K 21 FoundationsForAlgebra 0 PDF

FOUNDATIONS
for Algebra
S A M P L E R
B U I L D I NG THE FOUNDA TI ONS FOR A LG EBRA SUCCESS
Moving with Math ®

Foundations for Algebra
Series
◗ Curriculum Content 2
◗ Organization of Materials 3
◗ Program Overview 4
◗ Learning System 8
◗ Spanish/ELL Components 14

Level IM (Grades 5–6)
◗ Number, Reasoning, & Data 26
◗ Fractions, Decimals,
Percent, & Probability 28
◗ Geometry, Measurement,
& Graphing 30

Level MH (Grades 7–8+)
◗ Number, Reasoning, & Data 32
◗ Fractions & Decimals 34
◗ Percent & Probability 36
◗ Geometry & Measurement 38
◗ Integers, Equations,
& Algebra 40
◗ Professional Development 42
◗ RTI Strategies 43
◗ Testimonials & Results Back Cover
Math Teachers Press, Inc.

www.movingwithmath.com PHONE (800) 852-2435
Overview of Topics
Moving with Math® Foundations for Algebra is a topic-focused, standards-

based curriculum designed to build critical math concepts in three impor-
tant ways: (1) by employing a standards-based assessment and learning
system, (2) by using conceptually based instruction, and (3) by delivering
Moving with Math proven results using research-based instructional strategies.

The set of books within a level provide 100% correlation to CCSS.
Level IM1,, IM2,, IM3
Foundations for Algebra IM: for Grades 5 and 6
✔ Foundations for Algebra IM1 Number, Reasoning, & Data:
◗ place value, order, and compare
◗ factors, prime numbers, and averages
✔ Foundations for Algebra IM2 Fractions, Decimals, Percent, & Probability:
◗ fractions, decimals, and percents
◗ ratios and proportions
✔ Foundations for Algebra IM3 Geometry, Measurement, & Graphing:
◗ lines, angles, polygons, and solids
◗ metric and customary measurement, perimeter, area, and volume
◗ tables and graphs
Moving with Math

Level MH1,, MH2,, MH3,, MH4,, MH5
Foundations for Algebra MH: for Grades 7 and 8+
✔ Foundations for Algebra MH1 Number, Reasoning, & Data:
◗ number properties, prime and composite
◗ scientific notation, graphs, and solving equations
◗ mean, median, and mode
✔ Foundations for Algebra MH2 Fractions & Decimals:
◗ fractions and operations, decimals and operations
◗ ratio and proportions
✔ Foundations for Algebra MH3 Percent & Probability:
◗ relating fractions, decimals, and percent
◗ ratios and proportions using percent
◗ word problems, probability of simple and compound events
✔ Foundations for Algebra MH4 Geometry & Measurement:
◗ geometric shapes, angles, and Pythagorean Theorem
◗ perimeter, area, volume, measurement conversions
◗ nets/surface area, tangent
✔ Foundations for Algebra MH5 Integers, Equations, & Algebra:
◗ absolute value, coordinate points
◗ solving and graphing 1- and 2-step equations and inequalities
◗ graphing linear and quadratic equations, slope, operations with monomials
2
Organization of Materials
Moving with Math® Foundations for Algebra is available in class sets

for 20 to 30 students. Pick a combination set of all topics or a book on
a specific topic(s). Student manipulatives and overhead manipulatives
are sold separately. Spanish Resource Packs in all levels provide matching
pages in Spanish (reproducible).
Teacher Manual
Foreword
◗ Correlations to Objectives
◗ Pacing Plan Calendar Teacher Manual
◗ Read to Me Activities
Lesson Plans Section
◗ Concrete–Representational–Abstract (C–R–A) methodology for every lesson
› Lightly scripted, manipulative-based lesson plans
› Instructions for transitioning to Representational and Abstract stages
◗ Follow-up activities: games and suggested Skill Builders for reteaching
◗ Thumbnails of student pages (with answers)
◗ Ongoing assessments
Assessment Section (black-line reproducibles)
◗ Formative Pre-Tests and Summative Post-Tests for each topic
◗ Student Progress Report and Class Record Sheet with objectives
◗ Daily Reviews and weekly Check Points Student Activity Books
◗ Answer keys
Masters and Skill Builders Section (black-line reproducibles)
◗ Masters for lesson activities including a Student Math Glossary
◗ Skill Builders pages matched to standards for reteaching and extra practice
◗ Answer keys to Skill Builders pages
◗ Glossary with definitions
Student Activity Book

◗ 80 student activity pages for each topic book
◗ Pictorial representations of manipulative activities connected to practice
◗ Informal assessments: Journal Prompts, Sum It Ups, and Test Preps
◗ End of Book Review Spanish Resource Pack
◗ Progress monitoring using 22 Daily Reviews and 5 weekly Check Points
◗ Daily Review Record Sheet with assigned Skill Builders recommended for
reteaching (found on inside back cover of student book)
◗ Classroom manipulative kits and overhead manipulative kits—essential

components of the curriculum. Sold separately.
Manipulative Kit
www.movingwithmath.com | 1.800.852.2435 3
Formative Assessment
for Differentiated Instruction
Moving with Math® Foundations for Algebra incorporates a Learning Management

System that links objectives/standards to assessment and instruction throughout
the learning process. Formative assessment with periodic monitoring help
teachers differentiate instruction, manage small-group learning, and effectively
Correlation to Objectives
Use this table to match objectives to pages in the Lesson Plans, Student Book and Skill Builders. align classroom instruction to student needs and district goals.
Lesson Plan/
Objective # and Description Student Book Pages Skill Builders
IM-1 Identify the place value in a 7- to 12-digit number. 2-5 1-1, 1-2, 1-3, 1-4, 1-5
Includes writing a whole number in expanded
notation. Write standard numerals as Roman
IM-2
numerals and vice versa.
Read, write, order and compare numbers ≤ 12 digits. 6-8 2-1, 2-2, 2-3, 2-4 Standards-based assessment, alignment, and learning to differentiate instruction.
IM-3 Round large numbers to the nearest thousand or to 9-12 3-1, 3-2, 3-3, 3-4
the indicated place value.
IM-4 Identify prime numbers and the factors of composite 13-18 4-1, 4-2, 4-3, 4-4, 4-5, 4-6
numbers up to 100. Express a whole number as a
product of its prime factors. Find the greatest
Stud
common factor of the numbers 1 to 20. Find rules ent P
Name ____________________________ Score ______________ rogre
Math Content Standards
of divisibility for 2s, 3s, 4s, 5s, 6s, 9s and 10s.
Find the square or cube of a number ≤ 12 in Recor ss Repo
ques d results rt
exponential form and relate these forms to factoring. Number, Reasoning and Data Pre-Test tions fr
aligne om the pr
e- Nam
What digit is in the ten millions?
IM-5 Find a missing number using the commutative, 19-22 5-1, 5-2, 5-3, 5-4, 5-5, 5-6, d to
the ob and po
Test Item/Objective Number
1. 4. Tiger Woods won $14,730,800 e ____

Math content standards
associative, distributive and identity properties.
Use the properties to perform appropriate mental
computations. Use parentheses and the order of
5-7, 5-8
place in the number 257,314,698?
________
________
playing golf from 1996 to 2000.
t Item st
e
Tes Pre-T st-Te
st
jectiv st-t
es fo est here
r this to
level. see stre
ngth
____
____
____
____
(Obj. 1)
(Obj. 1) Po Object s and ____
matched to instructional pages.
IM-6
operations to evaluate expressions.
Add numbers up to 6 digits of the same or varying 23-24 6-1, 6-2, 6-3
A 1 B 5 C 7 D 9 1.
2. IM-1
ive #
Identi
and De
fy the
scrip
tion
weakn
esse
s on
test
____
__
lengths in vertical or horizontal formats. Check for Write place

computational errors. Identify math terms: sum,
Which of the following shows ________ 3.
stand
ard nu
value
meral
in a 7-
to
s as Ro 12-digit nu
addend, plus. Select operation or strategy to
this number written in words? (Obj. 2)
________ 4. IM-2 man nu
meral
mber.
Includ
estimate, solve and justify the solution to a Read, s and es
word problem.
(Obj. 2) 5. write, vice ve writing a wh
order
IM-7 Subtract numbers up to 6 digits including 25-26 7-1, 7-2, 7-3, 7-4
A fourteen billion, seven hundred d 6.
and
comp
are nu
rsa. ole nu
mber
in expa
nded
2. Which number below has 3 in the thirty thousand, eight hundred mbers notation
) 12 dig .
regrouping across zero. Identify terms: difference, 7. IM-3 its.
thousands place, 5 in the hundreds B fourteen billion, seven hundred Round
minus, less. Check subtraction by addition. Select
Predictive Screening
place and 7 in the tens place? large
operation or strategy to estimate, solve and justify ________ thirty million, eight hundred 8.
numb
ers to
(Obj. 1) the ne
the solution to a word problem. C fourteen million, seven hundred 9. IM-4 arest
thous
A 3475 thirty billion, eight hundred 10. Identi
fy pr
and or
to the
IM-8 Multiply a 2-, 3- or 4-digit number by a 1-, 2- or 31-38 8-1, 8-2, 8-3, 8-4, 8-5, 8-6,
B 3754 produc ime numb indica
ted pla
D fourteen million, seven hundred t of its ers an ce value
3-digit number. Identify terms: product, factors.
Multiply by powers of ten and multiples of 10
and 100.
8-7
C 103,574
D 130,542
Test questions matched thirty thousand, eight hundred
11.
12.
for 2’s
these
, 3’s,
forms
to
prime
4’s, 5’s
fac
factor
, 6’s,
9’s an
d the
s. Fin
d
factor
d the
10’s. Fin
s of co
mp
greates osite numb
t comm ers up
.
IM-5 toring to 100.

. on fac
to objectives. Find a d the tor Expres
IM-9 Divide a 6-digit number by a 1-digit number. 39-43 9-1, 9-2, 9-3, 9-4, 9-5 missing sq uare or of the
cube numb s a wh
propert
Identify terms: quotient, dividend, divisor and the ies
numb
er using of a numb ers 1 to 20 ole number
evaluate to perform the co er ) 12 . Fin as a
three symbols for division. Relate multiplication and 13.
expres approp mm in expo d rules of
division as opposites. 5. The table shows the weight of 14. sions. riate me utative, as nential divisibil
IM-6 ntal co sociativ form ity
four packages in grams (g). Add nu mputa e, distri and rel
mbers tions. butive ate
comp up to Use pa and ide
utatio 6 digits renthe ntity
nal err ses an propert
PACKAGE WEIGHT 15. solve
and jus ors. Ide of the same d the ies. Us
3. Which of the following shows tify the nti fy or varyi or de r of op e the
16. IM-7 solution math terms ng eratio
seven million, three hundred A 7520 g Subtr to a wo : sum, lengths in ns to
act nu rd prob addend vertica
Foreword sixty-five thousand as a numeral? Check mbers lem. , plus. l or ho
xi B 7614 g up to Select rizontal
subtrac 6 digits opera forma
________ 17. word tio
problem n by addit includ tion or ts. Ch
A 736,500
________ (Obj. 2)
C
D
6942 g
7652 g
18. IM-8
. ion . Se lect op
ing reg
eratio
ro uping
ac
strate
gy
eck for
to estim
ate,
(Obj. 2) Multip
ly a n or str ross zero.
Asse
ategy Ide
B 7,300,065 powers 2-, 3- or 4- to estim ntify terms
of ten dig ate, so : differ
Which set shows the weights and mu it number en
d
ssme
lve an
C 7,365,000 ordered from lightest to heaviest?
19. ltiples by a 1- d justify ce, minus,
20. of 10 , 2- or the so less.
________ IM-9 and 10 3-digit
Every problem on each test D 7,300,065,000 lut ion to
nt &
(Obj. 2) Divide 0. numb a
a 6- er. Ide
division digit numb ntify ter
A 7520 7614 6942 7652
B 6942 7520 7614 7652 Indiv . Relat
Moni
er
e multip by a 1-digit
ms: pr
oduct,
factor
matches an objective. For C 7614 7520 6942 7652 Subto idual lication
toring
and div
numb
er. Ide
ision as ntify terms
s. Mu
ltiply
by
tal C
ize opposit : quoti
ent, div
for ea d Educatio
D 6942 7520 7652 7614 orrec es.. idend,
t (out diviso
example, problems 1 and 2 of 20
items,
repo
r and
the thr
ee symb
ols for
ch st n Pla rt contin
ued on
match objective 1. uden n next
page
© Math Teachers Press, Inc. Reproduction only for one teacher for one class. Assessment 5 t. )
Teacher: Miss B. Apple A

Classss:essment
IM1 Class Record Sheet If answer is correct, leave the space empty. Put an X on missed objectives. Record total days absent in the last column labeled "Ab."
1
(Obj. 10)
(Obj. 10)
(Obj. 43)
(Obj. 43)
(Obj. 44)
(Obj. 44)
(Obj. 44)
(Obj. 45)
(Obj. 45)
(Obj. 45)
(Obj. 46)
(Obj. 46)
(Obj. 49)
(Obj. 49)
(Obj. 50)
(Obj. 50)
(Obj. 56)
(Obj. 56)
(Obj. 59)
(Obj. 59)
(Obj. 1)
(Obj. 1)
(Obj. 2)
(Obj. 2)
(Obj. 2)
(Obj. 3)
(Obj. 3)
(Obj. 4)
(Obj. 4)
(Obj. 4)
(Obj. 5)
(Obj. 5)
(Obj. 6)
(Obj. 6)
(Obj. 7)
(Obj. 7)
(Obj. 8)
(Obj. 8)
(Obj. 9)
(Obj. 9)
Class Record Sheet

Student No.
Name:
The Class Record Sheet keeps correct %
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 out of 40 correct Ab.
1. Sabrina A. Pre- x x x x x x x x x x x x x x x x x x x itx all
x together.
x x x xResults
x x x by x x x 9 /40 23
Post- /40
2. Maddox C. Pre- x x x x x x x x x x x x x x xtopic
x xandx by objective allow x x x 19 /40 48
Post- teachers to focus on specific /40
3. Gabe D. Pre- x x x x x x x x x x x x x x x content x x See xpages
x areas. x x 19 /40 48
Post- /40
4. Theresa G. Pre- x x x x x x x x x x
11–13 for furtherx explanation.x x 27 /40 68
Post- /40
5. Naomi H. Pre- x x x x x x x x 14 /40 35
Post- /40
6. Juan H. Pre- x x x x x x x x x x x x x x x x x x x x x x x 17 /40 43
Post- /40
7. Benjamin J.Pre- x x x x x x x x x x x x x x x 25 /40 63
Post- /40
8. Carter L. Pre- x x x x x x x x x x x x x x x x 24 /40 60
Post- /40
9. Hayley M. Pre- x x x x x x x x x 31 /40 78
Post- /40
10. David M. Pre- x x x x x x x x x x x x x x x x x x x x x x x 17 /40 43
Post- /40
11. Omar O. Pre- x x x x x x x x x x x x x 27 /40 68
Post- /40
12. Rachel R. Pre- x x x x x x x x x x x x x x x x 24 /40 60
Post- /40
13. Abner R. Pre- x x x x x x x x x x x x x x x x x x 21 /40 54
Post- /40
B hS 30 / 75
4
Progress Monitoring
with Reviews for Reteaching
Identify Missed Objectives
___ Name _ Daily review record sheets
_______________
Name _________ IM1 Daily Reviews
(in back of the student book)
Record the results from your Daily Reviews here. “Obj.” shows which objective that problem covered.
Daily Reviews Review 1 Review 2 Review 3 Review 4
provide
1 continuous tracking
Questions on the
1
2
Obj. 6
Obj. 7
(SB 6-1)
(SB 7-1)
Obj. 7
Obj. 8
(SB 7-1)
(SB 8-1)
Obj. 7
Obj. 8
(SB 7-1)
(SB 8-2)
Obj. 1
Obj. 1
of each student’s progress.
(SB 1-2)
(SB 1-2)
1 Obj. 1
2 Obj. 1
(SB 1-1)
(SB 1-2)
6 Obj. 2
7 Obj. 2
(SB 2-1)
(SB 2-1)
Daily Reviews identify 3
4
Obj. 8
Obj. 7
(SB 8-2)
(SB 7-1)
Obj. 1
Obj. 1
(SB 1-1)
(SB 1-2)
Obj. 1
Obj. 1
(SB 1-2)
(SB 1-5)
Obj. 2
Obj. 2
Reteaching pages are suggested.
(SB 2-1)
(SB 2-3)
3 Obj. 1
4 Obj. 1
(SB 1-4)
(SB 1-5)
8 Obj. 3
9 Obj. 3
(SB 3-1)
(SB 3-2)
1. Sol
re at noon was 15° unmastered skills. 5 Obj. 9 (SB 9-1) Obj. 1 (SB 1-4) Obj. 1 (SB 1-2) Obj. 2 (SB 2-4) 5 Obj. 2 (SB 2-3) 10 Obj. 3 (SB 3-3)
1. The temperatu # Correct # Correct # Correct # Correct # Correct
above zer o. By midnight, the Review 6 Review 7 Review 8 Review 9 2

pped 20°.
temperature had dro ature
1 Obj. 2 (SB 2-1) Obj. 4 (SB 4-3) Obj. 4 (SB 4-4) Obj. 4 (SB 4-4) 1 Obj. 4 (SB 4-2) 6 Obj. 5 (SB 5-4)
at wa s the tem per 2 Obj. 3 (SB 3-2) Obj. 4 (SB 4-2) Obj. 4 (SB 4-5) Obj. 5 (SB 5-1) 2 Obj. 4 (SB 4-4) 7 Obj. 6 (SB 6-2)
Wh ________ 3 Obj. 4 (SB 4-2) Obj. 4 (SB 4-4) Obj. 5 (SB 5-1) Obj. 5 (SB 5-4) 3 Obj. 4 (SB 4-5) 8 Obj. 6 (SB 6-2)
at midnight? (Obj. 59) 4 Obj. 4 (SB 4-2) Obj. 4 (SB 4-4) Obj. 5 (SB 5-2) Obj. 6 (SB 6-1) 4 Obj. 5 (SB 5-2) 9 Obj. 7 (SB 7-2)
# Correct # Correct # Correct # Correct # Correct

2. So Review 11 Review 12 Review 13 Review 14 3
tence.
2. Complete the sen 2 Obj. 7 (SB 7-2) Obj. 49 (SB 49-1) Obj. 8 (SB 8-2) Obj. 8 (SB 8-4) 2 Obj. 49 (SB 49-2) 7 Obj. 8 (SB 8-3)
– +
3 =0 ________ 4 Obj. 49 (SB 49-2) Obj. 7 (SB 7-1) Obj. 8 (SB 8-3) Obj. 8 (SB 8-4) 4 Obj. 8 (SB 8-2) 9 Obj. 8 (SB 8-4)
(Obj. 59) 5 Obj. 49 (SB 49-1) Obj. 8 (SB 8-1) Obj. 8 (SB 8-4) Obj. 8 (SB 8-5) 5 Obj. 8 (SB 8-2) 10 Obj. 8 (SB 8-5)
Review 16 Review 17 Review 18 Review 19 4

3. C 2 Obj. 8 (SB 8-3) Obj. 9 (SB 9-4) Obj. 10 (SB 10-1) Obj. 10 (SB 10-2) 2 Obj. 9 (SB 9-2) 7 Obj. 10 (SB 10-2)
3. Find the sum.

