups of 10 = 12 × 10 = 120 the arrow shows the difference in height between the two
* Write the following on the board: rectangle
Some to extend
word as high
problems asConcept
compare
 the taller of
numbers rectangle.
objects or The sizeslength
of
Saxon Math Course 3 Lesson 67 New Concept Example 2 rectangles.
Saxon The
Math Intermediate two35
5 Lesson rectangles
New and the arrow each have a circle
3 ¥ 10 = 7 ¥ 10 = 4 ¥ 10 = 1 ¥ 10 = of the arrow
objects. shows the difference in height between the two
Example 26 ¥ 10 = for a number. For this
$IFFERENCEproblem, the rectangles stand for the
10 ¥ 10 = 8 ¥ 10 = 0 ¥ 10 = rectangles. TheThe two
 rectangles
containers range in weightand from
the
arrow
245 pounds eachtohave a circle
T“Who
h e me dian plike
would ricetooread
f a hoone
useof inthese
a neigproblems?”
hborhood rose 20% in one year to weights of the (OWMUCHLARGERORSMALLER
two containers.
* $288,000. By howread many dollars didinthe
themedian price
way:increase?
for a number. For this
160 pounds. Theproblem, the rectangles
heaviest container weighs how stand for the
many
Have the children each problem following  pounds more than the lightest container?
“
Solution
groups of 10.” weights of the two containers.
(EAVIEST ,IGHTEST
“How many pieces of cereal are there in 3 groups of 10?”
problems, CONTAINER
30 CONTAINER
$IFFERENCE
Fill
e rin the
rd answer.
In comparison one number
 is larger and another
*W eco the given numbers in a ratio table. The original percent is 100%. (OWMUCHLARGERORSMALLER
Repeat
* The with is
change each
an problem.
increase of 20%. We add the increase to find the “new” numberAiscomparison
smaller. Drawing problem
a sketch may
can be
$IFFERENCE helpsolved by using
us understand a a subtract
percent
“What weis 120%. We is
did today know that
called the “new” price
‘multiplication.’ “ is $288,000. We are asked comparison story.
We willdraw two rectangles, one taller than
for thehave
amount of change
(EAVIEST formula.
,IGHTEST If we subtract the smaller number
(OWMUCHLARGERORSMALLER from the larger
“You learned how toinmultiply
dollars. by 10.” the other.CONTAINER
Then we will draw an arrow from the top of the shorter
CONTAINER number,
 we find the difference between the two numbers.
“We can write these problems another way.”
% Actual count rectangle to extend as high as the taller rectangle. The length
wemayshow be two ways byto write a asubtraction
comparison equation:
This page may not be reproduced without permission of Harcourt Achieve Inc.

* Write the following on the board:

Original 100 20 c10
A comparison problem
of the arrow shows solved
the difference using
in height between the two
10 10 10 10 10 
¥ 0 ( ) ¥ 1 20 ¥ 2
Change c¥ 3 120
¥ 4
288,000
¥ 5 formula. If we subtract the
rectangles. smaller
The two
(EAVIEST number
rectangles
Larger from
and
,IGHTEST the the
arrowlarger
each have a circle
120c = 20 ∙ 288,000 for a number. For
number, we find the difference − this problem,
between
CONTAINER the rectangles
Smallerthe two Larger
CONTAINER numbers.stand for
− Smallerthe
Here = Difference
New 10 10 120 10 288,000 10 10
¥ 10 c 20 288,000 weights of the two containers.
(EAVIEST ,IGHTEST
¥ 6 ¥ 7 ¥ 8 ¥ 9
120we show two ways to write
A comparison a comparison
CONTAINERproblem Difference equation:
may be solved by using a subtraction
CONTAINER
“Which number in each problem do you think tells us the number of
formula.
Larger In Ifthis
weproblem
subtractthe the$IFFERENCE
smaller missing
number isfromthethe larger whic
maybenumber difference,
c = 48,000
groups now?” bottom number
A comparison problem solved by using a subtraction
T“What
he new p r i c e is 20%
is each answer?” greater than the original price and 120% of the
− number,
Smaller weby
find find
Larger −difference
the Smaller
subtracting. =between
Difference the two numbers. Here
(OWMUCHLARGERORSMALLER
* original
Write theprice.
answers We find the median price increased $48,000.
thatproblems.
for the formula. If we subtract the smaller number from the larger
we show two
Difference ways to write a comparison equation:
“Do you see a pattern?” number, we find the difference between1the two numbers. Here
* Allow time for the children to share observations. In this problem the number
we show two ways Larger
missing
to writeis
athe 2 14equation:
difference,
comparison 5which
pounds we
Lesson 92

