Mathematics Lesson Planning Guide IP4 | Fifth Grade
Instructional Period 4
Overview
Content
Strand 1: Number and Operations
G.E.S.D. suggestion: distributed practice Concepts 1, 2 and 3
Strand 2: Data Analysis, Probability, and Discrete Math
Concept 1: Data Analysis
PO1. Collect, record, organize, and display data using multi-bar graphs or double line graphs.
PO2. Formulate and answer questions by interpreting and analyzing displays of data, including
multi-bar graphs or double line graphs.
PO3. Use mean, median, mode, and range to analyze and describe the distribution of a given
data set.
Concept 2: Probability
PO1. Describe the theoretical probability of events and represent the probability as a fraction,
decimal, or percent.
PO2. Explore probability when performing experiments by
• predicting the outcome,
• recording the data,
• comparing outcomes of the experiment to predictions, and
• comparing the results of multiple repetitions of the experiment.
G.E.S.D. suggestion: distributed practice Concepts 3, and 4
Strand 3: Patterns, Algebra, and Functions
Concept 4: Analysis of Change
PO1. Describe patterns of change including constant rate and increasing or decreasing rate.
G.E.S.D. suggestion: distributed practice Concepts 1 and 3
Process
Strand 5: Structure and Logic
Concept 2: Logic, Reasoning, Problem Solving, and Proof
PO1. Analyze a problem situation to determine the question(s) to be answered.
PO2. Identify relevant, missing, and extraneous information related to the solution to a problem.
PO3. Select and use one or more strategies to efficiently solve the problem and justify the
selection.
PO4. Determine whether a problem to be solved is similar to previously solved problems, and
identify possible strategies for solving the problem.
PO5. Represent a problem situation using any combination of words, numbers, pictures, physical
objects, or symbols.
PO6. Summarize mathematical information, explain reasoning, and draw conclusions.
PO7. Analyze and evaluate whether a solution is reasonable, is mathematically correct, and
answers the question.
Mathematical Practices
MP1. Make sense of problems and persevere in solving them.
MP2. Reason abstractly and quantitatively.
MP3. Construct viable arguments and critique the reasoning of others.
MP4. Model with mathematics.
MP5. Use appropriate tools strategically.
MP6. Attend to precision.
MP7. Look for and make use of structure.
MP8. Look for and express regularity in repeated reasoning.
Strand 4: Geometry and Measurement
G.E.S.D. suggestion: distributed practice Concepts 1 and 4.
Strand 5: Structure and Logic
Concept 2: Logic, Reasoning, Problem Solving, and Proof
PO8: Make and test conjectures based on data or information collected from explorations and
experiments.
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Glendale Elementary School District | June 2011
Mathematics Lesson Planning Guide IP4 | Fifth Grade
Instructional Period 4
Topic: Data Analysis & Graphing
Strand 2: Data Analysis, Probability, and Discrete Math
Concept 1: Data Analysis
In Grade 5, students apply their understanding of whole numbers, fractions, and decimals as they construct, analyze, and describe data. Students apply this understanding of data in other core
content areas and in their lives.
Essential Questions: In which ways do we analyze data? How can graphs be used to misrepresent information? How do you determine the most appropriate way to display data? What does
the data tell you? What predictions can you make based on the data? How do sets of data compare?
Big Ideas: Data can be collected, organized, sorted, represented and interpreted in a variety of ways in order to answer questions about our world.
Performance Objective
S2C1PO1. Collect, record,
organize, and display data
using multi-bar graphs or
double line graphs.
Connections: S2C1PO2,
Science:
S1C2PO5,S1C4PO2,
Social Studies:S4C1PO6
Process Integration
Mathematical Practices
S5C2PO5. Represent a
problem situation using
any combination of
words, numbers,
pictures, physical
objects, or symbols.
MP.1. Make sense of
problems and
persevere in solving
them.
MP.4. Model with
mathematics.
Explanations and Examples
Resources
*5-2 p. 264 “National Park Visitors” – add another year to force a multiple bar graph
SFAW
5-1
*5-5 p. 278 “Favorite Music Store” – add another store to force a multiple bar graph Collecting Data from a
Survey
*5-8 p. 290 “Temperatures in Orlando” – add Phoenix or another city to force a double 5-2
line graph
Bar Graphs*
5-3
*5-9 pp. 292-293 – combine data from two lines graphs to create a double line graph Line Graphs
or have students brainstorm other variables that would force a double line graph.