+ # Correct # Correct # Correct # Correct # Correct

________ 1 Obj. 50 (SB 50-2) Obj. 8 (SB 8-5) Obj. 45 (SB 45-3) Obj. 46 (SB 46-5) 1 Obj. 45 (SB 45-2) 6 Obj. 46 (SB 46-4)
4. # Correct # Correct # Correct # Correct # Correct
Review 26 Review 27
sentence Record results of Daily Reviews by marking an “X” next to missed
4. Write the number ber line. 1 Obj. 59 (SB 59-2) Obj. 56 (SB 56-1) questions/objectives. Write the total correct for each Daily Review in
shown on the num

the space provided. For practice related to missed objectives, use the
____________ __ 2 Obj. 59 (SB 59-4) Obj. 56 (SB 56-3)
designated Skill Builders practice page (in the Skill Builder section
. 59) 3 Obj. 59 (SB 59-5) Obj. 44 (SB 44-1)
(Obj of the Teacher Manual).
4 Obj. 59 (SB
Obj. 59 (SB 59-5)
59-5)
Obj. 44 (SB 44-2)
5 Obj. 56 (SB 56-1)

# Correct
Obj. 44 (SB 44-3)
# Correct Name Weekly Check
Daily Review Points monitor
26, problem 4 progress (See
5
matches obj. 59 page 22).
n for the words and Skill Builder
5. Write the equatio
in the box. 59-5.
is 16
a number plus 9
Name
____________ __
e
. 56) (Obj on a Number Lin
Adding Integers below the water,
then
descended 9 feet
trolled submarine
Joey’s remote-con re is
?
the submarine now –
Whe
9+ 6=
feet. +
ascended 6
integers.
n is strictly prohi
bited.
ber line to help add
You can use a num
ductio
Press, Inc. Repro
© Math Teachers
the
Review 26 0
-1
numbers move to
Remember, negative bers move to the right. –
96 left and positive num number, 9.
-2 an arrow to the first
-3 Start at zero. Draw es to the right for positive 6.
Then move six plac
-4
6 ft.
-5
-6 back up
-7
(+6)
-8
-9 –
9+ 6= 3
– +
9 ft. -10
below 3 ft. below water.
The submarine is
Every reteaching page is
Easy Reteaching Show the sum on
the number line
.
2. +
2 + 5 = ______
–
matched to an objective.
1. – 4 + 3 = ____
+ __ This is the fifth page (5) for
Students who miss problems -5 -4 -3 -2 -1 0 1 2
3 4 5
-5 -4 -3 -2 -1 0 1 2
3 4 5 reteaching Objective 59.
on Daily Reviews may be on the number
line .
sentence shown
directed to a reproducible Skill Write the number
4. 3 4 5
Builders page (shown at right) 3. -5 -4 -3 -2 -1 0 1 2
3 4 5
-5 -4 -3 -2 -1 0 1 2 ________________
___
found in the Teacher Manual. ________________
___
6.
Explanations at the top of the 5. -5 -4 -3 -2 -1 0 1 2
3 4 5
3 4 5 ___
-5 -4 -3 -2 -1 0 1 2 ________________
page help students recall what ________________
___
they have learned. Solve. $5 from his savings

8. Marcus withdrew deposited $8 into
ed 2 pounds, then account. Later he
7. Jill’s uncle gain t was his net gain account. What was his
lost 4 pounds . Wha his savi ngs
for the two
or loss? net gain or loss _________
transactions?
_________
3 4 5
-5 -4 -3 -2 -1 0 1 2
3 4 5
-5 -4 -3 -2 -1 0 1 2
121
Skill Builders 59-5
Press, Inc. Repro
59-5
for one teacher for
duction only
one class.
© Math Teachers
Concrete–Representational–
Abstract (C–R–A)
“We remember Every Moving with Math® Foundations for Algebra lesson starts with a
hands-on activity that provides a solid, concrete basis for understanding
10% of what we hear, the math concept. Students develop conceptual understanding and acquire
math vocabulary and skills through these manipulative-based activities and
30% of what we see, problem-solving situations. All activities are supported by scripted lessons
that direct the exploration of each math concept and ensure that students
and 90% of what move smoothly from concrete, hands-on activities to representational/
visual, and then to increasingly abstract levels of problem solving.
we do.”
Three Stages of Learning
—Jean Piaget
4÷2=2
Concrete Representational Abstract

.
negative integers
add positive and a Number Line
Objective: To
e Integers on negative integer.
e and Negativ integer and a
and
s (or positive
Adding Positiv a number line
to add a positive
models or
k and white cube
+
You can use – 6+ 2=
ft. below the water
Materials: Blac 17), a clear jar, A scuba diver
descended 6 is the diver?
squares, Master
d 2 ft. Where
and then ascende +
nega tive inte ger
playing card s -2 + + 2 = 0
–
6 + 2= 4
– +
Integers
and Negative
Adding Positive
the sum.
. Count to ÀQG +
Write the integers 2.
rd: + -
1
Write on the boa
+
1. 2 = ______
the first play
- ______
3
______ +
lost 5 yards on
-
+
-
4 1
= ______
3 + ______
A football team nd play. What

______
+
yards on the seco
4.
and gained 9
3. + +
-
3 0
= ______
- 3 + ______
______
or loss? -
6 2
= ______
was the total gain

+ ______
4
______ +
white cubes to
line. 3 +
on the number
use black and
5 + 2 = ______
–
Show the sum -
+
6.
Have students r jar. 1

e cubes in a clea
+ ______
5. 3 + 2 =
–
1 2 3 4 5
lem. Put 5 whit
-5 -4 -3 -2 -1 0
solve the prob

1 2 3 4 5
-5 -4 -3 -2 -1 0 -
cube s to the jar. 8.

+ 1
4 + 5 = ______
–
Add 9 black
-
7.
+ – 2
3 + 5 = ______
1 2 3 4 5
-5 -4 -3 -2 -1 0
1 2 3 4 5
-5 -4 -3 -2 -1 0
on
team lost 5 yards the
10. A football
Solve.
9. A football
team gained
3 yards on the ÀUVW down,
lost 3 yards on
and gained 8
yards Adding Positiv
the ÀUVW down
and lost 5 yards
the second down.
on
What was their
second down
on the third down.
What was their
after three downs?
e and Negative Inte
net loss or gain
after two downs? net loss or gain You can use gers on a Nu
What is the
0 yd.
_____ models or a num mber Line
s out of the jar. ber line to add
-
2 yd.
_____
Pour the cube o)

negative 1? (zer a positive inte
69
Press, Inc.
© Math Teachers is strictly prohibited.
itive 1 and a A scuba dive ger and a neg

by any means
Reproduction
value of a pos with 5 black r descended ative integer.

pair ing of 5 white cubes s (in
and then asc 6 ft.
ended 2 ft. Wh below the water
Show the k cubes. over all 20 card ere is the dive
ing 4 blac er has turned r? –
6 + +2
cubes, leav After each play of their sums. =
rd: ers find the sum
Write on the –boa + = + 4 groups of 5), play highest sum is the winner.
5+ 9 the the
The player with to each other
ents to explain +
Encourage stud sum.
use to find the
strategies they
ck and white
use models (bla
Have students ber line as you
read Pro blems
res) and a num ents Writing Word . Have students -2 + +2
cubes or squa page. Have stud ent an index card e a related
the top of the Give each stud to writ =0
the example at . problems 5-8
page on their
own select one of the ourage students to use
complete the . Enc
word problem and include
the real world
examples from hidden facts. –
problems with
extra facts and lem 6 + +2 = – 4
her word prob
of Integers student share Write the inte
Greatest Sum After having a e the question gers. Count
to find the sum
s into groups
of nteers to underlin r to explain .
Divide the clas aloud, ask volu ntee 1.
a deck of play
ing
circl e each fact. Ask a volu +
two, each with . and
the problem.
cards removed how to solve
2.
cards with face t to each +
Twenty cards
are deal 59-5 , 59-6, 59-7 ______ +
positive values Skill Builders ______ = ___
player. The blac
and the red card
Systematic Instruction
k cards will have
s will have nega
tive values.
over 5 cards at
a time 3.
___
______ + ______ = ___
___
s turn ing
Players take turn es shown.
+
valu 4.
and adding the +
______ +
Example: ______ = ___
___
______
Motivational Teaching Show the sum
5. – 3 + +2 =
on the number
______
line.
+ ______ = ___
___
6. +
+2
–4 5 + –2 = ______
–9
–5
+7 -5 -4 -3 - -
69 2 1 0 1 2
Lesson Plans
–
sum = 9 3 4 5
-5 -4 -3 - -
2 1 0 1 2
7. +
Visual Math Con
3 + –5 = ______ 3 4 5
-5 -4 -3 - -
2 1 0 1 2
8. +
cepts
4 + –5 = ______
3 4 5
Solve. -5 -4 -3 - -
2 1 0 1 2
3 4 5
9. A football
team gained
the first down 3 yards on
and 10. A football
the second dow lost 5 yards on team lost 5 yard
n. the first down, s on
net loss or gain What was their lost 3 yards on
after two dow second down the
ns? and
on the third dow gained 8 yards
n. What was
net loss or gain their
after three dow
_____ yd. ns?
© Math Teachers _____ yd.

Reproduction Press, Inc.
by any means
is strictly proh
ibited.
69
6 www.movingwithmath.com | 1.800.852.2435
Problem Solving Success
Related to use of Manipulatives
Research indicates that students taught with manipulatives score higher

on achievement tests and are better able to transfer the conceptual
understanding to problem solving. Foundations for Algebra provides explicit
instruction for solving word problems by finding their common underlying
structure. A firm grasp of the structures of a word problem, and the steps
and strategies for problem solving, help students solve word problems.
ELL Tips provide additional help with language-related issues.
Objective: To use the five-step problem-solving

model to solve problems involving addition,
subtraction, multiplication, and division. Steps for Problem Solving
Materials: Five Steps in Problem Solving (Master

San Francisco’s Golden Gate Bridge is 1400 1. Read.
yards long. New York’s George Washington
Bridge is 3500 feet long. Which bridge
2. Find facts.
EL L St ra te gi es
is longer? How much longer? 3. Decide.
10), Effective Questioning for Problem Solving Step
s To compare the numbers,
4. Estimate.
1&2
(Master 20), Math Detective Cards (Master 19) they must be in the same
unit of measurement.
5. Solve.
I will
change
1400 yd.
3 Step
3 “How much longer” means
Using Sentence Frames:
1400 yd. 4200 ft. to compare by subtraction.
to ft.
Problem-Solving Steps 4200

A problem-solving situation exists when the Steps – 3500
ELL students often find tha
student is confronted with an unfamiliar problem
4&5
Golden Gate
The ________________________ t word problems are
700 feet longer.
Bridge is ____ more approachable when
for which no immediate path to the answer is Read. Underline the question. Circle the needed facts. Complete the problem rewritten in sentence
apparent. Thus, for many students, solving word
solving steps. Label the answer.
1. The Carters travelled 220 miles to 2. Carla’s friend earns $68 per hour
frames.
problems is problem solving. Grandma’s house. They drove 55
miles per hour. How many hours
as a computer consultant. How much
would she earn on a 20-hour project?
did it take for them to get there?
Good problem solvers are risk-takers. It is 4
Est._______ 4 hours
Actual _______
$1400
Est._______
$1360
Actual _______
important students understand that taking risks is Emergent Frame:
necessary for learning to take place. Let students 3. The odometer in Cory’s car reads
46,325 miles. The odometer read
4. The Bashmans pay $528 in rent each
month. How much rent do they pay in
know that you expect errors and these errors are 21,850 when he bought the car. How
many miles has he driven his car?
12 months?
There are____ children.
often necessary stepping stones to solutions. For 30,000 Actual 24,475
Est._______ _______ miles 5000
Est._______ $6336
Actual _______
this activity it will be helpful to have a copy of the ____ goes/go away.
5. Kim’s sister earned $1142 babysitting 6. Dwayne’s family drove 276 miles on
Five Steps in Problem Solving (Master 10). Have last year and $756 this year. How much 12 gallons of gas. How many miles did
____ is/are left.
has Kim’s sister earned? they drive per gallon of gas?
students build a class chart as they work through
1800 $1898 30 23 miles
the five problem-solving steps together. Est._______ Actual _______ Est._______ Actual _______
© Math Teachers Press, Inc.

Write the following problem on the board: Reproduction by any means is strictly prohibited. 53
An intramural soccer league has 23 teams.

Each team averages 20 players. How many
players are in the soccer league? What is the next step? (Estimate.) Ask a
Today, we are going to review the general
volunteer to estimate for step 4. (20 20 = 400) Five Steps in Problem So
problem-solving steps. What is the first thing we
After estimating the answer, what should lvin g
must do to solve this problem? (Read it.) we do? (Solve the problem.) Have a volunteer
Is it enough to just read the problem? (No, you solve the problem. (23 Ste
20p =1. 460)
ReaHow
d anddound
weerstand.
must also understand it.) To check for understanding, know if the answer isSte p 2. Find the
reasonable? (Compare
question and needed fact
have a volunteer read the problem out loud and the answer to the estimate.)
StepHow3. Decdoide
we decide s.
on a
if the answer is correct?
Step(Check problempro
bycess.
show she understands the problem by restating the 4. Esttheima te.
problem in her own words. putting the answer back into the problem.)
What is the next step in solving the Step 5. Solve and check
back.
problem? (Find the question and needed facts.)
Have a volunteer underline the question and Together, read the example at the top of the
circle the facts (23 teams; 20 students per team). page. As a class, walk through the steps in this
What is the next thing we must do to solve
problem as in the introductory activity. Draw
this problem? (Decide on a process to solve the
problem.) What are some ideas or strategies students’ attention to the problem-solving steps
we can use to help decide how to solve this at the top of the page. Have students complete
problem? the page on their own. Encourage students to
Discuss the various strategies together, such as draw a picture for each problem.
act it out, use a model, draw a picture, simplify the
numbers, etc. Be sure to have students model the - Problem-Solving Strateg
strategies as they are discussed. Students might ies
draw a bar showing 23 groups of 20: Skill Builders 45-7,1.45-9,
Act 45-10,
it out. 45-11
20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20
2. Use a model.
3. Draw a picture.
23 groups of 20 4. Simplify.
What process should we use to solve the 5. Make a table.
problem? (multiplication) How do you know to 6. Guess and check.
use multiplication? (We are putting together
groups of equal size.) 7. Write a number senten
ce.
Lesson Plans 53
Master 13
© Math Teachers Press,
Reproduction only for Inc.
one teacher for one class.
Masters 13
7
The Moving with Math®
Learning Management System
The components within the assessment and instruction of Moving with Math
“All elements Foundations for Algebra are explicitly linked to national and state standards
including CCSS, SOL, and TEKS. This linking keeps both teacher and student
of the curriculum , on task and simplifies the job of diagnosing, tracking, and reporting student
progress. These assessment tools regularly monitor student progress and
instruction, materials, include embedded assessments providing informal monitoring.
and assessment should Learning Management System
be aligned to common 1
learning goals.”
Identify
Learning Objectives
2
Post-Test/Report
Pre-Test
Accountability
—Adding It Up: Helping Formative Assessment
Children Learn Mathematics, 7

