Reconcile the spiral nature of Saxon with the structured, unit-driven format of Atlas
Because Saxon Math follows a spiral design where concepts are introduced in small increments and revisited frequently, teachers often find it challenging to fit the program into a traditional, unit-based curriculum framework like Atlas. Instead of progressing through isolated units, Saxon builds mastery gradually through continuous review and integration of skills. In mapping Saxon Math within Atlas, our goal is to capture the conceptual flow of the curriculum rather than force artificial units. By organizing units into broad conceptual strands (such as Number Sense, Fractions, Geometry, and Algebraic Thinking) and aligning them with standards and key learning outcomes, we can make the spiraling structure visible, ensure standards alignment, and support teachers in articulating what students learn, when, and how that learning deepens over time.
1. Rethink Units as Concept Strands Across the Year
Define units by major conceptual strands rather than by sequential lessons.
| Unit | Timeframe | Primary Saxon Lessons | Focus Concepts |
|---|---|---|---|
| Number Sense and Place Value | August–October | Lessons 1–30 | Base ten understanding, comparing and rounding numbers |
| Addition and Subtraction | September–November | Lessons 10–50 | Properties, regrouping, multi-digit addition/subtraction |
| Multiplication and Division | November–February | Lessons 40–85 | Arrays, facts, long division introduction |
| Fractions and Decimals | January–April | Lessons 60–110 | Equivalent fractions, mixed numbers, decimals, operations |
| Geometry and Measurement | February–May | Lessons 80–130 | Area, perimeter, shapes, measurement, volume |
| Data and Probability | Throughout Year | Lessons 10–120 | Graphs, averages, simple probability |
Each unit in Atlas spans several months and multiple reappearances of the concept strand.
Teachers can link Saxon lessons to these broad units in the Pacing or Learning Activities fields.
2. Map to Standards Instead of Lessons
In Atlas, your best anchor is standards alignment, not unit or lesson sequence.
How to do it:
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List the state or CCSS standards within each Atlas unit.
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Under "Content" or "Skills", describewhere and how ofteneach standard is spiraled in Saxon (e.g., Introduced in L15, reinforced through L30, mastered in L75).
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Demonstrates what standards are covered, even if not in traditional blocks.
💡 Tip: Create a shared reference document, potentially a a spreadsheet of Standard → Saxon Lessons and link it in each Atlas unit. updating units of instruction
3. Write Enduring Understandings and Essential Questions at the Strand Level
Saxon lessons are skill-based, teachers can use Atlas to lift thinking to the conceptual level.
Example for a Fractions and Decimals' unit:
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Enduring Understanding: Numbers can represent parts of a whole, and decimals are another way to represent fractions.
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Essential Question: How can we represent and compare parts of a whole in different ways?
This helps preserve conceptual coherence while still respecting Saxons incremental approach.
4. Build Recurring Skills Instead of Isolated Assessments
In Atlass Assessment section, emphasize:
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Cumulative mastery (since each Saxon test spirals prior content).
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Formative checkpoints e.g., Students will demonstrate understanding of fractions in Lessons 25, 48, and 73.
Use Assessments in Atlas to show how spiral assessments track ongoing growth, not end-of-unit mastery.
5. Coaching Strategies for Teachers
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Normalize non-linear mapping: Our goal isnt to break Saxon; its to describe what learning looks like through the year.
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Focus on conceptual coherence, not chronology.
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Collaborate by strand: Have grade-level teams co-develop strand-based units so consistency is built across grades.