5-5
Making a Graph*
Problem Solving Workbook p. 68 – Have students combine data sets to create a
5-8
double line graph.
Choosing an Appropriate
Graph*
**Explore student generated topics that would require a double line graph or multiple 5-9
bar graphs.
Writing to Compare*
MP.1. Make sense of problems and persevere in solving them. Students solve
problems by applying their understanding of operations with whole numbers,
decimals, and fractions including mixed numbers. They solve problems related
to volume and measurement conversions. Students seek the meaning of a
problem and look for efficient ways to represent and solve it. They may check
their thinking by asking themselves, “What is the most efficient way to solve
the problem?”, “Does this make sense?”, and “Can I solve the problem in a
different way?”.
*GESD suggestion: with
modifications. See
explanations and
examples.*
ATM
pp. 105
TSCM 2
MP.4. Model with mathematics. Students experiment with representing problem
pp. 320-323, 329-335
situations in multiple ways including numbers, words (mathematical language),
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Assessment
SFAW
Diagnostic checkpoint pp.
281
Chapter Test pp. 314-315
IC
Fly, Fly Away (on CD) **
Cafeteria Lunches (on
CD) **
Heating Up-Cooling Down
(on CD) **
**Modify to force a
double graph.**
IR
Typical Family Size (on
CD) **
Create a Graph (1) (on
CD)**
**Modify to force a
double graph.**
IPS
The Awesome
Amusement Park 1 (on
CD) **
Glendale Elementary School District | June 2011
Mathematics Lesson Planning Guide IP4 | Fifth Grade
drawing pictures, using objects, making a chart, list, or graph, creating
equations, etc. Students need opportunities to connect the different
representations and explain the connections. They should be able to use all of
these representations as needed. Fifth graders should evaluate their results in
the context of the situation and whether the results make sense. They also
evaluate the utility of models to determine which models are most useful and
efficient to solve problems.
S2C1PO2. Formulate and S5C2PO2. Identify
Students are expected to estimate and make computations using a data set.
SFAW
answer questions by
relevant, missing, and
5-6
interpreting and analyzing
extraneous information Example:
Mean, Median, and Mode
displays of data, including
related to the solution to
 What is the median number of siblings that students in this class have?
multi-bar graphs or double
a problem.
What is the mode of the data? What is the mean number of siblings? What MBL
line graphs.
is the range of the number of siblings? What do the mean; median, mode, Tikki Tikki Tembo
Connections:
S5C2PO6. Summarize
and range of the number of siblings tell you about the students in the class?
Math: S1C1PO5, S1C3PO1, mathematical
TSCM2
(see graph below)
S2C1PO1, S2C1PO3,
information, explain
pp.323, 331-332
S3C4PO1, S5C2PO9,
reasoning, and draw
Science: S1C1PO1,
conclusions.
S1C1PO2, S1C3PO1,
MP.1. Make sense of
Social Studies: S4C6PO2,
problems and
S4C6PO3
persevere in solving
them.
MP.1. Make sense of problems and persevere in solving them. Students solve
problems by applying their understanding of operations with whole numbers,
MP.2. Reason
decimals, and fractions including mixed numbers. They solve problems related
abstractly and
to volume and measurement conversions. Students seek the meaning of a
quantitatively.
problem and look for efficient ways to represent and solve it. They may check
MP.3. Construct viable their thinking by asking themselves, “What is the most efficient way to solve
arguments and critique the problem?”, “Does this make sense?”, and “Can I solve the problem in a
the reasoning of
different way?”.
others.
MP.5. Use appropriate MP.2. Reason abstractly and quantitatively. Fifth graders should recognize that
a number represents a specific quantity. They connect quantities to written
tools strategically.
symbols and create a logical representation of the problem at hand,
considering both the appropriate units involved and the meaning of quantities.
MP.6. Attend to
They extend this understanding from whole numbers to their work with
precision.
fractions and decimals. Students write simple expressions that record
calculations with numbers and represent or round numbers using place value
MP.7. Look for and
make use of structure. concepts.
3 of 10
**Modify to force a
double graph.**
SFAW
Diagnostic checkpoint pp.
295
Chapter Test pp. 314-315
IPS
Drink Favorites (on CD)
Weather Watchers (on
CD)
MP.3. Construct viable arguments and critique the reasoning of others. In fifth
grade, students may construct arguments using concrete referents, such as
objects, pictures, and drawings. They explain calculations based upon models
Glendale Elementary School District | June 2011
Mathematics Lesson Planning Guide IP4 | Fifth Grade
and properties of operations and rules that generate patterns. They
demonstrate and explain the relationship between volume and multiplication.