National Research Council,
J. Kilpatrick, J. Swafford,
and B. Findell
3
Review/Reteach Reports
Progress Monitoring Guide Instruction
for RTI Groups
Lesson
4
Using C–R–A Home Connection
Conceptual
Understanding
5 Engage Parents
Pages 9–25 will guide you through this well-organized curriculum. Start
at Step 1 and continue through Step 7. This integrated linkage ensures
that students, teachers, parents, and administrators remain focused on
shared goals and informed about student progress toward reaching them.
100% Correlation to State
and National Standards
including CCSS and TEKS Step 1
Objectives
Learning objectives, matched to state and national standards, are the

foundation for assessment and instruction. These tables simplify the job
of targeting instruction and provide accountability to districts, parents,
and students. The learning objectives shown below have been matched
to instructional pages in Moving with Math® as well as to CCSS objectives.
Objectives
Learning Objectives
are linked to the Lesson
Use this table to match objectives to pages in the Lesson Plans, Student Book and Skill Builders. Plans/Student Book and to
reproducible Skill Builders
Lesson Plan/
Obj Objective Description Student Book Pages Skill Builders that provide topic-specific
practice and review.
IM-11 Write common fractions from shaded regions, 2-5 11-1, 11-2, 11-3, 11-4, 11-5
number lines, printed words and representations of 11-6
a part of a set. Identify numerators, denominators.
IM-12 Find equivalent fractions in higher or lower terms. 6-9, 48 12-1, 12-2, 12-3, 12-4, 12-5
Find all the factors of a number and the greatest 12-6, 12-7, 12-8, 12-9, 12-10
common factor (GCF) of two or more numbers.
Write two numbers as ratios and solve for the
missing term in two equivalent fractions.
IM-13 Compare two like or unlike proper fractions. Order 10, 11, 18, 24 13-1, 13-2, 13-3, 13-4, 13-5
five like or unlike proper fractions and place them
on a number line. Estimate fractions to the nearest
whole number. Find the least common multiple
(LCM) or lowest common denominator (LCD).
Use this table to match CCSS objectives to pages in the Student Book and Skill Builders. CCSS Objectives
CCSS Objective Description IM1 IM2 IM3 Correlations to CCSS,

TEKS, and other state
5.NF NUMBER AND OPERATIONS: FRACTIONS
objectives are included
Use equivalent fractions as a strategy to add
and subtract fractions.
upon request.
5.NF.1 Add and subtract fractions with unlike denominators 19–23
(including mixed numbers) by replacing given
fractions in such a way as to produce an equivalent SB: 17-1 to 17-4,
sum or difference of fractions with like denominators. 18-1, 18-2
For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In
general, a/b + c/d = (ad + bc)/bd.)
5.NF.2 Solve word problems involving addition and 26, 27

subtraction of fractions referring to the same whole,
including cases of unlike denominators, e.g., by using SB: 18-4
visual fraction models or equations to represent the
problem. Use benchmark fractions and number sense
of fractions to estimate mentally and assess the
reasonableness of answers. For example, recognize
an incorrect result 2/5 + 1/2 = 3/7, by observing that
3/7 < 1/2.
9
Step 2 Pre-Test
Assessment
Pre-Tests for each book in the Moving with Math® Foundations for Algebra
series identify at-risk students and provide a baseline for gauging both student
and class progress. This screening provides the basis for assessing intervention
needs for RTI groups: individual student, small groups, and the whole class needs.
Tests may be taken paper-pencil or web-based.
Name ___________________________ Score _____________

(50 possible)
Pre-Test Screening Fractions, Decimals, Percent & Probability Pre-Test
1. What fraction is shown at 5. A hardware clerk is ordering
Pre-Tests covering each Point A on the number line? nails by the length. Which
A nail is the shortest? ________
level are linked to learning (Obj. 13)
objectives, so teachers 0 1 ________
can precisely identify the (Obj. 11)
________
objectives that should be 5 6
(Obj. 11)
A 3
inch C 7
inch
A C 4 8
the focus of differentiated 8 8 1 3
instruction (RTI). B inch D inch
4 8
1 6
B D
2 9
2. What fraction of these

6. Which of the fractions
shapes are circles? ________
(Obj. 11) below would be between ________
1 1
and on a number line?
4 2 ________
(Obj. 13)
(Obj. 13)
3 10 1 3
A C A C
7 3 8 4
5 3
7 3 B D
B D 8 8
10 10
3. What number goes in the box?

3 䊐 7. Angie bought 43 yards of
1
= 15 ________
5 (Obj. 12) fabric. Which fraction is
1
A 3 C 9 another name for 43? ________
B 6 D 12 (Obj. 14)
41 7
A C
3 3
4. Ann ate 6 of a pizza. Which 12 13
8 B D
fraction is equivalent to 6? ________ 3 3
8
(Obj. 12)
1 2 1 3
A B C D
8 8 4 4

Reproduction only for one teacher for one class.
Assessment 5
Student Progress Report Step 3a
Assessment
The Student Progress Report provides a record of both Pre-Test screening

results and Post-Test screening results. Pre-Test screening results identify
the strengths and weaknesses of individual students. They may be used
as a basis for directing differentiated instruction for an Individual Education
Plan (IEP) and for communicating with family and home. Post-Test screening
results measure student progress and identify the need for additional
intervention. The Student Progress Report is especially helpful in
addressing the needs of Tier 3 students.
______
____________
____________Name
ort
Progress Rep aknesses on
test
IM2 Student he re to se e str engths and we
and Post-Test
from the Pre- el.
Record results to th e ob jec tives for this lev
ed
questions align
st
d Description
Po st
Te
rd
Objective # an nted words and

e
m
St tate
st-
da
number lines, pri

e-T
Ite
shaded regions,
or S
an
S
S
Pr
n fractions from , denominators.

st
CC
com mo me rat ors

Te
Wr ite . Identi fy nu
1. 3.NF.2a
IM-11
representations
of a part of a set
tors of a
Student Report
3.N F.1 ms. Find all the fac
2. higher or lower ter or more numbers
. Write
Fin d equ iva lent fractions in (GC F) of two
IM-12 mon factor t fractions.
4.N F.1 mb er and the greatest com ssi ng ter m in two equivalen
3. nu
ratios and solve
for the mi The Student Progress
4. 4.NF.1 two numbers as proper
five like or unlike Report identifies a student’s
fractions. Order rest
are two like or unlike proper . Est im ate fra ctions to the nea
F.2
IM-13 Co mp
ns and pla ce them on a nu
mber line
le (LC M) or lowest common strengths and weaknesses
4.N fra ctio n mu ltip
5. d the least commo by learning objective.
6. 4.NF.2 whole number. Fin
om ina tor (LC D).
den numbers and
erchange mixed
per fractions. Int
ntify mi xed nu mbers and impro
IM-14 Ide ns.
7. improper fractio
traction of proper
addition and sub
8.
late and sol ve problems involving ren am ing and /or regrouping.
IM-15 Calcu mo n denominators
with
4.N F.3 a fractio ns wit h com
9. traction of mixed
5.NF.2 addition and sub
10.
late and sol ve problems involving reg rou pin g and /or renaming.
IM-16 Calcu mon denominator
s with
5.N F.2 numb ers wit h com
11. like
traction of two un
Using Stud 12.e n t5.N PF.2
rogress Report addition and sub
late and sol ve problems involving yin g.
IM-17 Calcu with no renaming
or simplif
13. 5.NF.1 proper fractions like
traction of two un
The Student Progress 14. Report
F.2
5.N can help answer addition and sub e to
late and sol ve problems involving g. Est im ate a sum or differenc
IM-18 Calcu simplifyin
questions like these: F.2 nu mb ers wit h no renaming or
15. 5.N mixed
number.
16. 5.NF.2 the nearest whole fractions or a
tion of two proper
1. Which are the student’s weakest skills? Calculate and solve problems involving multiplica
IM-19 a whole number.
5.NF.4 proper fraction by
2. Are weak skills 17.
clustered in certain fractions by proper
5.N F.6 division of proper er.
18.
and sol ve pro blems involving Wr ite the rec iprocal of a numb
skill areas? IM-20 Calculate ers.
S. 1 ole nu mb ers and mixed numb
6.N wh
19. 5.NF.7c, fractions, line.
e or on a number
3. What should be the focus of differentiated Write or identify decimals from a model, pictur
IM-21
instruction for20this . 5.NBT.3a
student?
5.NBT .3a .
21. ough thousandths
write decimals thr
IM-22 Read and
5.NBT .3a
22.
5.NBT.3a usandths.
23. imal up to ten tho
place value in a dec
IM-23 Identify
24. 5.NBT.3a
)
25. 5.NBT.3a on next page
items, re port continued
ct (out of 25
Subtotal Corre 1
Assessment
11
Class Record Sheet/
Step 3b Differentiated Instruction for RTI
Assessment
The Class Record Sheet is tabulated by objective, so a teacher can identify class
weaknesses for each learning objective/standard and form small groups of students
missing the same objective. At a glance, teachers can easily group students for
various RTI levels of differentiated instruction.
IM2 Class Record Sheet Class:
Class Record Sheet
CCSS Objectives
5.NF.1
The Class Record Sheet
4.NF.3a
3.NF.2
3.NF.1
4.NF.1
4.NF.1
4.NF.2
4.NF.2
5.NF.2
5.NF.2
5.NF.2
5.NF.1
5.NF.2
5.NF.2
5.NF.2
5.NF.4
5 NF 6
Student
allows the teacher to identify
at-risk students, group
Name:
students for differentiated MTP Objectives 11 12 13 14 15 16 17 18
17 19
Problem # 1 2 3 4 5 6 7 8 9 10 11 12 13
13 14 15 16 17 18
instruction, and identify 1.
Sabrina A. Pre- x x x x x x x x x x x
content objectives that Post-
need extra attention.
2.
Maddox C. Pre- x x x x x x x x
3.
Gabe D.
Post-
Pre- x x x x x x x x x x
Post-
4.
Theresa G. Pre- x x x x x
Post-
5.
Naomi H. Pre- x x x x
Post-
6.
Juan H. Pre- x x x x x x
Post-
7.
Benjamin J. Pre- x x x x
Post-
8.
Carter L. Pre- x x x x x
Post-
9.
9.
Hayley M. Pre- x x x x x x x x x x x x x x
10.
David M.
Post-
P t
Pre- x x x x
x x x x x
Post-
U s i n g C l as s R e co r d S he e t 11. Pre-
Post-
12. Pre-
The Class Record Sheet can help answer questions Post- x
like these: 13. Pre-
Post-
1. Who are my three weakest students? 14. Pre-
Post- Tier 2:
2. Who are my three strongest students?15. Pre-
Post-
Set up learning
3. Which learning objectives are least 16. Pre- groups by missed
understood by my class?
17.
Post-
objectives.
Pre-
Post-
18. Pre-
Post-
19. Pre-
Post-
20. Pre-
Post-
% of students with correct answers Pre- 40 60 40 60 90 70 90 30 80 60 40 40 70 80 70 60 40 40
% of students with correct answers Post-
12
Class Record Sheet Step 3b
Assessment
The Class Record Sheet allows the teacher to quickly identify students
who need individualized instruction (Tier 3), students who might benefit Tier
3
from topic-specific instruction in small groups (Tier 2), and the weakest
Tier
objectives for the whole class (Tier 1). 2
Tier
1
• Put an X on missed objectives.
Class/School: • Record days absent in the last column.
IM2
CCSS Objectives
shown here
5.NBT.3b
5.NBT.3b
5.NBT.3a
5.NBT.3a
5.NBT.3a
5.NBT.3a
5.NBT.3a
5.NBT.3a
5.NBT.4
5.NBT.4
6.RP.3c
6.NS.1
6.NS.3
6.NS.3
6.NS.3
6.NS.3
6.NS.3
6.NS.3
6.NS.3
5.NF.4
5.NF.6
4.NF.6
4.NF.6
6.EE.6
No.
19 20 21 22 23 24 25 51 26 27 28 45 29 30 53 57 58 48 correct %
17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 out of 50 correct Abs.
x x x x x x x x x x x x x x x x x x x x x 19 /50 38
/50
x x x x x x x x x x x x x x x x 28 /50 56
/50
x x x x x x x x x x x x x x x 28 /50 56
/50
x x x x x x x x x x x 36 /50 72
/50
x x x x x 41 /50 82
/50
x x x x x x x x x x x x x x x x x x x 26 /50 52
/50
x x x x x x x x x x x x 34 /50 68
/50
x x x x x x x x x x x x 33 /50 66
/50
x x x x x x x x x x x x x x x x x x x x x 17 /50 34
/50
x x x x x x x x x x x x x x x x x x 26 /50 52
/50 Tier 3:
/50
/50
Pre-Test data
/50 identifies
/50 weakest students
/50
/50 in the class.
/50
/50
/50
/50
/50
/50
/50
Tier 1: /50
/50
Identify weaknesses /50
of whole class /50
/50
by objective. /50
/50
0 20 4
40 40 30 40 30 20 40 50 80 50 30 50 20 50 70 50 60 60 50 70 40 30 40 50 80 70 90 80 90 70 90 80 80 80 Mean %, Pre-
Mean %, Post-
58
13
Step 4 Family Math Connections
Connect to Home
The Student Progress Report (reproducible in the Teacher Manual) is

designed to communicate the student’s strengths and weaknesses to
parents and guardians.
IM2 Student Progress Report Name ______________________________
Record results from the Pre- and Post-Test here to see strengths and weaknesses on test
questions aligned to the objectives for this level.
t
Pr Item
es
Po est
-T
T
st
e-
st
Objective # and Description

IM2 St
Te
deofnat u
1. IM-11 Write common fractions from shaded regions, number lines, printed words and representations Progre
2. part of a set. Identify numerators, denominators. ss Rep
m
ort (cont.)
t Ite est
T t-greatest
T es
t
Name
3. Tes Pand
IM-12 Find equivalent fractions in higher or lower terms. Find all the factors of a number re- theos ______
4. common factor (GCF) of two or more numbers. Write two numbers as ratios and solvePfor theObjective ______
28. # and D ______
missing term in two equivalent fractions. escripti ______
IM-25 In o n ___
29.
terchang
e fractio
5. IM-13 Compare two like or unlike proper fractions. Order five like or unlike proper fractions and place them ns having de
3 . nominat
6. on a number line. Estimate fractions to the nearest whole number. Find the0least common multiple ors of 10
or 100 w
31. IM-51 R ith decim
(LCM) or lowest common denominator (LCD). ound de als.
cimals to
nearest do the near
32. llar. est whole
7. IM-14 Identify mixed numbers and improper fractions. Interchange mixed numbers and improperIMfractions. number,
33. -26 Cal tenth or
8. culate an hundredt
h and m
sums an d solve problem oney am
ounts to
d differen s involvin the
9. IM-15 Calculate and solve problems involving addition and subtraction of proper fractions with common bills and ces to the g addition
34. m ake chan ne arest who an d subtra
10. denominators with renaming and/or regrouping. ge fo r a le numbe ction of de
35. IM-27 C $2 0 bill. r. Give the cimals an
alculate value of d
and solv
e proble a combina money. Estimate
11. IM-16 Calculate and solve problems involving addition and subtraction of mixed up to tion of co
36. numbers with common 2-place decimal ms involv
ing multip ins and
12. denominators with regrouping and/or renaming. s. Includ licatio
IM-28 C es multip
37. alculate lying deci n of 2-place deci
and mals by mals and
13. IM-17 Calculate and solve problems involving addition and subtraction of3 two unlike proper fractions mber or solve problems in
nuwith 10, 100,
1000. money am
8. by 1-plac volving di ounts by
14. no renaming or simplifying. e decimal visi on of 2-plac
39. IM-45 U s. Includ e decimal
se a five- es dividi
step pl ng decimals s and
15. IM-18 Calculate and solve problems involving addition and subtraction of two unlike mixed numbers bers, frac an and strategi
numwith by 10, 10 money amount
tions es to es 0, 1000. s by a w
hole
16. no renaming or simplifying. Estimate a sum or difference to the nearest whole number. and write a num and decimals. Ju timate and solv
of calcul ber sent stify the solutio e tw o- step wor
at ed ence to so n as reas d
40. results. lve a wor problem
onable. C s
17. IM-29 fraction
IM-19 Calculate and solve problems involving multiplication of two proper fractions or a proper
Identify
by d proble
m. Use es hoose th with whole
18. a whole number. the percen timation e correc
41. to verify th t operatio
t of a sh e reason n
42. IM-30 In aded regi ableness
terc on divide
19. ha
IM-20 Calculate and solve problems involving division of proper fractions by proper fractions, whole nge 2-plac d into 10
percents e decimal 0 squares.
numbers and mixed numbers. Write the reciprocal of a number. 43. . s and frac
tions havi
44. IM-53 C ng a deno
alculate minator
20. IM-21 Write or identify decimals from a model, picture or on a number line. an of 10 or
involving d solve problem 100 with
whole nu
21. 45. discount s involvin mber
s, sales g finding
46. IM-57 R ta x. C ompare perc entages
epresent two num of quantit
22. IM-22 Read and write decimals through thousandths. probabili bers as a ies. Includ
ratios, de ty of a si fraction es proble
23. cim mple, inde and as a ms
difference als or percents pendent percent.
between . Determ event in
another theoretic ine the pr a word pr
24. IM-23 Identify place value in a decimal up to ten thousandths.47. event oc al and ex obability oblem an
curring. perimen of d
25. 48. IM-58 R tal probab a single event no express probabili
epresent ility. Incl t occu ty as
all possib ud es the prob rring. Explain the
tables. Ex le outcom ability of
IM-24 Compare and order decimals up to hundredths and numbers in different forms such press th es for co on e OR
26. indepeasndfractions e theore
tical prob mpound events
en
27. and decimals. Find the pattern for equivalent decimals. of severa t and dependent ability of
ea
in an orga
ni
49. l ob jects usin ev ents. Iden ch outcome. ze d way, e.g.
g a tree tif U ,
50. on next page) IM-48 R diagram y and discuss th nderstand the di tree diagrams,
Subtotal Correct (out of 25 items, report continued ead and or the co e ff
interpret unting pr number of poss erence between
line grap inciple. ible arra
hs, bar gr ngements
Assessment 1 aphs and
circle grap
hs.
Total N
umber
Correc
t (out o
f 50 ite
ms, inc
ludes n
2 Assessm umber
ent correct
from pre
vious p
age)
Family Math Activities in
English and Spanish Step 4
Special Needs and
ELL Connections
The reproducible Skill Builders found within each of the Foundations for
Algebra series provide many activities to encourage family members and
guardians to support their student’s math development and help their child
discover a road to success. Over 150 Skill Builder pages in each book provide
teachers with multiple opportunities for scaffolded and differentiated instruction
according to student needs. Duplicate pages in Spanish are available in the
Spanish Teachers Resource Pack.
Nombr
e
Suma
Name las Fra
ccio n
es Sim
Kay tie ilares
ne 5 y Simp
cacahu 12 libras de ca lifica a
Adding Like Fractions and Simplifying to Lowest Terms ates y
almendr
cahuat
es y 1 Términ
Regla:
(1) Esc
as hay lib
en tota 12 ra de almendr
os Sim
Kay has 5 pound of peanuts and 1
pound of almonds. How many pounds of superio rib l? plifica
12 12 res sobr e la suma de
as. ¿C
uántas dos.
peanuts and almonds in all? e el nú los núm libras de
5 mero in eros (2
ferior. ) Verific
Rule: (1) Write the sum of the top (2) Check the answer to be sure it is 12 que es a la re
numbers over the bottom number. written in lowest terms. té escr spuesta para
ita en té asegur
+ 1 rminos ar
5 12 simplifi te
cados.
12 Can you write an
÷6 6
5+1 ¿Puedes
fracción escribir una
1 equivalent fraction 6 1 12 El núm con un equivalente ÷6
+ with a smaller 12 2 ero infe númer 6
12 5+1 number? Suma.
rior perm pequeñ o más 12 1
6 Simplif anece o?
ig ua
÷6 1. ica. l 2
12 bottom number stays the same 1
÷6
8 2. 1
Add. Simplify.
+ 3 6 3.
3
8
1. 1 2. 1 3. 3 4. 1 + 1 12 4.
6
1
8 6 12 10 + 6 10
3 1 6 1 5. 12
English +
8
+
6
+
12
+
10
6
3
6.
1