“Who would like to share something you learned in math today?”

find by subtracting. − Smaller Larger − Smaller
− 1 6 0 pounds = Difference
* Provide 2–3 minutes for sharing. Allow as many children as possible to Larger
respond. Provide appropriate feedback and reinforcement. Difference
(EAVIEST ,IGHTEST 8 5 pounds
− Smaller 1
CONTAINER Larger − Smaller = Difference
CONTAINER
1
In this problem 2 4 5
the pounds
number
A comparison problem mayheaviest
We find
Difference that the missing
be solved is thea difference,
container
by using weighs which we
85 pounds
subtraction mor
find bythe
formula. If −
we 1 6 0 container.
subtracting.
lightest
subtract pounds
the smaller number from the larger
6 Saxon Math 2 In this problem the number missing is the difference, which we
8 5difference
pounds between
© Harcourt Achieve Inc. and Nancy Larson. All rights reserved.
number, we find the 1 the two numbers. Here
find by subtracting.
two waysExplain
we showJustify to write ahow 1to decide
comparison if the answer is reasonabl
equation:
We find that the heaviest container
Sample: weighs2numbers;
Use compatible 8545 pounds
pounds
sincemore
250 − than
150 = 100, the answe
Larger 1
the lightest container.reasonable. 1 − 1 6 0 pounds
− Smaller 2Larger
4 5 pounds
− Smaller = Difference 3
8 5 pounds
Justify Difference − 1 6 0 pounds
 LESSON 41

Saxon’s instructional approach supports students No other curriculum approaches problem-solving practice
asProblem
they solveSolving the rigorous, Discussion
noteworthy problems presented and assessment in a cumulative fashion. Therefore, Saxon is
in our programs. In addition to stressing math fundamentals uniquely able to hold students accountable for their problem-
Problem
and operational fluency, the Saxon curriculum provides even solving ability and to intervene in a meaningful way whenever a
more support
The hands forarestudents
of a clock to become
together at 12:00. The hands ofprolific
a clock areproblem
not togethersolvers.
at 6:30 problem-solving weakness develops.
because the hour hand is halfway between the 6 and the 7 at 6:30. The hands come
In together
accordance to NCTM’s recommendation that “problem
at about 6:33. Name nine more times that the hands of a clock come together. Saxon Math Course 3 Power-Up Test 23
solving should not be an isolated part of the curriculum but
should involve all content standards”, problem solving is not Name Time Power-Up Test 23
Draw a Picture or Diagram Math Course 3
taught
FocusinStrategies
isolation. Saxon’s distributed approach and program Facts Find each product.

structure ensures that students are engaged in meaningful (x + 3)(x + 3) (x – 3)(x – 3) (x + 3)(x – 3)
Find/Extend a Pattern
problem solving every day. And every day, the students not
(x + 2)(x + 3) (x + 2)(x – 3) (x – 2)(x – 3)
onlyUnderstand
think about math as they solve problems, they also talk
Understand the problem.
about
“Whatit. Saxon’saresystematic
information we given?” approach to problem solving is (x + 4)(x + 5) (x – 4)(x + 5) (x – 4)(x – 5)
theWetype
are toldof
theexplicit
two handsapproach promoted
of a clock are together at 12:00byandthe National
at about 6:33. Math
“Why do the hands of a clock not come together at 6:30?”
Advisory Panel’s Final Report in that it allows “students many
At 6:00, the hour hand points to 6, but by the time the minute hand gets to the 6 the
Problem Solving Answer the question below.

opportunities
hour hand has moved to ask and
forward answer
halfway questions and to think aloud
to the 7.
Problem: The figure shown is a closed box for a
product packaging project. The box manufacturer
about
“Whatthe decisions
are we asked to do?”they make while solving problems” (page needs a design template to create a cut-out that can
be folded to make the box. What design can the
We are asked to find nine other times that the hands of a clock come together.
48). Conversations in both Saxon’s primary program, as well as
“In Lesson 40, what time did we find when the hands came together?”
manufacturer use to construct the product packaging?