They refine their mathematical communication skills as they participate in
mathematical discussions involving questions like “How did you get that?” and
“Why is that true?” They explain their thinking to others and respond to others’
thinking.
MP.5. Use appropriate tools strategically.
Fifth graders consider the available tools (including estimation) when solving a
mathematical problem and decide when certain tools might be helpful. For
instance, they may use unit cubes to fill a rectangular prism and then use a
ruler to measure the dimensions. They use graph paper to accurately create
graphs and solve problems or make predictions from real world data.
MP.6. Attend to precision. Students continue to refine their mathematical
communication skills by using clear and precise language in their discussions
with others and in their own reasoning. Students use appropriate terminology
when referring to expressions, fractions, geometric figures, and coordinate
grids. They are careful about specifying units of measure and state the
meaning of the symbols they choose. For instance, when figuring out the
volume of a rectangular prism they record their answers in cubic units.
MP.7. Look for and make use of structure. In fifth grade, students look closely
to discover a pattern or structure. For instance, students use properties of
operations as strategies to add, subtract, multiply and divide with whole
numbers, fractions, and decimals. They examine numerical patterns and relate
them to a rule or a graphical representation.
S2C1PO3. Use mean,
S5C2PO2. Identify
Students use sets of data as well as graphical representation of data sets arising from SFAW
median, mode, and range to relevant, missing, and
real-world contexts.
5-6
analyze and describe the
extraneous information
Mean, Median, and Mode
distribution of a given data
related to the solution to Example:
set.
a problem.
• What is the median number of siblings that students in this class have? What is the MBL
mode of the data? What is the mean number of siblings? What is the range of the
Tikki Tikki Tembo; Tiger
Connections:
S5C2PO6. Summarize number of siblings? What do the mean; median, mode, and range of the number of Math: Learning to Graph
Math: S1C3PO1, S2C1PO2, mathematical
siblings tell you about the students in the class?
from a Baby Tiger
Science: S1C3PO1
information, explain
reasoning, and draw
TSCM 2
conclusions.
pp. 325-328
A.V.
mean
4 of 10
SFAW
Diagnostic checkpoint pp.
295
Chapter Test pp. 314-315
SFAW PW
pp. 65, 72 (5-6)
IR
Typical Family Size (on
CD)
IPS
Scoring Baskets (on CD)
Museum Visitors (on CD)
Glendale Elementary School District | June 2011
Mathematics Lesson Planning Guide IP4 | Fifth Grade
MP.1. Make sense of
problems and
persevere in solving
them.
MP.2. Reason
abstractly and
quantitatively.
MP.3. Construct viable
arguments and critique
the reasoning of
others.
MP.5. Use appropriate
tools strategically.
MP.6. Attend to
precision.
MP.1. Make sense of problems and persevere in solving them. Students solve
problems by applying their understanding of operations with whole numbers,
decimals, and fractions including mixed numbers. They solve problems related
to volume and measurement conversions. Students seek the meaning of a
problem and look for efficient ways to represent and solve it. They may check
their thinking by asking themselves, “What is the most efficient way to solve
the problem?”, “Does this make sense?”, and “Can I solve the problem in a
different way?”.
MP.2. Reason abstractly and quantitatively. Fifth graders should recognize that
a number represents a specific quantity. They connect quantities to written
symbols and create a logical representation of the problem at hand,
considering both the appropriate units involved and the meaning of quantities.
They extend this understanding from whole numbers to their work with
fractions and decimals. Students write simple expressions that record
calculations with numbers and represent or round numbers using place value
concepts
MP.3. Construct viable arguments and critique the reasoning of others. In fifth
grade, students may construct arguments using concrete referents, such as
MP.7. Look for and
objects, pictures, and drawings. They explain calculations based upon models
make use of structure.
and properties of operations and rules that generate patterns. They
demonstrate and explain the relationship between volume and multiplication.
They refine their mathematical communication skills as they participate in
mathematical discussions involving questions like “How did you get that?” and
“Why is that true?” They explain their thinking to others and respond to others’
thinking.
MP.5. Use appropriate tools strategically.
Fifth graders consider the available tools (including estimation) when solving a
mathematical problem and decide when certain tools might be helpful. For
instance, they may use unit cubes to fill a rectangular prism and then use a
ruler to measure the dimensions. They use graph paper to accurately create
graphs and solve problems or make predictions from real world data.