+ 1
10
+ 1 4 7.
1
6 1
5. 3 6. 1 7. 1 8. 2 + 8 8.
4 2

6 4 8 6 + 1 6
1 1 1 1 9. 8
+ + + + 5 1
+
6 4 8 6 8 10. 6
4

+ 1 10 11.
9. 5

10. 4

11. 3

12. 3

8
+
10
2
10
3
12.
3
Spanish

8 10 10 10
13. Car + 2 10
1 2 2 5 los com 10
+ + + + pró 5 de + 5
8 10 10 10 pequeñ libra de
os y 1 8 clavos 10
grande de lib
dels en s. ¿Cuá8 ra de cl 14. Hop
Name om Mo It has be ntas
avos e ca
dths fr or unit. res. Nombre total? libras co m inó 3
Hundre5 of a pound of whole mpró en y 2
de de
re is a14.gHope squa
l walked 3
milla m10 milla a
10
13. Carlos
io n s: bought small
sq ua sm al mile to school and 10 la escu
al Fract 8 e large 100 matchin 2 ¿Cuánt ás haci ela
Decim r. Thof large
nails and 1 1ofdoallapound intonails. mile more to the park. How far Fracciones
15. Gre Decimales: Centésimos ____ ____ Modelos.
Usando o camin a el pa
nnies in8 divided all square 10 g practic ó en to rque.
100 pe
How many total poundsEac h
didsm
he buy? did she walk altogether? ó con su ta l?
e are
Ther llar. ten: horapennies
nny is
of a don can be
writ Hay 100 antes en 1 dólar.
de la es
trompeEl cuadrado
ta 1 de
grande es un entero o unidad.
One pe penny
ca ________ ________ despué
Un penny es s de
dela un dólar.
cuela y 3Se ha 6 dividido16 en 100 pequeños cuadrados
. Ucuadrado ______
coincidentes. na mez pequeño se
e va lue of a ticó de penny es se cuela. ¿ 6
de hora Cada cla de __
Th
15.n: Greg practiced his trumpet 1orof0.an 01, 16. A snack mix contains 5 of a pound
El valor enuntota Cuápuede escribir: libra botana
be writ
te puede escribir: l? nt o prac- de pasa s tiene 5

1¢ or school
hour before 3
and “o ne
6
hund
of an re
hour
dth” 7
16
of raisins and of a pound of las de s y 7
de
libra de16
e
6 16 girasol. 16
¿Cuánt semil-
after school 1
or $0.0How long did he practice sunflower seedsmWhat
al. is the total 56 1¢ ó o pesa
r and as a
deci
ó $0.01 __
____ 0.01,
ó __ en tota
l?
of a dolla ©M S“un centésimo”
l part k
actiona _____
as a fr ___ __
coins
of the 2. ____
ri te th e value
W Escribe el valor de las monedas como una parte fraccionaria de un dólar y como
_____
___ __ un decimal.
1. ____
1. _______ _______ 2. _______ _______
figure.
of each
ed part
e shad ______
_
actio n for th __ _
decim
al fr 5. ____
tion and a ____ ___
frac ___
proper 4. ____
Write a Escribe una fracción propia y una fracción decimal para la parte sombreada de
_____
___ __ cada figura.
3. ____
3. _______ _______ 4. _______ _______ 5. _______ _______
ords. dredths
al or w teen-hun
numer 8. nine
to the
ns equivalent
fractio 7. 0.61
Shade
Sombrea fracciones equivalentes al número o al número escrito con letra.
6. 0.03
6. 0.03 7. 0.61 8. diecinueve centésimos
83
21-3 teacher for one class.

uilders
Skill B duction only for on
e
Repro
s, Inc.
rs Pres
Teache
© Math
Skill Builders 21-3 83
© Math Teachers Press, Inc. Reproduction only for one teacher for one class.
15
Step 5a Pacing Calendar
Instruction
Instructional Support—Lesson Planning. The pacing calendar directs the

instruction for each lesson and reduces planning and prep time. Teachers
simply turn to the Foreword of the Teacher Manual to find their lesson calendar,
Daily Reviews are which contains a snapshot of each lesson. Each lesson may be taught in one or
printed at the back
of each Student Book. more hours, depending on the time available and the math abilities of the class.
30 Lesson Pacing Calendar (Lessons 1-5)

IM2 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
Warm-up Review 1 (in the back of the Review 2 (in the back of the Review 3 (in the back of the Review 4 (in the back of the
Student Book) Student Book) Student Book) Student Book)
may be used as a quiz
Lesson Objective: To introduce the Fractions, Decimals, Percent Objective: To name a fraction Objective: To simplify a Objective: To compare and
concept of a fraction as a whole and Probability Pre-Test: from a number line. To find all fraction to lowest terms using order fractions using the
divided into parts of equal size. See the Assessment Section sets of equivalent fractions the greatest common factor. pattern for equivalent fractions.
To name the fractional part of of this Teacher Manual. from a set of fraction bars. To write 2 numbers as a ratio. To identify fraction models as
a set. To relate a fraction to a To identify and change a To find the missing term in a proper, improper or mixed
division problem. To show that fraction to lowest terms. To use pair of equivalent fractions. numbers. To interchange
fractional parts need not be Correct test with answers models to find the pattern for To compare and order mixed numbers and
congruent. To name fractions at end of Assessment equivalent fractions. fractions with unlike improper fractions.
from fraction bars. To identify Section and record results denominators.
Materials: Fraction Bars®, Materials: Fraction Bars®,
similarities and differences on Student Progress Report
and Class Record Sheet. overhead Fraction Bars® Materials: Interlocking cubes two pounds of butter in 1⁄4-lb.
among fraction bars.
(optional), chocolate bars or squares cut from One-Inch sticks, apples or cardboard
Materials: Clay, scored scored into 12 pieces, crayons, Graph Paper (Master 2), candy circles, Coins and Bills (Master
crackers, zippered bags, interlocking cubes bar of 12 pieces, Fraction 3), overhead bills and coins,
geoboards, overhead Bars®, colored counters, chewy 10-sided dice
Lesson Plan pages: 5-7
geoboard, Fraction Bars®, candy bar of 10 pieces,
overhead Fraction Bars® overhead Fraction Bars®
(optional), Student Math (optional)
Glossary (Master 15),
Vocabulary Cards (Master 16)
Math Practice Student Book pages: 2-4 Student Book pages: 5-7 Student Book pages: 8-10 Student Book pages: 11-13
Skill Builders 11-1, 11-2, Skill Builders 11-4 (Make Skill Builders 12-1, 12-2, Skill Builders 11-5, 14-1,
Extra Practice
11-3, 11-6 (Make copies from copies from the Skill Builders 12-3, 12-4, 12-5, 12-6, 12-7, 14-2 (Make copies from the
the Skill Builders section of this section of this Teacher Manual) 12-8, 12-9, 12-10, 13-1, 13-2, Skill Builders section of this
Teacher Manual) 13-5 (Make copies from the Teacher Manual)
Skill Builders section of this
Teacher Manual)
Games What’s My Secret game, Concentration Equivalencies Fraction Bar Bingo game, Roll the Greater Fraction game,
Lesson Plans p. 4 game, Lesson Plans p. 6 Lesson Plans p. 8; Fraction Bar Lesson Plans p. 11
War, Lesson Plans p. 10
Journal Prompts Journal Prompt, Student Journal Prompt, Student

Book p. 3 Book p. 12
Test Preps Test Prep, Student Book p. 2 Test Prep, Student Book Test Prep, Student Book p. 8 Test Prep, Student Book p. 11
pp. 5 & 6
Sum it Up! Sum it Up! Student Book p. 7 Sum it Up! Student Book p. 10 Sum it Up! Student Book p. 13
Journal Prompts, Test

Each lesson lists the Preps, and Sum It Ups! Games at the end of
objectives taught, encourage students the lesson make learning
the materials needed, to demonstrate their more fun, and help cement
and the lesson plan knowledge in a variety student understanding.
pages used. of ways and prepare
students for Smarter
Balanced and PARCC
assessments.
16
Universal Access:
Developing Math Vocabulary Step 5b
Math Literacy
Language and vocabulary development are an important part of every lesson.

Vocabulary
Studies show the importance of learning math vocabulary to a student’s future
Practical math vocabulary
success in mathematics. Math vocabulary words highlighted in each lesson,
reinforces the meaning
vocabulary games, and completing a math glossary help students gain of each math term and
makes the meaning
a working knowledge of terms and concepts to apply in problem solving.
of the math concept
Students working in small groups develop oral language skills. Journal more precise.
Prompts ask students to explain what they have learned by writing or
drawing a picture. Sum It Ups ask students to summarize learning. My Fractions, Decimals, Percent and Probability Glossary
Write a definition or draw a picture for each word.
Foundations for Algebra enables all students to become successful, about (≈) ________________________________________ dependent events ________________________________
________________________________________________ ________________________________________________
regardless of their academic background, English language profi- arrangements ____________________________________ differences ______________________________________
________________________________________________ ________________________________________________
ciency, or special learning needs. Using true manipulatives within the certain event ____________________________________ discount ________________________________________
C–R–A process is the most important strategy for improving success ________________________________________________ ________________________________________________
circle graph ______________________________________ dozen __________________________________________
and closing the achievement gap. ________________________________________________ ________________________________________________
combination ____________________________________ equivalent ______________________________________
Scaffolding, layering new learning on previously learned concepts, ________________________________________________
common factor __________________________________

________________________________________________
equivalent decimals ______________________________
coupled with explicit instruction, modeling and explaining concepts, ________________________________________________ ________________________________________________
compound events ________________________________ equivalent fractions ______________________________
contribute to the achievement gains documented by independent ________________________________________________ ________________________________________________
congruent ______________________________________ estimate ________________________________________
studies. This scaffolding ensures that all instruction has been front- ________________________________________________ ________________________________________________
loaded with the prerequisite concepts needed for success with CCSS. decimal fraction __________________________________ experimental probability __________________________
________________________________________________ ________________________________________________
decimal place value names ________________________ factor __________________________________________
English Language Learners. Teachers using manipula- ________________________________________________ ________________________________________________
tives convey the meaning of math words even if the denominator ____________________________________
Mi Glosario de Fracciones, Decimales, Por Ciento y Probabilidad
Escribe una________________________________________________
definición o haz un dibujo para cada palabra..
fraction__________________________________
________________________________________
teacher is unable to speak the student’s native language. aproximadamente (≈) ______________________________ eventos dependientes ©
Master 15a
____________________________
Reproduction only for one teacher for one class. IM2 Masters 15
General strategies for ELL instruction as well as specific

________________________________________________ ________________________________________________
disposiciones ____________________________________ diferencias ______________________________________
tips related to clarifying the meaning of words are includ- ________________________________________________ ________________________________________________
evento seguro____________________________________ descuento ______________________________________
ed in the Foreword. ________________________________________________ ________________________________________________
gráfica circular __________________________________ docena__________________________________________
Special Needs Students. The Student Progress report ________________________________________________ ________________________________________________
combinación ____________________________________ equivalente ______________________________________
makes it easy to implement individualized learning plans. ________________________________________________ ________________________________________________
factor común ____________________________________ decimales equivalentes ____________________________
The wide range of learning activities plus the portfolio of ________________________________________________ ________________________________________________
Skill Builder worksheets provide opportunities to differenti-

eventos compuestos ______________________________ fractions equivalentes ____________________________
________________________________________________ ________________________________________________
ate instruction according to student needs. congruente ______________________________________ estimar/calcular __________________________________
________________________________________________ ________________________________________________
fracción decimal __________________________________ probabilidad experimental__________________________
________________________________________________ ________________________________________________
nombres del valor posicional de decimales __________ factor __________________________________________
________________________________________________ ________________________________________________
denominador ____________________________________ fracción ________________________________
________________________________________________ ________________________________________
Master 15a
17
Reproduction only for one teacher for one class. IM2 Masters 15
Step 5c Lesson Plan
Instruction
The Lesson Plans section of the Teacher Manual contains everything

the teacher needs to do and say for each lesson. Teachers strengthen
their conceptual understanding of important math ideas with
Lesson Plan Page
support from daily professional development.
Objective: To name fractions from fraction bars.
To identify similarities and differences among Find the Pattern
fraction bars.
Getting Ready: Objective, Materials, Vocabulary
Pedro and Sam both walk to school.
Use fraction bars to decide.
Sam lives 1 of a mile from school.
3
Pedro lives 2 of a mile from school.
Materials: Fraction Bars® or Fraction Strips 6
Who lives closer to school? 1

3
(Master 1) and color crayons, overhead Fraction
2

Bars® (optional)
Each lesson starts with a learning objective for the day, the
6
1 2
and have the same parts
3 6
Vocabulary: similarities, differences equal
shaded. The distances are ______.
1 Fraction Similarities and Differences

These fraction bars have been sorted into groups by some way they are alike or
similar. Guess the similarity.
1.
0

2
2
1

2.
6
1

4
1

1
materials required, and the math vocabulary word(s) introduced
in the lesson.

Distribute a set of Fraction Bars® to each group 2

2
12
of 2-5 students (or students may prepare their own all have 2 equal parts
Similarity: ______________________ all have 1 part shaded
Similarity: ______________________
4 1 1
= 2
out of Fraction Strips, Master 1, by coloring with 3. 4
=1
4. 2
6 6 1
crayons).
6
=1 = 2
12
12 1
Each fraction bar in this set represents one = 1
12
2
= 2
1
4
whole unit such as one whole cracker or
Introductory Activities: Hands-On Learning
all parts are shaded
Similarity: ______________________ all have half shaded
Similarity: ______________________
one whole brownie. Look through your set 5.

2
6
1
= 3
6.
8

3
= =
12 4
of fraction bars with your group. Find ways 1 1
= 3
3
3

4
your bars are all alike (similarities) and ways 4 1
= 3
they are not alike (differences). Record your

findings in a table with two columns headed
12
1
all have 3 shaded
Similarity: ______________________
3
all have 4 shaded
Similarity: ______________________
The Introductory Activities section allows students to discover
Similarities and Differences.
the day’s learning objective using an active, hands-on approach.
4 Reproduction by any means is strictly prohibited.
Begin by asking students to name one way they

are all alike (all made of the same material) and represent the same part of the whole fraction bar.
one way they are different (all different colors).
After 5 minutes, ask volunteers from each group
On the remainder of this page, students generalize
about how a group of three fractions are alike
The teacher will find a lightly scripted description of what to do,
to suggest similarities and differences they have according to a shared attribute. Illustrate the first
found as you list their ideas on the board or
overhead.
problem with overhead fraction bars. what to say, what questions to ask, and what answers to look for
Similarities
same material
same size
Differences
colors
divided into different
3 -
What’s My Secret?
(with statements to be made aloud printed in bold type).
same shape parts With a partner or small group,
congruent number of shaded parts
same width and height
students take turns selecting a subset
2
differs of fraction bars which are alike in
same area and
perimeter
same thickness
number of bars of any
one color differs
one way. Others in the group try to
guess the secret. Demonstrate an example by
About This Page: Student Practice
same weight showing all the bars of one color and have
all divided into parts
of equal size* students guess the secret of the sorting. Other
ways in which the students may sort are
The About This Page section links the hands-on activity to visual
*It is very important that the last similarity (that everything shaded, nothing shaded, one part
each whole bar is divided into parts of equal
size) be verbalized. This is the essential
shaded and equivalent parts shaded. representations and practice problems on pages in the Student Book.
concept of a fraction. Connections to Literature:
Fractions are Part of Things, Dennis, J. Richard.
2 Read the example at the top of the page together.

