# Saxon Math / CLE question

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My DD7 is finishing CLE Math 100 and has done GREAT with it. Next year, we will have to switch to the math her co-op is using for 2nd grade, which is Saxon. For those of you familiar with both, do you think CLE 100 will have adequately prepared her for 2nd grade Saxon? If not, is there anything we can do over the summer to prep her?

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I have not used CLE 100, but I have used Saxon 2, 3, and CLE 300.

I think your daughter will be more than prepared for Saxon 2.

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Here is the scope and sequence for CLE 100:101

Fact learning

tally marks for one-to-one correspon-

dence

relationships: first, last; top, bottom; larg-

er, smaller; longer, shorter; over,

under; before, after

identifying and writing

Addition and subtraction: + & = ;

Ordinal numbers: second

Shapes and patterns: circle, square

Money cup: recognizing & counting

pennies; cent symbol

Oral dictation: writing ones numbers;

teens numbers

Place value: tens, zero

Counting sequence: from 5 to 1

Number line: 0 to 10

Greater than, less than: comparing

two numbers with < & > symbols

106

Section 1

Fact learning

two-digit from a two-digit number;

subtracting a one-digit from a two-

digit number

Defining true/false statements

Relations: fewest

Section 2

Fact learning

Shapes and patterns: growing patterns

Section 3

Fact learning

Number line: with numbers between

marks on a line

even numbered temperatures

102

Section 1

Fact learning

Relationships: between

Number line: 0 to 20

Oral dictation: writing twenties, thirties

expanded numbers; subtracting one

Story problems: subtracting 1; one less

Money cup: recognizing and counting

dimes and pennies

Section 2

Fact learning

Story problem: choosing operation

Place value: counting 10â€™s and 1â€™s

less; related subtraction facts;

subtracting zero

Oral dictation: writing fifties

Shapes and patterns: square; using a

ruler; congruent

Number line: counting by 10â€™s

Section 3

Fact learning

Money cup: recognizing and counting

nickels

Shapes and patterns: triangle

Number line: counting by 5â€™s

Ordering 2 nonconsecutive numbers

107

Section 1

Fact learning

adding 2 two-digit and 1 one-digit

bers

Number line: scale of 5â€™s with 10â€™s labeled

Section 2

Fact learning

Ordering 4 nonconsecutive numbers

Number line: scale of 2â€™s; reading 1â€™s with

10â€™s labeled

temperatures

Fractions: identifying Â¼ of an object

Section 3

Fact learning

Measurements: measuring with

centimeters

103

Section 1

Fact learning

Money cup: counting pennies and nickels

Place value: hundreds

Oral dictation: writing hundreds and ones

Greater than, less than: comparing coins

with < & > symbols

Section 2

Fact learning

facts; supplying missing numbers;

Number line: beginning with other than 0

Shapes and patterns: rectangle

Relationships: greatest, least

Section 3

Fact learning

Graphs: horizontal bar graph

Ordering 3 nonconsecutive numbers

Shapes and patterns: line

108

Section 1

Fact learning

subtracting a two-digit from a three-

digit number; subtracting a three-digit

from a three-digit number; exchanging

10 ones for 1 ten in addition

Story problems: converting from foot

Section 2

Fact learning

digit numbers; adding a two-digit and

2 three-digit numbers; adding ten to a

number

Fractions: Â½ dozen

Graphs: key in a pictograph; reading and

understanding a pictograph

Section 3

Fact learning

10 to a number

Greater than, less than: comparing num-

ber sentences with < & > symbols

104

Section 1

Fact learning

Shapes and patterns: completing a pattern

Money cup: cent symbol

Fractions: identifying Â½ of an object

Counting sequence by 2â€™s, 10 to 20

Section 2

Fact learning

Measurements: non-standard units of

measure; measuring with cubits

Number line: scale of 1â€™s with 2â€™s labeled;

counting scale by 2â€™s; scale of 1â€™s with

10â€™s labeled

Clock: reading and writing time to 5

minutes

Section 3

Fact learning

Measurements: standard measurements

Counting sequence by 2â€™s to 24

Fractions: identifying Â½ of a group

109

Section 1

Fact learning

carrying to the tens column

Fractions: identifying 1/3 of an object;

identifying 1/3 of a group

Section 2

Fact learning

Measurements: feet in a yard; measuring

yards; inches in a yard

tracting in the same problem

Section 3

Fact learning

Graphs: reading a bar graph with a scale

of 2â€™s

Number line: scale of 25â€™s with 100â€™s

labeled

Story problems: adding and subtracting in

same problem

105

Section 1

Fact learning

Money cup: counting dimes and nickels

Number line: scale of 2â€™s with 10â€™s labeled

Clock: telling time to 35 and 40 minutes

past; 45 minutes past

Section 2

Fact learning

Fractions: identifying Â½ of a number; relat-

ing Â½ and doubles

Number line: vertical line

Section 3

Fact learning

Clock: telling time to 50 and 55 minutes

past

two-digit and 1 one-digit number;

subtracting 2 from an even number

Measurements: drawing a line;

measuring in inches

110

Section 1

Fact learning

Money cup: counting quarters

Number line: scale of 5â€™s with 25â€™s labeled

Greater than, less than: by comparing

number sentences with <, >, =

carrying to the hundreds column

Measurements: centimeters in a meter;

measuring with meters

Section 2

Fact learning

Shapes and patterns: angle

Money cup: counting quarters and

pennies; counting dollars and quarters

Section 3

Fact learning

Shapes and patterns: horizontal; vertical

SUNRISE MATHEMATICS 100

35

I tried to attach Saxon's scope and sequence but can't on my tablet.

You can google it and compare, but I can tell you I am sure it will be adequate prep.

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Based on my experience with both, I think CLE is ahead of Saxon at this level and she'll be able to whiz through. You may want to consider supplementing.

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Sorry for that long post. I would have your daughter take the placement test for Saxon. You may find she can go right into Saxon 3.

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We finished CLE 100 and started Saxon 2. So far whizzing through at an average of two lessons a day (reached lesson 26 today).

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When he took the placement test it put him right at the end of 2 beginning of 3. We went with 2 because it introduces multiplication and division, which CLE 100 doesn't cover.

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