Saxon’s
We found Intermediate
that the hands come and middle
together at 1:05.school series steer students Understand
What information am I given?
toward
Plan
higher
Make a plan.
levels of thought as they discuss problem What am I asked to find or do?

scenarios and solutions.

“What problem-solving strategies can we use?” Plan
We can draw pictures of clocks to help us find the times that the hands come Finally, Saxon students enjoy the provision of math
How can I use the information I am given?
Which strategy should I try?
together. We can look for a pattern in the times found.
Saxon Math Intermediate 4 Lesson 41 Teacher’s Manual Problem Solving Discussion reference
Solve
materials (math offices, math folders, and student
Solve Carry out the plan. reference guides.) These reference materials allow them to
Did I follow the plan?
Did I show my work?
“At 2:00, the hour hand points to the 2. About how many minutes later do you proceed with the problem-solving process even when some of
Did I write the answer?

expect the minute hand to ‘catch up’ to the hour hand?”

At 2:10, the minute hand will point to the 2, but the hour hand the foundational math knowledge needed to solve the problem
12
will have moved forward a little bit. We guess that 2:11 is the
10
11 1
2 may not have reached the level of automaticity.
time when the hands come together. We can draw a picture to
9 3
help us visualize the problem.
8 4
7 5
6
1 2 3

25
24
“At 3:00, the hour hand points to the 3. About how many minutes later do you Saxon Math Offices, Math Folders,

1
Math Office 13

23
11 12
and Student Reference Guide
expect the minute hand to ‘catch up’ to the hour hand?”

22
Check

21
Did I use the correct information? 22 23
We guess that the minute hand will catch up by 3:16. 21

20
Did I do what was asked?

19
“Can you name other times when the clock hands will come together?” Is my answer reasonable?

18
31 32 33

17
We can find a pattern in the times we have already named. It is 65 minutes from

16
4

15
12:00 to 1:05, and then 66 minutes to 2:11, and then 65 minutes to 3:16. We might 41 42
41

14
Saxon Math Course 3 © Harcourt Achieve Inc. and Stephen Hake. All rights reserved.
expect that it is either 65 or 66 minutes between times that the hands of a clock

13
Alternate Strategy 51 52 5

12
come together. The other times are: 4:22, 5:27, 7:38, 8:44, 9:49, and 10:55. Name
Act It Out or Make a Model

11
10
SXN_M8CA_020-042_PU02-PU23.indd 41 3/31/06 7:22:31 PM
61 62 6
Have students use the demonstration

9
Check Look back. 5Rjd`WeYVHVV\

8
clock or their student clocks to Df_URj 7

7
“Are our answers reasonable?” 71 72
model the times that the clock hands >`_URj

6
We know our answers are reasonable because they follow a pattern and because we EfVdURj

5
will come together. 81 82
HVU_VdURj

4
know where the hands of a clock point at certain times of the day.

3
EYfcdURj

2
7cZURj 91 92
CZXYe 1
DRefcURj T^
263H Saxon Math Intermediate 4

Most schools are fully aware of the effectiveness of Saxon

in laying a strong foundation of math content knowledge, but
it certainly doesn’t stop there. In the Saxon curriculum, quality
problems, a solid problem-solving framework, and a unique
approach that supports students in their problem-solving
endeavors all work together to provide an effective and
balanced approach to problem solving. Implementing Saxon
Math in your school or district will help your students be
prepared to solve the math-related problems they will face in
life and work in this modern, global, and technological age.

©2008 Houghton Mifflin Harcourt Supplemental Publishers All rights reserved.

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