Fractional parts of simple shapes and irregular
figures are shown.
3 Follow-Up Activities: Closing the Lesson
Reinforce that even though there are a different Skill Builders 11-1, 11-2, 11-6
number of equal parts shaded for 1⁄3 and 2⁄6, they
The Follow-Up Activities section provides additional instructional
4 Lesson Plans
support in the form of games, problem-solving activities, and
suggested reinforcement Masters for remedial practice (found
in the Skill Builders section of the Teacher Manual).
Games: As students discover the winning

strategy for each game, they go through steps
similar to those used in problem solving.
Reinforcement Masters: Many Lesson Plan

pages list a Skill Builders page to support the
lesson and provide differentiated instruction.
These pages may be used as homework or
Ski
ll B
uild
ers
6-4
as additional in-class practice as needed.
18
Lesson Plan > Student Activity Step 5d
Instruction
of equivalent fractions Hands-On

1
Objective: To find all sets

2
To identify and change Equivalent Fractions 2

nt fractions.
bars . all of the sets of equivale
from a set of fraction
4
For problems 1–20, find
term s.
a fraction to lowest
s® or Fraction Strips Hands-on activities
Materials: Fraction Bar
ons, overhead Fraction using manipulatives
(Master 1) and color cray
Bars (optiona
® l)
allow students to
fractions, lowest terms
Vocabulary: equivalent
discover math concepts
through experience.
Fraction Bars
Equivalent Fractions from ps and give small grou
Arrange the students in
tion Bars .
®
each group a set of Frac gro up select and

son in you r
Have one per are shaded.
s whe re no par ts
list all the bar 0 0
0 , 0⁄10, 0⁄6, 0⁄5, 0⁄4, ⁄3, ⁄2)
( ⁄12 0 The matching page in
r bars by putting 0⁄12
Make a tower with 0you nex t stor y, ⁄6 the Student Activity Book
⁄10 for the
for the bottom story,
nator share
the numerator and denomi
the nex t stor y and so on. Show the tower 21. A fraction is in lowest
terms when
no commo
_______
n factor except 1
_____________________
_________ .
provides the student with
for
fraction bars.
with a set of overhead 3
opportunities to explore
s that represent the
6 2 D
5 B C 6
Two or more fraction

for 12 ? A 12 3
Which is not another name 10
s.
ed equivalent fraction and discover new
same number are call
Inc.
1 mark on your green
is strictly prohibited.
Reproduction by any means
the ⁄ 6
Beginning with
2
bar, identify the oth er fraction bars which s math ideas.

Write the name of the
se terms fraction for the item
Identify ⁄2 as the lowest
1 1
are equival ent to ⁄2.
the 1⁄3 bar ( ⁄3 lines up
1
the student
equivalenc ies on the cha rt on on the board. Repeat with
use a ruler or a 2shee t of ask for the patterns to
with 2⁄6 and ⁄12). Again,
4
page. Students may 1 is equivalent to ⁄4, ⁄6, ⁄10
3 5
versa. Equivalent Fractions
change ⁄3 to ⁄6 and vice
1 2
paper to find that ⁄2
For problems 1–20, find
6 . (1⁄2 lines up with ⁄4, ⁄6, ⁄10
2 3 5 and 6⁄12.) all of the sets of equiv
alent fractions.
and ⁄12
Equivalent Fractions
in
allow students time Equivalent Fractions
After filling in the chart,
Higher Terms in
s about the equivalent
Lowest Higher Terms
to share their observation Terms Lowest
ten. All the fractions Terms
fractions they have writ s 1. 2 3 5 6
equivalent. The fraction 11.
in the same row are to be in lowest
4 6 10 12
mn are said
in the far left colu 3 4 5
w if a fraction is in
2. 6 10 12
terms. How do you kno
12.
- 3 4 5 6 10 12
the same as ⁄4. Wh1at
2
erator and the denomi
1
You can see that ⁄2 is ⁄2 lowest terms? (The num r than 1.) 3.
each term to change mon fact ors othe
ope rati on is use d on nator have no com 13.
2⁄4? (Multiply both terms by 2.)

to - 4.
14.
Write on the board: encies
1 x2 2 Concentration Equival
= 4 ll
Arrange the class into sma
5.
2 x2 15.
of fraction
2⁄4 back to 1⁄2? groups, each with a set
How would you change bars. Place all bars face
down in rows 6.
2.) What is the pattern 16.
(Divide both terms by of the same color in the
middle of the
fractions? (Multiply or
for finding equivalent s turning over 2 bars
fraction by the same turn 7.
ers. Play ers take
divide both terms of the play
ivalent fractions. The play
er 17.
number.) looking for pairs of equ

s the 2 bars if they are equivalent and 8.
keep
Write on the board: 2 more bars. If the 2 bars
18.
continues turning over ed
1
ivalent, the bars are plac
2 ÷2
= 2 turn ed ove r are not equ 9.
location. After all possible
4 ÷2 19.
dow n in the sam e
and the denominator face
, the player with the mos
t
When the numerator bars have been matched 10.
other than 1, the
have no common factors
20.
in lowest terms. bars is the winner.
fraction is expressed
21. A fraction is in lowes
t terms when ________
6 Lesson Plans ____________ _________________
.
Which is not another name 5

for 1 ? A B 6 2
2
10 C D 3
12 3 6
6 © Math Teachers Press,

Reproduction by any means Inc.
Equivalent fractions. As students find the fraction bars having the same
part shaded, they are identifying equivalent fractions. The teacher asks,
“You can see that 1⁄2 is the same as 2⁄4. What operation is used
on each term to change 1⁄2 to 2⁄4? (Multiply both terms by 2.)
How would you change 2⁄4 back to 1⁄2? (Divide both terms by 2.)”
The script helps students discover and say aloud the important patterns.
19
Step 5e Lesson Plan > Student Activity
Instruction
Objective: To add frac

tions with unlike
denominators.
Materials: Multiple strip Adding Unlike Fractio
s (made from the Table ns
Multiples, Master 4), Frac of
tion Bars® Lisa did 1 of her weekly
4
practice on Monday. She
piano The least common multiple
of 4 and 6 is 12.
did 1
of her practice on Tuesday 6
. How
much of her weekly practice 1 3
time =
has she completed? 4 12
Adding with Fraction Bar +

1
= +
2
s 1
+ 1
=
5 6 12
Hands-On
4 6 12 5
The following activitie Lisa has completed _____
5
12
s prepare students to Add.
12 of her weekly practice
time.
discover and use the patt 1
erns or rules for finding 1.
3 2. 1
3. 2
3
the lowest common den 1
5
3 4.
ominator and changing + 2 +
1
2 +
1
10
2
Hands-on activities the fractions into equival 5

7 4 + 5
ent fractions. 5. 1
6
10
11
12
7
10
1
Write on the board: 5 6. 1
using manipulatives 5 7. 1
2 8 8.
+ 3 9
3 1
You are making a pizz 13
+ 4
+ 2
2
a topping with 2 cup 19 +
allow students to
3
15 5
20 7
of white cheese and 1 3 9. Julie rode her bike 2
of a mile to 8
9
4
cup of yellow cheese. 5
school in the morning . After school
10. Mary bought 1 of
3
a pound of caramel
discover math concepts How much cheese in all? she rode 1 of a mile to
2
school job. How far did
her after
she ride in all?
and 5 of a pound of chocola
12
How many pounds of
chocolate creams did
te creams.
caramel and
Mary buy?
9
through experience. Allow each small group

time to discuss possible 0 of a ____
1_______ mi. 3
4 lb.____
_______
ways to solve the problem 11. Jane ate 5 of a candy
bar and
using a set of Fraction 12
Ray ate 3 of the same
candy bar.
12. Jess ate 1 of a pizza.
1 4 Jack ate
Bars®. Have students exp 8
Is this possible? Explain. 3
of the same pizza. Dennis
ate 1
lain their thinking. Gui 10
of the same pizza. Is this 2
possible?
students to discover the de Yes: Jane ate
______________ of the
24_______candy and
______
Explain.
Golden Rule of Fraction _______ Ray ate

_______
9
of the candy.
_______
No: together
_______they
_______
ate more
______
you cannot add or subtrac s: 24 _______ ______
_______ than
_______
one whole
_______
pizza.______
t fractions unless they are What if the denominators
are
Write a least three stateme different and you need to add two fractions
the same color. To add 2 nts to explain. ?
⁄3 (yellow) plus 1⁄4 (blu
the bars must be cha e),
nged to a common colo © Math Teachers Press,
What common color r. Reproduction by any means Inc.

is strictly prohibited .
1 can we cha nge ⁄3 and

2 Adding Unlike Fractions
19
⁄4 to? (orange) Find the

equivalent fractions
in orange. (2⁄3 = 8⁄12 and 1 2 2
The least common multiple
⁄4 = 3⁄12) 4 8 did1014 of12
6 Lisa her weekly
14 16 piano
18
of 4 and 6 is 12.
3 20 22 24
Write on the board: 3 6 9 practice
12 15on Monday. She did 1
18 21 24 27 6
of her practice on Tuesday. How 30 33 36 1 3
8 3 =
+ = 11 1 1 4 12
12 12
2 3 much
4 of5her weekly
6 7
practice time
12 has she completed? 8 9 10 11 12 1 2
4 4 8 12 16 20 24 28 + = + 12
Addition with Multiple 32 36 40 44 6
Strips 1 1
+ =
48
Demonstrate the same What is the smallest 4 6
problem with the Table common num ber in _____ of her weekly practice time.
of Multiples (Master 4). the bottom row of eac Lisa has completed
h fraction, the 3 and
rows? (12) What Add. 4
num ber is abo ve the
X 1 the 2 row? (8) 8⁄1.12 is31 ano 2. 1 12 in 3. 2 4. 3
2 3 4 5 6 7 8 9 10 11 12 ther name 5for 2⁄3. 3 10
1 1 2 3 4 What number is 1abo 1 1 2
5 6 7 8 9 10
11 12 + 2 ve the 12 in2 the 1 row?
+ + 4 + 5
2 2 4 6 8
10 12 14 16 18 20 (3) 3⁄12 is another nam
3 3 6 9 12 15
18 21 24 27 30 33
22 24 e for 1⁄4.
36
4 4 8 12 16 20
24 28 32 36 40 44
Write on the board:
48 5. 1 6. 1 7. 1 8. 1
5 5 10 15 20 25 2
30 35 40 45 50 55
60 5 = 8 5 8 9
6 6 12 18 24 30
36 42 48 54 60 66 2 3 12 3 1 2
72 + + 4 + +
7 7 14 21 28 35
42 49 56 63 70 77 3+ 1 = + 3 2 3
84 4
8 8 16 24 32 40
48 56 64 72 80 88
12
96
9 9 18 27 36 45
54 63 72 81 90 99
108 9. Julie rode her bike121 of a mile to 10. Mary bought 1 of a pound of caramel
10 10 20 30 40 50 60 152 3
70 80 90 100 110 120
school in the morning. After school and 5 of a pound of chocolate creams.
11 11 22 33 44 55 12
66 77 88 99 110 121 she rode 1 of a mile to her after How many pounds of caramel and
132
12 12 24 36 48 60 2
72 84 96 108 120 132
144 Together, read the exam school job. How far did she ride in all? chocolate creams did Mary buy?
ple at the top of the pag
Cut the multiplication Have students use fraction e.
table into multiple bars for the___________
first row and ___________
strips. Use your multip multiple strips for the seco
le strips to find the nd5 row. In problem 11,
lowest common denom students may generat11. Jane ate of a candy bar and 12. Jess ate 1 of a pizza. Jack ate
inator and equivalent e mul 312of the
Ray ate tiple s of 12candy
andbar.
8 to find 1
4
of the same pizza. Dennis ate 1
fractions for each pai the lowest common den 8
same
3 2
r of fractions. omi
Is this natorExplain.
possible? of 24. of the same pizza. Is this possible?
To add 2⁄3 + 1⁄4 , place
the 2 multiple strip Explain.
over the 3 multiple stri - ___________________________ ___________________________
p and the 1 multiple
strip over the 4 multip ___________________________ ___________________________
le strip. Skill Builders 17-1
What if the denominators are different and you need to add two fractions?
Write a least three statements to explain.
5.NF.1
6.NS.7.1 Lesson Plans

© Math Teachers Press, Inc. 19
Reproduction by any means is strictly prohibited. 19
Students use fraction bars and multiple strips to add unlike fractions
(even if they don’t know their multiplication facts)!
Embedded Assessments Step 5f
Instruction
The Student Activity Book provides numerous occasions

Student Activity Page
for informal assessment. These embedded assessments
Changing Mixed Numbers and Improper Fractions
give students a natural opportunity to think out loud, We can use money to understand mixed numbers and improper fractions.
explain their ideas in their own words, and prepare Five

quarters
A $1 bill and
1 quarter is 1 1 .
4
is 5 .
4
for success using Smarter Balanced and PARCC

5 11 is a mixed number.
is an improper fraction. 4
4
assessments. To change the improper 1 To change a mixed number
fraction 5 to a mixed 14 to an improper fraction,
1
14 =
4
number, divide the 苶
4冄苶5 multiply the denominator
4 (4 1) + 1 5
numerator by the by the whole number =
denominator: 1 and add the numerator: 4 4
1 Sum It Up!
Write a mixed number and an improper fraction for the shaded part.
1.
Subtracting Mixed 2.
Numbers_________ 3.
This icon indicates an occasion for students to “think _________ calls for 2 3 cups of flour._________
A recipe_________
4
Shawna had 1 1 cups of flour in a bag.
_________ _________
3
2 3
2 = 2
out loud,” as they summarize their understanding, Change each
5
improper
How much morefraction
4. _________
to ashe
flour does
7
mixed number.
need?
5. _________
13
6. _________
11
4
x2
7. _________
4
4 3 9 1 =
6– 1 2
1
or explain their ideas to their peers. Teachers lead Change each mixed number to an improper fraction.
2 x2 4
1
1
5 2 5 2 4
discussions to develop student understanding of 8. 1 _________
8
9. 1 _________ 10. 2 _________ 11. 1 _________
3 6 7
Shawna needs 1 1 cups
4
more flour.
Solve. Express your answer as a mixed number.
central ideas. Students with memory deficits benefit Subtract.
12. Jessica plans Simplify.
to serve ice cream to 13. Mai is baking cookies. She has 2 lb.
1
10 guests at 3 her party. Each guest is 2 of butter divided into 5 lb. sticks, 3
from hearing themselves talk aloud. 1.
to receive9 1
44
How many quarts
of a quart of ice
2. 10
cream.
will she need to buy?1
5 4
3. 84
plus three 1 lb. sticks.
6How much
butter does Mai have2in all?
4. 7
4
1 1
– 7 – 6 – 3 – 5
8 ________ qt. 10 3 ________ lb. 3
1 14.
5.
Describe the pattern for changing a mixed number to an improper fraction.
Describe the pattern for changing an improper fraction to a mixed number.
3
4 Adding and
5
5
3
6. Subtracting
8
7.
Like Fractions 8
3
4
8. 7
5
6
3 1 1 4
– 1 4 pizza
© MathaTeachers
Jesús baked – large Press,and
Inc. cut it can shade parts–of2a
– 4You circle to find the
10 16 is strictly prohibited.
Reproduction by any means 5
answer 13 use models
or you can 9 of fractions.
into 6 equal parts. Jesús ate 1 of the
6
2 Test Prep
pizza and Sarita ate 2 of the pizza.
6
How much did they eat altogether?
Write
9. Tim’s mother worked 30 1 hours
the answer in simplest
last form.
10. Last week, Tim’s brother recorded
2
week. She worked 28 1 hours this that he had worked 15 1 hours. The
These sample test questions give students practice 4
week. How many more hours did she
2
payroll office said he worked 13 1
4
work last week than this week? hours. How many fewer hours didDivide the
answering questions in standardized test format. 1
say
payroll office +
2 had3worked?
he =
numerator
and =
1
6 6 6 denominator 2
Teachers may discuss test-taking strategies, such Solve.
__________ __________
by 3.
1 3 3 7
as eliminating obviously incorrect answers and 1.
4
2.
10
3.
6
4.
12
Jerry is 53 feet
2 tall. 4 2 4
12+ + 2 +1 +
checking back for reasonableness. 2 His sister is 341
feet tall.
6
How much taller is Jerry
than his sister?
A 2 10
6
B 2
1
12
C 6
3
1
D
12
12
5 6 8 8
5. 6. 7. 8.
6 10 12 9
4 3 3 2
– – – –
6 10 12 9
3 Journal Prompts
21
25
3
9. – =
25 ______
1
2
1
10. + =
2 ______
16 3
11. – =
20 20 ______
Journal Prompts ask students to demonstrate their math 12. Kim read 2 of her book on Monday 13. Hugh bought 1 1
of a yard of rope. He
8 18
and 1 of the book on Tuesday. How cut off 4 of a yard. How much was left?
understanding using words, pictures, diagrams, and graphs, 8
much has she read?
18
________ book ________ yd.

similar to what may be asked on Smarter Balanced and
PARCC assessments. Make a drawing using fraction bars to demonstrate the problem 3 + 2.
3 6
Explain with words how drawing is helpful when adding fractions.
6
21
Progress Monitoring with
Step 6a Daily Reviews and Check Points
Monitor and Reteach
Daily Reviews Assess Progress and Direct Reteaching Needs. Quick,

5-question Daily Reviews and weekly Check Points provide continuous
Spiraled Reviews
assessments on all objectives covered in the Lesson Plans. The Daily
Daily Reviews and Check
Points cycle test questions Review Record Sheet printed on the back inside cover of the Student
from the previous book to Book allows students and teachers to track individual progress. The
each subsequent book.
Record Sheet links missed test questions to Skill Builder reteaching
pages and provides teachers with guidance for individualized instruction.
Name ___________________________
1. What fractional part 6. Which fraction is equivalent

is shaded? 1
________ to ᎏ5ᎏ? IM2 Daily Reviews
(Obj. 11) ________
Record the results from your(Obj.Daily
12) Reviews here. “Obj.” shows which objective that problem covered.
5
A 10 ᎏ C ᎏ
2
10 2
1 Obj. 1 (SB 1-1) Obj. 6 (SB 6-1) Obj. 43 (SB 43-1) Obj. 45 (SB 45-6) 1 Obj.Obj. 11 (SB 11-2)
11 (SB 11-1) 6 Obj. 12 (SB 12-1)
10 2
B ᎏ
2. What part of the set 2 Obj. 2 (SBᎏ2-1) Obj. 7 (SB 7-1) Obj. 44 (SB 44-1) Obj. 46 (SB 46-1) 3 Obj.
2 Obj. 11 11-2)
11 (SB 7 Obj. 12
(SB 11-3) (SB 12-2)
20 D 15
is shaded? ________ 3 Obj. 3 (SB 3-1) Obj. 8 (SB 8-1) Obj. 11 (SB 11-1) Obj. 11 (SB 11-4) 3 Obj. 11 (SB 11-3) 8 Obj. 12
4 Obj. 11 (SB 11-4) (SB 12-3)
5
5 Obj. 11 (SB 11-4)
5 Obj. 11 (SB 11-4) 10 Obj. 13
Obj. 5 (SB 5-1) Obj. 10 (SB 10-1) Obj. 11 (SB 11-3) Obj. 12 (SB 12-1) (SB 13-2)
7. What is the greatest common
factor of 8 and 12? ________
3. Four brownies are to be 1 Obj. 49 (SB 49-1) Obj. 50 (SB 50-1) Obj. 56 (SB 56-1) Obj. 59 (SB 59-1) 1 Obj. 13 (SB 13-2) 6 Obj. 13 (SB 13-4)
shared by 5 friends. How 2 Obj. 12 (SB 12-3) Obj. (Obj.

