| Saxon
Placement Guide: |
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| Saxon
books are skill-level books, not grade-level books. It
is essential that each student be placed in the text
that meets the skill level of that particular student.
Success in one Saxon book strongly suggests success in
the next Saxon book.
The following placement
guide may be used to estimate in which book a student
belongs; however, a score of 85% or better on a
placement test will provide a more accurate measure. |
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NOTES |
| * |
Math 87 (second
edition) covers a broad spectrum of topics required by
the mathematical standards of many states. Considerable
pre-algebra content is included, and students who
complete the text successfully (80% or higher test
scores) will be prepared to take Algebra I as
their next math course. |
| ** |
Algebra 1/2 focuses
on developing skills that prepare students for algebra.
The pre-algebra content is more extensive than the
pre-algebra content of Math 87; however, the
scope is narrower. |
| *** |
Suggested course titles.
Accelerated students will finish Advanced Mathematics
in their first semester of 11th grade and begin Calculus
in the second semester. Pre-Calculus I consists of the
first 70-90 lessons in Advanced Mathematics.
Pre-Calculus II includes the remaining lessons. |
| **** |
Suggested course titles.
The content in Geometry-Trigonometry- Algebra 3 is
identical to that in Pre-Calculus I but is presented at
a slower pace. Likewise, Geometry-Trigonometry-Algebra 4
is the same as Pre-Calculus II. Through the use of these
alternate course titles, accelerated students who are
not successful in Advanced Mathematics during the
10th grade can try again and still receive credit.
Students completing Advanced Mathematics will
have taken the equivalent of two semesters of geometry,
one semester of trigonometry, and one semester of
advanced algebra. ("Geometry" in the course
title ensures credit for geometry.) |
| ***** |
These students may find
the material in Advanced Mathematics difficult.
Consider placing them in a less rigorous mathematics
course. |
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