MP.6. Attend to precision. Students continue to refine their mathematical
communication skills by using clear and precise language in their discussions
with others and in their own reasoning. Students use appropriate terminology
when referring to expressions, fractions, geometric figures, and coordinate
grids. They are careful about specifying units of measure and state the
meaning of the symbols they choose. For instance, when figuring out the
volume of a rectangular prism they record their answers in cubic units.
5 of 10
Glendale Elementary School District | June 2011
Mathematics Lesson Planning Guide IP4 | Fifth Grade
MP.7. Look for and make use of structure. In fifth grade, students look closely
to discover a pattern or structure. For instance, students use properties of
operations as strategies to add, subtract, multiply and divide with whole
numbers, fractions, and decimals. They examine numerical patterns and relate
them to a rule or a graphical representation.
Topic: Probability and Discrete Mathematics
Strand 2: Data Analysis, Probability, and Discrete Math
Concept 2: Probability
In Grade 5, students extend their knowledge of fractions to be able to state the theoretical probability of an event as a fraction, decimal, or percent. They predict, record, and compare results in actual
experiments. Students begin to understand how probability is determined and make predictions related to probability .
Essential Questions: When does probability help us make a decision? What makes an event certain or impossible? What combinations are possible? How do you know you have all possible
combinations? What is a vertex-edge graph? How can vertex-edge graphs help you solve problems? How do vertex-edge graphs lead to more optimized solutions?
Big Ideas: Possible outcomes and combinations can be determined in a systematic way. Discrete math is the mathematics for optimizing finite systems.
S2C2PO1. Describe the
theoretical probability of
events and represent the
probability as a fraction,
decimal, or percent.
Connections: S1C1PO1,
S1C1PO5, S1C3PO1,
S2C2PO2, S2C3PO2
S5C2PO5. Represent a
problem situation using
any combination of
words, numbers,
pictures, physical
objects, or symbols.
S5C2PO7. Analyze and
evaluate whether a
solution is reasonable, is
mathematically correct,
and answers the
question.
A.V.
event
experiment
repetition
theoretical probability
MP.1. Make sense of
problems and
persevere in solving
them.
MP.4. Model with
mathematics.
MP.5. Use appropriate
6 of 10
Example:
SFAW
SFAW
• A bag contains 4 green marbles, 6 red marbles, and 10 blue marbles. If one marble 5-12
Diagnostic checkpoint pp.
is drawn randomly from the bag, what is the probability it will be red? What is the
Expressing Probability as 309
probability that it will not be red?
a Fraction
Chapter Test pp. 314-315
Problem Solving pp. 71
MP.1. Make sense of problems and persevere in solving them. Students solve problems ATM
by applying their understanding of operations with whole numbers, decimals, and
pp. 85-103, 310-321
SFAW PW
fractions including mixed numbers. They solve problems related to volume and
pp. 71
measurement conversions. Students seek the meaning of a problem and look for
BNA
efficient ways to represent and solve it. They may check their thinking by asking
Investigations 1, Sessions INV ASB
themselves, “What is the most efficient way to solve the problem?”, “Does this make
1-2
pp. 57-58
sense?”, and “Can I solve the problem in a different way?”.
MP.4. Model with mathematics. Students experiment with representing problem
situations in multiple ways including numbers, words (mathematical language), drawing
pictures, using objects, making a chart, list, or graph, creating equations, etc. Students
need opportunities to connect the different
representations and explain the connections. They should be able to use all of these
representations as needed. Fifth graders should evaluate their results in the context of
the situation and whether the results make sense. They also evaluate the utility of
models to determine which models are most useful and efficient to solve problems.
MBL
Martha Blah Blah
IC
Even Odd Product Game
(on CD)
TSCM 2
4.15 Theoretical
Probabilities pp. 349-351
MP.5. Use appropriate tools strategically.
Fifth graders consider the available tools (including estimation) when solving a
mathematical problem and decide when certain tools might be helpful. For instance,
they may use unit cubes to fill a rectangular prism and then use a ruler to measure the
dimensions. They use graph paper to accurately create graphs and solve problems or
make predictions from real world data.
MP.8. Look for and express regularity in repeated reasoning. Fifth graders use repeated
Glendale Elementary School District | June 2011
Mathematics Lesson Planning Guide IP4 | Fifth Grade
tools strategically.