13 (SB12)13-2) Obj. 16 (SB 16-2) Obj. 13 (SB 13-4) 2 Obj. 14 (SB 14-2) 7 Obj. 17 (SB 17-1)
much will each friend get? ________ 3 Obj. 13 (SB 13-3) Obj. 15 (SB 15-1) Obj. 16 (SB 16-2) Obj. 17 (SB 17-2) 3 Obj. 15 (SB 15-1) 8 Obj. 17 (SB 17-2)
8. What number goes
in the box? # Correct # Correct # Correct # Correct # Correct
3 䊐Review 11 Review 12 Review 13 Review 14 3

ᎏ 1= ᎏ
2559 (SB 59-1)
5 Obj. Obj. 4
________
(SB 4-2) Obj. 5 (SB 5-2) Obj. 45 (SB 45-4) 1 Obj. 18 (SB 18-4) 6 Obj. 20 (SB 20-3)
2 Obj. 13 (SB 13-3) Obj. (Obj.

13 (SB Obj. 19 (SB 19-3) Obj. 19 (SB 19-3) 2 Obj. 45 (SB 45-3) 7 Obj. 19 (SB 19-3)
12)13-3)
4. Name the fraction 4 Obj. 18 (SB 18-1) Obj. 19 (SB 19-3) Obj. 19 (SB 19-3) Obj. 20 (SB 20-2) 4 Obj. 19 (SB 19-3) 9 Obj. 48 (SB 48-1)
represented by the point 5 Obj. 18 (SB 18-4) Obj. 19 (SB 19-2) Obj. 20 (SB 20-1) Obj. 45 (SB 45-9) 5 Obj. 19 (SB 19-3) 10 Obj. 48 (SB 48-2)
on the number line. 9. Write a symbol (>, #<, or =)
Correct # Correct # Correct # Correct # Correct
to compare the fractions.
2 1 5
ᎏ Obj. ᎏ 19 (SB 19-2) ________
Obj. 26 (SB 26-1) Obj. 21 (SB 21-2) Obj. 22 (SB 22-1) 1 Obj. 21 (SB 21-2) 6 Obj. 25 (SB 25-1)
3 2 Obj. 19
12 (SB 19-3) Obj. (Obj.
21 (SB13)21-1) Obj. 21 (SB 21-1) Obj. 25 (SB 25-2) 2 Obj. 22 (SB 22-1) 7 Obj. 24 (SB 24-2)
0 1
_______
________
(Obj. 11)
(Obj. 11)
5. What number line shows 10. Order from least to greatest.

point P at ᎏ2ᎏ? ________ 1 Obj. 24 (SB 24-2) Obj. 51 (SB 51-1) Obj. 26 (SB 26-2) Obj. 27 (SB 27-2) 1 Obj. 51 (SB 51-2) 6 Obj. 27 (SB 27-3)
5
(Obj. 11)
1 1 2 3 Obj. 511 (SB 51-1)
7 Obj. 26 (SB 26-3) Obj. 26 (SB 26-4) Obj. 45 (SB 45-5) 2 Obj. 26 (SB 26-3) 7 Obj. 28 (SB 28-2)
ᎏᎏ, ᎏᎏ, ᎏ
3 ᎏ ᎏᎏ ᎏᎏ
P P 2 5 410Obj., 5110(SB, 51-2)
10 Obj. 45 (SB 45-5) Obj. 27 (SB 27-1) Obj. 28 (SB 28-1) 3 Obj. 26 (SB 26-4) 8 Obj. 27 (SB 27-4)
Obj. 26 (SB 26-2) Obj. 27 (SB 27-2) Obj. 27 (SB 27-2) Obj. 28 (SB 28-2) 4 Obj. 27 (SB 27-2) 9 Obj. 28 (SB 28-1)
A C
0 1 0 1 5 Obj. 26 (SB 26-4) Obj. 27 (SB 27-1) Obj. 27 (SB 27-3) Obj. 28 (SB 28-3) 5 Obj. 27 (SB 27-3) 10 Obj. 45 (SB 45-4)
P P # Correct
____, ____, # Correct
____, ____, ____ # Correct # Correct # Correct
B D Review 26 Review
(Obj. 13)27
0 1 0 1 Record results of Daily Reviews by marking an “X” next to missed
1 Obj. 27 (SB 27-2) Obj. 53 (SB 53-2) questions/objectives. Write the total correct for each Daily Review in
© Math Teachers Press, Inc. Reproduction is strictly prohibited. 2 Obj. 45 (SB 45-7) Obj. 53 (SB 53-3) the space provided. For practice related to missed objectives, use the
designated Skill Builders practice page (in the Skill Builder section
Check Point 1 3 Obj. 29 (SB 29-1) Obj. 53 (SB 53-4) 83
of the Teacher Manual).
4 Obj. 30 (SB 30-1) Obj. 57 (SB 57-1)
5 Obj. 30 (SB 30-3) Obj. 57 (SB 57-1)
# Correct # Correct Name
22
Skill Builders Step 6b
Reteaching
Reproducible Blackline Masters Reinforce Important Skills and Reteach

Essential Concepts. Skill Builders make reteaching easy. The top of each page
uses pictorial representations that review the activities from the Lesson Plan.
Students then apply that understanding when completing the accompanying
practice problems.
Visual Concepts
Name Skill Builder reteaching

worksheets rely heavily on
Naming Fractions par ts in this bar.
illustrations and other kinds
a foot. A bolt is There are 12 matching of graphic aids to explain
There are 12 inches in ded par ts. What
tional par t of a There are 5 sha
at frac is shaded? and reinforce the transition
5 inches long. Wh fractional par t of the bar
foot is this bolt? from concrete to abstract.
.
1 Foot
is shaded (five-twelfths)
The bolt is of a foot.
2.
1.
ts? ________
________ How many matching par
ts?
How many matching par
ts? ________
________ How many shaded par
ts?
How many shaded par
What fractional par t
________
What fractional par t is shaded?
________
is shaded?
bar.
the shaded part of the
Write the fraction for
4.
3.
6.
5.
Linking Questions
7. 1
8.
0 X 1 with Reteaching
X ts? ________
0 How many matching par
ts? ________
How many matching par Note: A student missing
How many par ts from
________
How many par ts from O to point X? problem 4 on Check
________
O to point X? the line Point 1 finds a matching
What fractional par t of
What fractional par t of
the line X? ________
is represented by point Skill Builder page (11-4)
X? ________
is represented by point
X represent? to reteach and practice
of the line does point
What fractional part the objective.
10. X 1
9. 0
1
0 X
12. 1
0 X
11. X
0
14. 1
0 X
13. 1
0 X
Skill Builders 11-4 class.

for one teacher for one
s, Inc. Reproduction only
36 © Math Teachers Pres
Step 7 Post-Test
Assessment
A Post-Test is administered at the end of each book to measure progress and

identify the need for further intervention.
Score _____________
____________ (50 possible) The Student Progress
Name _______________
Post-Test Report compares Pre-
Percent & Probability
Fractions, Decimals, has 4 rolls of lace trim.
and Post-Test results
at 5. Rosie
1. What fraction is shown ? Which roll of trim is shor
test? ________ and shows the student’s
Point A on the number line
13) (Obj.
A progress relative to each

1
learning objective and
0 ________
(Obj. 11) math content standard.
1 4
Aᎏ Cᎏ
4 8
2 meter
A 7
ᎏᎏ meter C ᎏᎏ
3 4 5
Bᎏ Dᎏ 10
8 9 4
B 1
ᎏᎏ meter D ᎏᎏ meter
2 5
e IM2 Student Progress Report Name ______________________________

2. What fraction of thes
shapes are shaded? ________
(Obj. 11) Record results from the Pre- and Post-Test here to see strengths and weaknesses on test
questions aligned to the objectives for this level.
s
6. Which of the fraction
t
m
rd
es
Po est
an e
een
te
betw
da
be
St tat
-T
below wou ld
or SS
T
tI
st
e-
S
Objective # and Description

s
CC
3
Pr
Te
7 C ᎏ 1 and ᎏ3ᎏ on a number line? ________

A ᎏ 10 ᎏᎏ 4 1. 3.NF.2a IM-11 Write common fractions from shaded regions, number lines, printed words and
10 2 (Obj. 13)
2. 3.NF.1 representations of a part of a set. Identify numerators, denominators.
3 10 3
B ᎏ D ᎏ 5 C ᎏ
7 3 A ᎏ 3. 4.NF.1
8 IM-12 Find equivalent fractions in higher or lower terms. Find all the factors of a
8
4. 4.NF.1 number and the greatest common factor (GCF) of two or more numbers. Write
7 1
B ᎏ D ᎏ two numbers as ratios and solve for the missing term in two equivalent fractions.
4
3. What number goes in 8
5. 4.NF.2 IM-13 Compare two like or unlike proper fractions. Order five like or unlike proper
the box? 6. 4.NF.2 fractions and place them on a number line. Estimate fractions to the nearest
3 䊐
ᎏ=ᎏ ________ whole number. Find the least common multiple (LCM) or lowest common
5 10 (Obj. 12) denominator (LCD).
A 2 C 6 1
7. tall. IM-14 Identify mixed numbers and improper fractions. Interchange mixed numbers and
7. A barber8. pole is 4 ᎏ2ᎏ feet improper fractions.
B 5 D 20 is ano ther
Wh ich frac tion
1 ? 4.NF.3a ___ ___ __
name for 4 ᎏ2ᎏ
9. IM-15 Calculate and solve problems involving addition and subtraction of proper
10. 5.NF.2 (Obj. 14) fractions with common denominators with renaming and/or regrouping.
4. Jules is mowing a lawn. 6
3 41 C ᎏ
He completed ᎏ4ᎏ of the job. A ᎏ11. 5.NF.2 IM-16 Calculate and solve problems involving addition and subtraction of mixed
2 12. 5.NF.2 2 numbers with common denominators with regrouping and/or renaming.
Which fraction3 is 8 9
B ᎏ 13. D ᎏ
equivalent to ᎏ4ᎏ? ________
2 14.
5.NF.1
2 IM-17 Calculate and solve problems involving addition and subtraction of two unlike
(Obj. 12) 5.NF.2 proper fractions with no renaming or simplifying.
3 6
A ᎏ C ᎏ
8 15. 5.NF.2 IM-18 Calculate and solve problems involving addition and subtraction of two unlike
12
16. 5.NF.2 mixed numbers with no renaming or simplifying. Estimate a sum or difference to
3 4 the nearest whole number.
B ᎏ D ᎏ
5 3 © Math Teachers Press,
Inc.
Reproduction only for one
teacher for one class.
17. 5.NF.4 IM-19 Calculate and solve problems involving multiplication of two proper fractions or a
Assessment 13
18. 5.NF.6 proper fraction by a whole number.
19. 5.NF.7c, 6.NS.1 IM-20 Calculate and solve problems involving division of proper fractions by proper
fractions, whole numbers and mixed numbers. Write the reciprocal of a number.
20. 5.NBT.3a IM-21 Write or identify decimals from a model, picture or on a number line.
21. 5.NBT.3a
22. 5.NBT.3a IM-22 Read and write decimals through thousandths.

23. 5.NBT.3a
24. 5.NBT.3a IM-23 Identify place value in a decimal up to ten thousandths.

25. 5.NBT.3a
Subtotal Correct (out of 25 items, report continued on next page)
Assessment 1
Blended Learning with
Web-Based Assessment Step 7
Assessment
Tests may be taken paper-pencil or web-based. Instant reports provide data

for the teacher to differentiate instruction. The suite of reports for the teacher,
principal, and district administrator make it easy to differentiate instruction, Print Report
measure progress, and provide accountability.
Students Grouped by
Objective
Report: Students Grouped by Missed Objective This web-based report
shows test results by
objective. Teachers are
able to easily differentiate
instruction by grouping
students who have missed
the same objective(s) and
focusing instruction on
those objectives.
Report: Individual Student Proficiency Print Report

Individual Student
Progress
Web-based assessment
measures student pro-
ficiency on each objective
in the curriculum.
Learning Objectives are aligned

to state, national, and Common
Core standards.
Aligned
25
Number, Reasoning, & Data
IM1
Standards Learning Objectives
Standards
State Standards, TEKS,
SOL, and CCSS are
shown here on web-
based reports.
_________
Name _____________________
Report
IM1 Student Progress
es on test
strengths and weakness
fro m the Pre - an d Post-Test here to see
Record results
objectives for this level.
questions aligned to the
st
rd
Po est
Te
m
St tate
da
tion
Objective # and Descrip
st-
T
Ite
or S
e-
an
S
S
Includes writing a whole

Pr
st
CC
e in a 7- to 12-digit number.
Te
IM-1 Identify the place valu Roman numerals

4.NBT.2 . Write standard numerals as
1. number in expanded notation
2. 4.NBT.2
and vice versa.
pare numbers 12 digits.

IM-2 Read, write, order and com
3. 4.NBT.2
4. 4.NBT.2
5. 4.NBT.2
indicated place value.
nearest thousand or to the
IM-3 Round large numbers to the
6. 4.NBT.3
7. 4.NBT.3
bers up to 100.
the factors of composite num
IM-4 Identify prime numbers and prim e fact ors. Find the greatest
4.OA.4 a product of its
8. Express a whole number as sibility for 2s, 3s, 4s,
bers 1 to 20. Find rules of divi
9. common factor of the num a num ber 12 in exponential
6.EE.1 square or cube of
10. 5s, 6s, 9s and 10s. Find the
to factoring.
form and relate these forms
associative, distributive
ber using the commutative,
IM-5 Find a missing num ropriate mental
6.EE.3 the properties to perform app
11. and identity properties. Use r of ope ratio ns to evaluate
6.EE.3 ses and the orde
12. computations. Use parenthe
expressions.
ing lengths in vertical or
6 digits of the same or vary
IM-6 Add numbers up to tion al erro rs. Identify math terms:
4.NBT.4 computa
13. horizontal formats. Check for e, solve and
4.NBT.4 ration or strategy to estimat
14. sum, addend, plus. Select ope
d problem .
justify the solution to a wor
ing across zero. Identify
to 6 digits including regroup
IM-7 Subtract numbers up . Select operation
4.NBT.4 . Check subtraction by addition
15. terms: difference, minus, less solu tion to a wor d problem.
4.NBT.4 e and justify the
16. or strategy to estimate, solv
s:
3-digit number. Identify term
4-digit number by a 1-, 2- or
IM-8 Multiply a 2-, 3- or s of 10 and 100 .
5.NBT.5 powers of ten and multiple
17. product, factors. Multiply by
18. 5.NBT.5 d,
tify terms: quotient, dividen
ber by a 1-digit number. Iden
IM-9 Divide a 6-digit num . Rela te mul tipli cati on and division
5.NBT.6 for division
19. divisor and the three symbols
20. 5.NBT.6 opp osit es.
as
tinued on next page)

of 20 items, report con
Subtotal Correct (out
Assessment 1
IM1
Prime and Composite Lesson Plan
Students discover a pattern for
prime and composite numbers.
Objective: To find a pat

tern for prime and
composite numbers.
Materials: Cubes or squ
ares cut from Inch Gra
Paper (Master 5), index ph Prime and Composite
cards, playing cards Numbers
Vocabulary: array, prim A prime number has only

e number, composite one array. A composite number has
more than one array.
number, factor 7 is a prime number.
6 is a composite numbe
r.
1
1
7 2
6
The factors of the numbe 3
r 7 are:
Prime Numbers 1 and 7
The factors of the numbe
1, 2, 3, and 6
r 6 are:
A prime number has
only two unique
Each group will need cub factors: the number itself
and the number 1.
A composite number
has more
es or square tiles cut Use square tiles to ÀQG
than two unique factors
.
from Inch Graph Paper from 1 to 20. Write P
the number of arrays
and the factors of each
(Master 5). Count out if the number is prime
and C if the
number
number is composite.
tiles and arrange them 8 Number Number
to show how they mig of Squares of Arrays Factors P or C
Number Number
be packed into rectan ht 1.