5.MP.8. Look for and
express regularity in
repeated reasoning
S2C2PO2. Explore
S5C2-05. Represent a
probability when performing problem situation using
experiments by
any combination of
• predicting the outcome
words, numbers,
• recording the data
pictures, physical
• comparing outcomes of the objects, or symbols.
experiment to predictions
and
S5C2-08. Make and test
• comparing the results of
conjectures based on
multiple repetitions of the
data or information
experiment.
collected from
explorations and
Connections: S2C2PO1
experiments.
reasoning to understand algorithms and make generalizations about patterns. Students
connect place value and their prior work with operations to understand algorithms to
fluently multiply multi-digit numbers and perform all operations with decimals to
hundredths. Students explore operations with fractions with visual models and begin to
formulate generalizations
Students should have opportunities to perform experiments using spinners, number
cubes, or other objects.
BNA
Sessions 3-7 pp. 16 – 45
INV ASB
pp. 58
MP.1. Make sense of problems and persevere in solving them. Students solve
problems by applying their understanding of operations with whole numbers,
decimals, and fractions including mixed numbers. They solve problems related
to volume and measurement conversions. Students seek the meaning of a
problem and look for efficient ways to represent and solve it. They may check
their thinking by asking themselves, “What is the most efficient way to solve
the problem?”, “Does this make sense?”, and “Can I solve the problem in a
different way?”.
SFAW
5-10
Predicting Outcomes
SFAW PS
pp. 69
TSCM 2
pp. 345-348, 356-357
IR
Data Analysis pp. 111-114
MP.3. Construct viable arguments and critique the reasoning of others. In fifth
grade, students may construct arguments using concrete referents, such as
MP.1. Make sense of
objects, pictures, and drawings. They explain calculations based upon models
problems and
and properties of operations and rules that generate patterns. They
persevere in solving
demonstrate and explain the relationship between volume and multiplication.
them.
They refine their mathematical communication skills as they participate in
mathematical discussions involving questions like “How did you get that?” and
MP.3. Construct viable “Why is that true?” They explain their thinking to others and respond to others’
arguments and critique thinking.
the reasoning of
others.
MP.4. Model with mathematics. Students experiment with representing problem
situations in multiple ways including numbers, words (mathematical language),
MP.4. Model with
drawing pictures, using objects, making a chart, list, or graph, creating
mathematics.
equations, etc. Students need opportunities to connect the different
MP.5. Use appropriate representations and explain the connections. They should be able to use all of
tools strategically.
these representations as needed. Fifth graders should evaluate their results in
the context of the situation and whether the results make sense. They also
MP.7. Look for and
evaluate the utility of models to determine which models are most useful and
make use of structure efficient to solve problems.
MP.5. Use appropriate tools strategically.
Fifth graders consider the available tools (including estimation) when solving a
mathematical problem and decide when certain tools might be helpful. For
instance, they may use unit cubes to fill a rectangular prism and then use a
ruler to measure the dimensions. They use graph paper to accurately create
7 of 10
Glendale Elementary School District | June 2011
Mathematics Lesson Planning Guide IP4 | Fifth Grade
graphs and solve problems or make predictions from real world data.
MP.7. Look for and make use of structure. In fifth grade, students look closely
to discover a pattern or structure. For instance, students use properties of
operations as strategies to add, subtract, multiply and divide with whole
numbers, fractions, and decimals. They examine numerical patterns and relate
the to a rule or a graphical representation.
Topic: Reasoning Through Patterns, Algebra, and Functions
Strand 3: Patterns, Algebra, and Functions
Concept 4: Analysis of Change
In Grade 5, students will build on their knowledge of change over time and extend this to include describing patterns of change as constant, increasing, or decreasing.
Essential Questions: What patterns are in our number system? How can understanding patterns help us to make predictions and make sense of mathematical situations? How can the
appearance of a graph represent change? Why do we use variables?
Big Ideas: Mathematical situations can be represented in a variety of ways. Relationships between numbers can be expressed using algebraic equations. Logical patterns exist and can be
generalized with both words and symbols.
S3C4PO1. Describe patterns
of change including constant
rate and increasing or
decreasing rate.
Connections: S1C1PO5,
S1C3PO1, S2C1PO2,
S3C1PO1, S5C2PO10,
Science: S1C3PO1
S5C2PO2. Identify
Example:
relevant, missing, and • Describe the change in speed over time shown by the graph.
extraneous information
related to the solution to
a problem.
PC
Investigation 2:
Describing Changing
Speeds pp. 28-32
Graph Stories pp. 96-97
S5C2PO5. Represent a
problem situation using
any combination of
words, numbers,
pictures, physical
objects, or symbols.
TSCM 2
pp. 297-302
MP.1. Make sense of
problems and
persevere in solving
them.