of Squares of Arrays Factors P or C
gular shaped boxes wit 1 1 N/A 11. 1
only one layer. Draw h 2. 1
1,11 P
a picture of the differe 1,2 P 12. 3 1,2,3,4,6,12 C
ways you could arrang nt 3. 1 1,3 P
e the 8 tiles. Display or 4. 2
13. 1 1,13 P
draw a sketch of the two 1,2,4 C 14. 2
possible rectangles: a 1-b 5. 1
1,2,7,14 C
8 and a 2-by-4. Rotate eac y- 1,5 P 15. 2 1,3,5,15 C
h rectangle to several 6.
2 1,2,3,6
positions to establish tha C 16.
3 1,2,4,8,16 C
t the shape of the rectan 7.
1 1,7 17.
is the same, regardless of gle 8.
P 1 1,17 P
the position. 9.
2 1,2,4,8 C 18.
3 1,2,3,6,9,18
C
2 1,3,9 C 19.
1 10.
1 1,19 P
2 2 1,2,5,10 C 20.
3 1,2,4,5,10,20 C
21.
8 How do you know if
It will have only 2 uniqu
a number is prime?
e factors, 1 and itself.
These rectangles are 4

also called arrays. Th 14 © Math Teachers Press,
Inc.
numbers on the side e Reproduction by any means
of each box are relate
to the multiplication d
facts equal to 8. What array does not have uni
are the two multiplica que factors? (1) So, the
tion facts shown? (1 x number 1 is not prime
= 8 and 2 x 4 = 8) The 8 . All the other number
numbers on each sid with only 1 array are s
are the factors of 8. e called prime numbers.
How you know if a num
Write on the board: ber is prime?
(A prime number can
The factors of 8 are: 1, have only 1 array made
8, 2, and 4. from 2 unique number
Numbers which have s.)
more than one array
are called composite num
bers.
Now select 11 cubes. Students may complete
Find all the different the page from the
arrays that can be ma activities they have alre
de using exactly 11 ady done.
cubes. (There will be onl
y one array, a 1 x 11.)
Write on the board:
The factors of 11 are: 1 Prime Card
and 11.
Numbers which have Have the class separate
only one array also into
have only two different groups of 3 with a deck
or unique factors. of 52
We call these number pla yin g cards (tens and face car
s prime numbers. Direct ds
attention to the factors included). Deal 5 cards
for 8 and 11 on the boa and to each player
Is 8 prime or compos rd. turn the remaining S a
car m p l e o f S c r i p ting (Bold Type)
ite? (composite) Is 11 ds face down in a pile .
prime or composite? Players take turns disc
(prime) arding one card with a
Distribute a set of index prime number on it or
cards numbered from dra win g car ds from the
1 to 20 to each small gro deck until it is possiblThese e to discrectangles are also called arrays. The
up. Each student selects ard a prime card.
index card and builds all an The person with the numbers
fewest cards at theside
on the of each box are related
the different arrays tha round wins. The win end of the
can be found for the num t toner therecmultiplication facts equal to 8. What
ber shown on the card. eives 1 point for eac h
Students write the num card in the opponents’
ber of arrays and the side points in her hand. Pla
are han thedstwo aftermultiplication
subtracting the facts shown? (1 x 8
(or factors) of each arra s
y on the back of each car
d. permits. Aces = 1, jack = 8yand severa 2 xl rou 4 =nds 8) as The timenumbers on each side
Continue until all the car s the= 11,factorsqueens of
ds have been selected. kin gs are = 12, 8.
Ask each small group to = 13. Prime numbers: 2, 3, 5,
select the cards with and 13 (kings). 7, 11 (jacks)
numbers having only one Write on the board:
array. List these number
on the board: 1, 2, 3, 5, s The factors of 8 are: 1, 8, 2, and 4.
7, 11, 13, 17, 19. Which Skill Builders 4-2
14 Lesson Plans Numbers which have more than one array
are called composite numbers.
27
Fractions, Decimals, Percent, & Probability
IM2
_________
Name _____________________
Report
IM2 Student Progress es on test
strengths and weakness
fro m the Pre - an d Post-Test here to see
Record results
st
Po est
rd
Te
tem
St tate
tion
da
st-
T
or S
e-
an
tI
S
S
and
number lines, printed words
Pr
CC
s
tions from shaded regions,

Te
IM-11 Write common frac ors, den omi nato rs.

3.NF.2a a set. Identify numerat
1. representations of a part of
2. 3.NF.1
s. Find all the factors of a
tions in higher or lower term
4.NF.1 IM-12 Find equivalent frac fact or (GC F) of two or more numbers. Write
mon
3. number and the greatest com sing term in two equivalent fractions.
4.NF.1 solve for the mis
4. two numbers as ratios and
er five like or unlike proper
unlike proper fractions. Ord
IM-13 Compare two like or tions to the nearest
4.NF.2 a number line. Estimate frac
5. fractions and place them on mul tiple (LC M) or lowest common
4.NF.2 t com mon
6. whole number. Find the leas
denominator (LCD).
and
Interchange mixed numbers
bers and improper fractions.
IM-14 Identify mixed num
7. improper fractions.
8.
and subtraction of proper
problems involving addition
4.NF.3a IM-15 Calculate and solve rs with rena min g and/or regrouping.
ominato
9. fractions with common den
10. 5.NF.2
and subtraction of mixed
IM-16 Calculate and solve regr oup ing and/or renaming.
5.NF.2 ominators with
11. numbers with common den
12. 5.NF.2 ke
and subtraction of two unli
IM-17 Calculate and solve
5.NF.1 ming or simplifying.
13. proper fractions with no rena
14. 5.NF.2 ke
and subtraction of two unli
IM-18 Calculate and solve e a sum or diffe renc e to
5.NF.2 ming or simplifying. Estimat
15. mixed numbers with no rena
5.NF.2
16. the nearest whole number.
a
on of two proper fractions or
problems involving multiplicati
5.NF.4 IM-19 Calculate and solve ber.
17. proper fraction by a whole num
18. 5.NF.6 er
of proper fractions by prop
problems involving division
IM-20 Calculate and solve the reci proc al of a num ber.
19. 5.NF.7c, 6.NS.1 mixed numbers. Write
fractions, whole numbers and
ber line.
imals from a model, picture or on a num
IM-21 Write or identify dec
20. 5.NBT.3a
21. 5.NBT.3a
imals thro ugh thousandths.
IM-22 Read and write dec
22. 5.NBT.3a
23. 5.NBT.3a
.
in a dec imal up to ten thousandths
IM-23 Identify place value
24. 5.NBT.3a
25. 5.NBT.3a
Assessment 1
IM2
Decimal Place Value Lesson Plan
Students develop understanding of decimals
using base ten blocks and money.
Objective: To write a dec

imal fraction in tenths
and hundredths from a
model.
Materials: Base ten blo Relating Models to Tenth
cks, overhead base ten s and Hundredths
blocks (optional), $1 bill Jo divided her garden
into 10 rows.
, dimes and pennies (or She planted 1 row of tomato
es.
Greg tiled the bathroo
with 100 small tiles.
m floor
Master 3) What part of her garden
tomatoes
is tomatoes?
1 whole or 1 unit is divided
into
100 equal parts.
1 row out of 10 = 1
ᎏᎏ
Models of Decimal Fra 10
or 0.1 of the garden.
ctions
Distribute base ten blo
cks—flats, longs and 1 part out of 100 equal
parts is ᎏ1ᎏ or
units—to each small gro 0.01 of the whole numbe 100
r 1. What
up. After allowing an Write the fraction and
fractional part is 5 parts?
25 parts?
appropriate exploratory decimal for the shade
d part.
time with the base ten 1.
2.
blocks, have students wo 9
ᎏᎏ
3.
rk in small groups of 10
______ 3
ᎏᎏ
2 to 4 students each to 2
ᎏᎏ = ᎏ1ᎏ
10
______
find ways that the blocks 0.9
or ____ 10 0.2
_____5 or _____
are alike and ways tha What fraction is shade
d? Write your answe
0.3
or ____
t they are different. Ha 4.
r as a fraction and as
a decimal fraction.
them write the similaritie ve 5.
6.
s and differences in
two columns.
3
Similarities ᎏᎏ
100 or 0.03
____ ____ ᎏᎏ
1
1
Differences Shade the fractional
____
10 or 0.1
____
part of the whole repres
ᎏᎏ
____
4 or 0.25
____
made of wood 7.
ented by each decim
al.
sizes 8. 9.
natural color shape
points and corners volume
solids weight 0.3
made of 1 cm cubes 10. How is a decimal fractio
0.25
n like a common fractio
0.56
n? How is it different?
10 of 1 block = 1 of the nex
t 42 © Math Teachers Press,
larger block is strictly prohibited.
Can you see a specia Display one one-dollar

l relationship bill, three dimes and
describing how one seven pennies. How mu
block is related to the ch money is shown?
next larger block? (It ($1.37) Display 1 flat blo
takes 10 of 1 block to ck, 3 longs and 7 units.
equal 1 of the next larg Ask students to write the
er block.) value of the blocks as a
Relate this pattern to the decimal. (1.37) Repeat
pattern of tens used with other combinations
with whole numbers in including these variations
the decimal number : (a) 1 flat block, 13 lon
system. We have used and 7 units (2.37), (b) 1 gs
the base ten blocks flat block, 7 units (1.07).
with whole numbers.
We are now going to
use base ten blocks wit
h decimals. The blocks
have a pattern of ten Together, read the exa
s. mple at the top of the
Assigning Values to the page. Be sure students
understand there are 10
Blocks equal-sized parts in the
How many different garden and 100 equal-
sizes do you have? (3) sized tiles on the floor.
Place the blocks in ord Question 10, a Sum It
er from greatest to question, is an importa Up!
least. Hold up or disp nt generalization
lay a flat block. In emphasizing that decima
decimals, we are goi ls are just a different
ng to call the largest representation of a com
block the ones or wh mon fraction.
ole block. Think of thi How is a decimal fra
block as being like a s Sam pnl elike
ctio o fa Scom
c r imo
p tni n g ( B o l d T y p e )
one-dollar bill. Displa fraction? (Decimal frac
a one-dollar bill. y tions and common
fractions have both bee
Display the middle size n divided into parts of
block, identifying it equal size.) How are Assigning Values to the Blocks
as a long block. How ma decimal fra ctions different
ny of these long from common fractio
blocks does it take to How
ns? (Demany
cimaldifferent
fractions aresizes do you have? (3)
make 1 whole block? always divided into ten
(10) What fractional par Place ths the
and blocks
hundredth ins and
order from greatest to
t of a block is a long smaller place values
block? (one-tenth) We basedHoldon tenupths.or
call this block the ten
ths fractions can be divleast.
ided into any number
Codisplay
mmon a flat block. In
block. Think of these of
blocks as being like different parts, e.g.,decimals, we are
fifths, sevenths, etc.)
going to call the largest
dimes. Display a dime.
Repeat with the units blo
block the ones or whole block. Think of this
ck, relating it to the block as being like a one-dollar bill. Display
hundredths place and to
the penny. Display a pen
ny. a one-dollar bill.
42 Lesson Plans 5.NBT.1, Display the middle size block, identifying it
5.NBT.3a
as a long block. How many of these long
29
Geometry, Measurement, & Graphing
IM3
_________
Name _____________________
Report
IM3 Student Progress
aknesses on test
d Po st- Tes t he re to see strengths and we
Pre- an
Record results from the
ion s alig ne d to the objectives for this level.
qu est
st
rd
Po est
Te
m
St tate
tion
da
st-
T
Ite
or S
e-
an
S
ts,
S
ng points, lines, line segmen

Pr
st
CC
eristics and relationships amo

Te
IM-31 Know the charact

4.G.1
1. rays, angles and planes.
2. 4.G.1
, parallel and perpendicular.
IM-32 Identify lines as intersecting
3. 4.G.1
4. 4.G.1
t, obtuse and straight.
IM-33 Identify angles as acute, righ
5. 4.G.1
6. 4.G.1
and draw angles and esti mate the measure of an
IM-37 Use a protractor to measure
rees .
7. angle to the nearest 10 deg
8.
pes and solids: square,
e the properties of basic sha
IM-34 Identify, classify and describ drila tera l, trap ezoid, rhombus,
llelogram, qua
9. rectangle, circle, triangle, para gons, sides, vertices,
4.G.2 , decagon, diagonals of poly
10. pentagon, hexagon, octagon gle, righ t trian gle, equilateral triangle,
4.G.2 , isosceles trian
11. faces, edges, regular polygon rectangular solid.
m, cone, pyramid, cylinder,
12. scalene triangle, sphere, pris
13.
us and circumference. Use
circle: center, diameter, radi
IM-35 Identify parts of a (C = d). Understand
cribing geometric quantities
14. variables in expressions des
h as .
15. the concept of a constant suc
e its coordinates.
system to place a point or nam
IM-43 Use the Cartesian
16. 5.G.2
17. 5.G.2
congruence of line
explain line symmetry and
IM-60 Use concrete experiences to figu res resu lting from geometric
4.G.3 s. Rec ogn ize
18. segments, angles and polygon ctio ns (flips), or rotations
slations (slides), refle
19. transformations such as tran
.
20. (turns). Explore tessellations
metic, geometric or neither.
ber in patterns that are arith
IM-44 Find the missing num erate a corresponding
4.OA.5 g concrete models and gen
21. Build simple functions usin atic al rela tionships of special
6.EE.9 h. Know mat hem
22. rule, equation, table or grap
patterns such as Fibonacci.
such as vertical,
formed by intersecting lines,
IM-54 Explain and identify angles ry.
4.MD.7 supplementa
23. adjacent, complementary or
24. a quadrilateral to
of the angles of a triangle and
IM-55 Use the properties of the sum
25. find an unknown angle.
26.
Assessment 1
IM3
Exploring Perimeter Lesson Plan
Students use unit cubes to find
the perimeter of a polygon.
Objective: To find the

perimeter of a polygon.
Materials: Base ten uni
t cubes (ones blocks),
tagboard rectangles
Exploring Perimeter
Vocabulary: perimeter Anna wanted to build
a fence
around her garden. She Anna·s brother said he
placed could ÀQG the
units around the outside number of units needed
edge to to fence the
see how many units she garden. He used one
needed. unit to mark off
1-unit lengths along the
Write outside.
numbers Use
inside each
Finding Perimeters Peas carrots radish beets
1
unit.
Peas carrots radish beets
your
1-unit
cube to
mark off
Each pair or small gro 2 equal
up of students will nee units.
unit cubes and a 3 cm d

by 4 cm rectangle cut
tagboard. from
Number of units needed
Approximately one-half The distance around
to fence the garden: _____
14 .
of the 13-year-olds in the the outside of a ÀJXUH
is called the perimeter.
United States confused 1. Place unit cubes around
the outside 2. Use one unit cube
the concepts of perimeter to ÀQG the perimeter. to mark off units
of 1 along the sides of
and area on a recent Nat the garden.
ional Assessment of
Educational Progress (NA
EP). In this lesson,
students will begin develo
ping the concept of
perimeter by estimating Estimate _____ Actual 6
the total length of all side _____ Estimate _____ Actual 15
They will then use unit s. The distance betwee
_____
cubes to measure the of each ÀJXUH to the

n dots on the paper
nearest centimeter.
is 1 centimeter (1 cm).
Find the perimeter
distance around a figure 3.
(the perimeter). 4.
5.
The two stages in using

unit cubes will be to:
1. place unit cubes along
the sides of a polygon
and then count the uni
t cubes, and
2. use only one unit cub perimeter = __12
___ cm
e to mark off equal spa perimeter = _____
12 cm
16 cm
perimeter = _____
along the outside edge ces
of the figure 40 © Math Teachers Press,
Begin by estimating the

number of feet in the
perimeter of the classro distance around the out
om. Have a student find side) We call the
the perimeter of the clas distance around the
sroom by walking and outside of a figure its
counting paces. Have ano perimeter. What is the
ther student find the perimeter of the
perimeter with rulers pla garden in units? (14)
ced end to end. Comp Compare the actual ans
the actual perimeter to are to the estimate to see wh wer
the estimated perimeters ose guess is closest.
Display the outline of a . There are 3 letters in
3 cm by 4 cm rectangle the word perimeter
on the overhead project that can help you rem
or. Draw flowers inside ember the meaning
rectangle. Here is a pic the the word. What are tho of
ture of Sally’s garden se letters? (RI M)
. After students have pla
ced cubes around the
one unit block rectangle and found the
perimeter to be 14 cm,
rearrange the cm cubes
in one continuous line
How does the length .
of this line compare
the total lengths of the to
sides of the rectangle
(They are the same.) Ho ?
w do you know?
(Because the units hav
e just been rearranged.)
Repeat with a 2 cm by
6 cm rec gle and wit
She wants to place edg other examples if timSea m p l e tan h
garden from the rest
ing to separate the permits. o f S c r i p t i n g ( B o l d T y p e )
of the yard. Each uni
of edging is the size t
of this unit block. Ho
many units will she nee w
Together, read theShe wants
Display a unit block. Ask
d? inform ation to place edging to separate the
at the top of the
page. Demonstrate garden
each of from
how many units will be
students to estimate the twothediffrest of the yard. Each unit
erent ways
needed to go around the to find a perimeter.
ofThedging
outside of the garden. Rec ese two is the size of
different ways are this unit block. How
ord the estimate on the at the concrete level. Th
overhead or board. The many
move from the concre
eunits
problewill
ms on she
the need?
pag e
n ask students to physica te to theapic
place blocks around the lly Display
students look at dot pap unit
toriblock.
al stageAsk
as students to estimate
outside of the rectangle er to
find the actual number
needed. (14 blocks)
to how manyfind
Have students fini thewill
units perime
be needed
ters. to go around the
Be careful that student sh the page on their ow
s do not place a unit cub outside of the garden. Record n. the estimate on the
in each of the four cor e overhead or board. Then ask students to physically
ners of the rectangle. Wh
part of the rectangle at
have we measured? (the Skill Builders 38-place
1, 38-blocks around the outside of the rectangle to
2
40 Lesson Plans find the actual number needed. (14 blocks)
31
Number, Reasoning, & Data
MH1
_________
_____________________
Name
ss Report
MH1 Student Progre s and weaknesses on
test
Pre - an d Po st- Tes ts here to see strength
st
rd
Po est
Te
tem
St tate
da
tion
st-
T
or S
e-
an
e
tI
four basic operations. Describ

S
S
Pr
CC
s
names of terms used in the

Te
MH-1 Know the signs and real num ber syst em.
subsets of the
1. the relationship between the
2. 7.EE.4
erties: commutative,
ement using the number prop
MH-2 Complete a true stat ents and inve rse properties for addition
7.EE.1 tity elem
3. associative, distributive, iden zero and the notion of closure of
ty of dividing by
4. and multiplication, impossibili
bers under an operation.
a subset of the rational num
n
. Write the prime factorizatio
prime and composite numbers
MH-3 Define and identify fact ors of a num ber.
lity and list all the
5. by using the rules of divisibi
6.
and order numbers 12
the plac e valu e of and read, write, compare
MH -4 Iden tify r than the decimal
cture of number systems othe
7. digits. Understands the stru
8. 5.NBT.1
system.
12 digi ts to any place.