MP.4. Model with
mathematics.
INV ASB
pp. 30-32
IR
All About Graphs (on CD)
MP.1. Make sense of problems and persevere in solving them. Students solve
problems by applying their understanding of operations with whole numbers,
decimals, and fractions including mixed numbers. They solve problems related
to volume and measurement conversions. Students seek the meaning of a
problem and look for efficient ways to represent and solve it. They may check
their thinking by asking themselves, “What is the most efficient way to solve
the problem?”, “Does this make sense?”, and “Can I solve the problem in a
different way?”.
MP.4. Model with mathematics. Students experiment with representing problem
situations in multiple ways including numbers, words (mathematical language),
drawing pictures, using objects, making a chart, list, or graph, creating
8 of 10
Glendale Elementary School District | June 2011
Mathematics Lesson Planning Guide IP4 | Fifth Grade
equations, etc. Students need opportunities to connect the different
representations and explain the connections. They should be able to use all of
these representations as needed. Fifth graders should evaluate their results in
the context of the situation and whether the results make sense. They also
evaluate the utility of models to determine which models are most useful and
efficient to solve problems.
Topic: Problem Solving
Strand 5: Structure and Logic
Concept 1: Algorithms and Algorithmic Thinking
In Grade 5, students extend their work analyzing common algorithms for calculation with fractions and decimals, explaining why the procedures work on the basis of properties of operations and
place value. They also use their understanding of geometric properties to develop algorithms for calculating area and perimeter of polygons.
Essential Questions: How and why do algorithms work? On which foundations are algorithms developed? What are the similarities and differences between common algorithms and
alternative strategies? When do I use an algorithm?
Big Ideas: An algorithm is an abstract procedure for solving a problem. Algorithms are effective only when they are understood. Common algorithms are grounded in the fact that math is
logical and sensible.
S5C2PO8. Make and test
conjectures based on data or
information collected from
explorations and experiments.
ATM
pp. 85-103
IC
Even Odd Product Game
9 (on CD)
**Note: This game
corresponds to probability
standards.**
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Glendale Elementary School District | June 2011
Mathematics Lesson Planning Guide IP4 | Fifth Grade
Key for Resources
Adopted Text
Code
Resource Title
SFAW
SFAW PW
SFAW PS
ATN (Grade 7)
BNYK
BNA
CC
MB
MT5
NTP
PC
PP
Scott Foresman Addison Wesley Mathematics
Scott Foresman Addison Wesley Mathematics Practice Workbook
Scott Foresman Addison Wesley Mathematics Problem Solving Workbook
Connected Math: Accentuate the Negative
Investigations: Building on Numbers You Know
Investigations: Between Never and Always
Investigations: Containers and Cubes
Investigations: Measurement Benchmarks
Investigations: Mathematical Thinking at Grade 5
Investigations: Name That Portion
Investigations: Patterns of Change
Investigations: Picturing Polygons
Code
Assessment Title
INV ASB
SFAW PW
SFAW SRTP
Investigations Assessment Sourcebook
Scott Foresman Addison Wesley Practice Workbook
Scott Foresman Addison Wesley Spiral Review and Test Prep Book
Additional Resources (Ask Achievement Advisor)
Code
Assessment Title
ATM
CP:PS5
HOE
LED
LEM
LIF
MBL4-6
NTDM
TSCM 2
TSCM 3
IC 3-5
IPS 3-5
IR 3-5
IRP 3-5
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About Teaching Mathematics
Creative Publications: Problem Solver
Hands-On Equations Kit
Teaching Arithmetic: Lessons for Extending Division: Grades 4-5
Teaching Arithmetic: Lessons for Extending Multiplication: Grades 4-5
Teaching Arithmetic: Lessons for Introducing Fractions: Grades 4-5
Marilyn Burns Classroom Math Library Grades 4-6
Navigating Through Discrete Mathematics
Teaching Student-Centered Mathematics Volume 2: Grades 3-5
Teaching Student-Centered Mathematics Volume 3: Grades 5-8
The Math Process Standards Series: Introduction to Connections Grades 3-5
The Math Process Standards Series: Introduction to Problem Solving Grades 3-5
The Math Process Standards Series: Introduction to Representation Grades 3-5
The Math Process Standards Series: Introduction to Reasoning & Proof Grades 3-5
**Used as a resource and/or assessment
**Used as a resource and/or assessment
**Used as a resource and/or assessment
**Used as a resource and/or assessment
Glendale Elementary School District | June 2011