MH-5 Round any number
9.
10.
factored form and
write an exponential expression in
MH-6 Give the value of and
11. 6.EE.4
vice versa.
12. 6.EE.1 t
find the missing side of a righ
rean theorem relationship and
MH-54 Know the Pythago squ ares 225 and estimate the square
8.EE.2 of perfect
13. triangle. Find the square root
8.EE.2 consecutive integers.
14. root of a number between two
ing lengths in vertical or
6 digits of the same or vary
MH-7 Add numbers up to
15. 7.NS.1
horizontal formats.
16. 7.NS.3
ing across zero. Check
to 6 digits including regroup
MH-8 Subtract numbers up
7.NS.1
17. subtraction by addition.
18. 7.NS.3
number. Multiply by powers
git number by a 2- or 3-digit
MH-9 Multiply a 3- or 4-di
7.NS.2 100.
19. of ten and multiples of 10 and
20. 7.NS.2
de a 5-digit number by 10,
ber by a 2-digit number. Divi
MH-10 Divide a 4-digit num
7.NS.2 by multiplication.
21. 100 or 1000. Check division
22. 7.NS.2
and geometric). Includes
extend patterns (numerical
MH-42 Identify, describe and
ern.
23. finding the n th term of a patt
24.
25. 8.F.1
Assessment 1
MH1
Problem Solving Lesson Plan
Students use a 5-step plan.
Objective: To use the five

-step problem solving
model to solve problems
involving addition and
subtraction.
Materials: Steps in Pro Steps for Problem Solvin
g
blem Solving (Master 11) Mount Everest in Asia
is 28,028 feet “How much higher”
1. Read.
high. Mount McKinley 2. Find.
Vocabulary: reasonabl 20,320 feet high. How

in Alaska is
Step
means to compare 3. Decide.
e solution, estimate much

Mount Everest than Mount higher is
McKinley?
3 by subtraction. 4. Estimate.
5. Solve and
check back.
Steps
1&2
28,028 rounds to
28,000 and 20,320
I know that I need these Step rounds to 20,000.
facts:
Mt. Everest = 28,028 4 A good estimate is
Mt. McKinley = 20,320 ft.
The Five-Step Plan Mt. Everest
ft. about 8,000 feet.
28,028
29,028 ft.
In this activity, student Mt. McKinley – 20,320
s will discover the five 20,320 ft.
7708
steps in problem solving Step
. Be sure to write each 7708 is close
5
step on the board as it Use the problem solvin

to 8000, so my
answer is reasonable.
is discovered. It is g steps to answer the
following problems.
important that students 1. The deepest spot
in all the oceans of
understand clearly you the world is 35,640 ft.
in the Mariana
2. Find the area of the
if
Pacific States
believe they are capabl Trench near Guam. The
greatest depth
the area of California
square miles, Oregon
is 155,959
e of solving most proble in the Atlantic Ocean is
30,246
Puerto Rico. Find the differen ft. near square miles and Washin
is 95,996
you pose. Good proble ms these depths.

ce in 66,544 square miles.
gton is
m solvers need strong

concepts to become con self- will vary
Est. ______ ____ Actual ______
5394____ ft. will vary
Est. ______
fident risk takers. 3. How many more square
318,4____
____ Actual ______ 99
sq. mi.
Write the following pro United States acquire
miles did the 4. The distance from
the earth to
blem on the board: Louisiana Purchase of
through the
827,192
the moon is 238,857 miles
and the
In an online poll, 11,896 square miles than through
the
distance from the earth
to the sun
students said they purchase of Alaska with
586,400
is 92,897,416 miles. How
farther away is the sun
much
completed their homewo square miles?
earth?
from the
rk on Saturday and Est. will vary
______ ____ Actual ______
240,7____
92
17,143 students said the sq. mi.
will vary
Est. ______ 92,65____
____ Actual ______ 8,559
y completed their 5. A basketball court miles
homework on Sunday. is 94 feet long
from end line to end line. 6. The length of the
How many more student field is 300 feet long from
A football Nile River in Africa
is 4145 miles. The Yangtz
completed their homewo s to goal line. How much
goal line
longer is a
China is 3964 miles long.
e River in
How much
rk on Sunday? football field than a basket
ball court?
longer is the Nile than
the Yangtze ?
will vary
Today, we are going Est. ______ ____ Actual ______
206 ft.
____ will vary
Est. ______
to find steps to help 181
____ Actual ______ miles
____
solve word problems
. What is the first thi 38 © Math Teachers Press,
we must do to solve ng is strictly prohibited.
this problem? (Read it.)

Have a volunteer read
the problem and restate and justify their selectio
in her own words. Wh it ns. This process helps
en the story is retold clarify their thoughts and to
correctly, acknowledge make them aware that
that the student has sho the y are making their own choices
she understands the pro wn and becoming
blem. independent problem
What is the next step solvers.
in solving the Wh at pro ces s should we use to sol
problem? (Find the que ve the
stion and needed facts.) problem? (Subtraction
What is the question? .) How do you know
Underline the question. use subtraction? (We to
What are the facts? Ha are comparing one num
ve a volunteer circle the to another.) ber
facts in the problem on
the board. Ask a volunteer to esti
What is the next thing mate the solution. (17,000
we must do to solve – 12,000 = 5000) After
this problem? (Decide estimating the answe
on a process to solve the what should we do? r,
problem.) What ideas (Solve the problem.) Ha
or strategies can we vol unt eer solv e the ve a
to help decide how to use problem. (17,143 – 11,
solve this problem? 5247) How do we kno 896 =
Discuss the various pro w if the answer is
blem-solving strategies reasonable? (Compare
(Master 11) together. Ha the answer to the
ve students model the estimate.) How do we
strategies as they are disc decide if the answer
ussed. correct? (Check the pro is
Can we use a model blem by adding and by
? (Yes, students can use putting the answer bac
base ten blocks to build k
S a m p ltheinto e pro o f ble S cm.) ripting (Bold Type)
each number. Discuss Check for understan
which operation is nee ding and reinforce skil
ded to solve the proble usin g a sec ond wo ls by
Can we simplify the m.) rd problem. Allow tim
problem? (Yes, smalle students in small groups e for
numbers can be used to r Today, to disc we uss are the steps asto find steps to help
going
model the problem. For they solve the problem.
example, 11 students do solve It is impproblems.
word orta nt to havWhat is the first thing
homework on Saturday students restate the pro e
and 17 do homework on blem do in the toirsolve own wo
Sunday. Discuss which be sure the problewe m has
must thisrds to problem? (Read it.)
operation is needed to
solve this problem.) Have ame aning to the student.
volunteer read the problem and restate it
Can we act out the pro
blem? (Students can in her own words. When the story is retold
combine acting it out and
simplifying the number Walk the student correctly, acknowledge that the student has shown
by showing 11 student s s thr ough the steps in the
s on Saturday and 17 example at the topshe
students on Sunday. Dis understands
of the page. Draw stud the problem.
cuss which operation attention to the graphi ents’
is needed to solve.) Whatc on the is pag
thee next step in solving the
the five problem-sproblem? contain ing
Ask students to explain olv ing step (Find
s. Have students the question and needed facts.)
the strategies they used complete the page on
What theirisow the n. question? Underline the question.
38 Les son Plans
What are the facts? Have a volunteer circle the
33
Fractions & Decimals
MH2
__________
Name __________________
ss Report
MH2 Student Progre
d weaknesses on test
- an d Po st- Tes t he re to see strengths an
Pre
st
rd
Po est
Te
tem
St tate
da
tion
st-
T
or S
e-
an
tI
S
S
change a fraction to
Pr
CC
s
al principle of fractions to
Te
MH-11 Use the fundament equ ival ent fractions. Compare

ntify a set of
1. higher or lower terms. Ide rchange mixed
ative unlike fractions. Inte
2. and order positive and neg
tions.
3. numbers and improper frac
4.
tions with reducing and/
t like and unlike proper frac
MH-12 Add and subtrac mon denominator
7.NS.1 ltiples of a number, com
5. or regrouping. Identify mu divi sibl e numbers and the
7.NS.3 of numbers 20,
6. (least common multiple)
of two numbers 50.
greatest common factor
and unlike denominators
t mixed numbers with like
MH-13 Add and subtrac
7.NS.1 rouping.
7. with simplifying and/or reg
8. 7.NS.1
tion or a whole number with
fraction by a proper frac
MH-14 Multiply a proper oun t.
7.NS.2 al disc
9. simplifying. Find a fraction
10. 7.NS.3 per
ber, whole number or pro
number by a mixed num
MH-15 Multiply a mixed
7.NS.3
11. fraction with simplifying.
12. 7.NS.2
tion or whole number with
fraction by a proper frac
MH-16 Divide a proper a frac tion or whole number.
7.NS.3 iprocal of
13. simplifying. Write the rec
14. 7.NS.2
whole number or proper
ber by a mixed number,
MH-17 Divide a mixed num mixed number.
7.NS.3 Write the reciprocal of a
15. fraction with simplifying.
16. 7.NS.2
s
Judge the reasonablenes
wer to a word problem.
MH-44 Estimate the ans who le num ber s, frac tions,
7.EE.3 rations with
17. of results and estimate ope rather than an
7.EE.3 ermine when an estimate
18. decimals and percents. Det in pro blem situ ations.
e and apply
exact answer is appropriat
s,
whole numbers, fraction
tep word problem using
MH-43 Solve a 1- or 2-s num ber sen ten ce
7.NS.3 ect the correct operation,
19. decimals or percents. Sel blem and just ify tha t selection.
7.NS.3 to solve a pro
20. or necessary information blem.
21. 7.NS.3
erm ine the rea son able ness of a solution to a pro
Det
22. 7.NS.3
23. 7.NS.3
pare and order positive and
e value of, read, write, com
MH-18 Identify the plac e. Know that for the
5.NBT.3a the ten thousandths’ plac
24. negative decimals up to s’ plac e is how many times
5.NBT.3a of the 3 in the ten
25. numeral 732.3, the value
5.NBT.3a tenths’ place.
26. the value of the 3 in the
27. 5.NBT.3b

Assessment 1
MH2
Representative Forms Lesson Plan
Students relate fractions to equivalent decimals.
Objective: To change frac

tions to decimals.
Materials: Decimeter squ
ares outlined on
Centimeter Graph Pap
er (Master 2), interlockin
cubes g Changing Fractions
to Decimals: Repeating
Decimals
Molly bought an order
of Big Fries You can change a fraction
to share equally with her
Vocabulary: repeating There are exactly 100
2 friends.
dividi______
______ ng _ the ______
to a decimal by
decimals divide any of the fries

fries in each
order of Big Fries. If they
did not denom
______ inato
______ __r.
nume______
rator_ by the
into a smaller
piece, what fractional
part of the
order will each person 1
get? What 0.333…
decimal part will each
person get?
ᎏ =
3 .0
31 0

There are 100 pieces to
be shared with 3 people.
Changing Fractions to 0.333… is an example
of a
repeating decimal. There
Terminating and Each person will get:
common ways of expres
are two
sing this:
Repeating Decimals 33
ᎏ or 0.___
100
3 ___3
0.33 ᎏ1ᎏ or 0.33
3
Each group will need a Change each fractio
n to a decimal. Add 0’s
sheet of Centimeter out even. to the decimal until the
answer comes
Graph Paper (Master 2), 1. 1
scissors and at least 10 8 0.125 2. 3
8 0.375 3. 1
4. 3
interlocking cubes. Change each fractio
n to a decimal in hundre
16 0.0625
40 .075
fraction. dths. Express any remain
In this activity, student der as a
s share 100 cubes and 5. 2 0.66 ᎏ
3
2
6. 1
6 0.16 ᎏ
2
7. 3 0.42 ᎏ
shade their findings on 3 3 7
6
8. 1 0.11 ᎏ 1
decimeter squares. Fro Change each fractio
7 9 9
these activities, student m n to a decimal. Put a

bar above repeating
digits.
s are led to discover the 9. 1

6 0.16 10. 5
6 0.83 11. 7
12. 1
pattern for changing a 9 0.77 3 0.33
fraction to a decimal. 13. Mom used 15 yards
of cloth to make 14. After school, Sue
Write on the board: 16 small towels. How
was used to make each
much material
towel?
finished 19 out
of 25 items on her homew
ork page.
Joe finished 11 out of
16 items. Who
100 miles are to be pav .9375
completed more of his/her
homework?
ed by a number of yd.
__________
construction crews. Fin 15. In a contest, Ira’s

Sue____
______
d the fractional and of a meter. Sal’s frog jumped
frog jumped
16. Tom has a board
that is 5 ft. long.
decimal part each crew a meter. How far did Ira’s 0.76 of If he cuts it into 9 equal
pieces, how
will pave if there are decimals? Whose frog
frog jump in
jumped farther?
long will each piece be?
(Express
4 crews sharing the 100 answer as a decimal.)
miles equally. What if .75, Sal

__________
____
.55 ft.
there are 5 or 10 constru ______
ction crews? © Math Teachers Press,

53
4 crews: ᎏ1ᎏ ⫽ ᎏ2ᎏ

5
⫽ 0.2
4 100 5
1 20
Write on the board:
5 crews: ᎏᎏ ⫽ᎏ
100 ⫽ 0.20
ᎏ
5 1 ?
1 10
⫽ᎏ ᎏ
100
ᎏᎏ
3
10 crews: ᎏᎏ ⫽ ᎏᎏ ⫽ 0.10 Shade one out of eve
10 10 0 ry three small
What is the relationsh squares. (Students sha
ip between the 1⁄4 de 33 small squares and 1
and 0.25, 1⁄5 and 0.20, of the remaining one.) ⁄3
and 1⁄10 and 0.10? (0.2
the same as 1 divided 5 is
by 4, and 25 is the sam
1
⁄4 of 100. 0.20 is the sam e as
e as 1 divided by 5; and
0.10 is the same as 1 div
ided by 10) To change
any fraction to a dec
imal, we can divide
numerator by the den the
ominator. Have student
change the 1 to the dec s
imal 1.00 before dividin
g.
Write on the board:
1
.25 Repeat by changing 2⁄3
ᎏᎏ = 41
.0
0 to the repeating decima
0.6
How can we change 1
4 6. What is Sthe
am patp ter
l e nofor
f Scha p t i n g ( Blo l d T y p e )
c r ingi
⁄3 to an equivalent fraction to a decimal? ng a
fraction in hundredth (Divide the numerator
s? (divide 1.00 by 3) the denominator
What by the 1⁄4
fourisplathe
ces or carry the divbetween
relationship
Write on the board: out four plaand
ces unt 1 1 ision
0.25,
il the ⁄5num
andber0.20,
repeat and
s.) ⁄10 and 0.10? (0.25 is
.3333 the same as 1 divided by 4, and 25 is the same as
.0
310 1
⁄4 of 100. 0.20 is the same as 1 divided by 5; and
This is an example of Read the 0.10
examp
a repeating decimal. is le
the
togsame
ether as 1 divided
at the by 10) To change
top of the
It may be written as page. Relate the 100 fren
0.331⁄3 or 0.3 any fraction ch to
frieas to
decimal,
Have students outline 3.
of 100 miles in the intr the examples can divide the
we
a square 10 cm by 10 cm numerator odubyctory
the actdenominator.
ivity. Work Have students
on a sheet of graph pap problems 1, 5 and 9 tog
er. Identify the large
square as one whole, a change theeth 1 er.
to the decimal 1.00 before dividing.
100
small square as 1⁄100 and
⁄100 as the fractional nam Write on the board:
e for a whole.
.25
Skill Builders 20-2, 20 1
-3 ᎏᎏ
4 .0
= 410
Lesson Plans 53
35
Percent & Probability
MH3
_________
Name __________________
ss Report
MH3 Student Progre
Pre
st
rd
Po est
Te
tem
St tate
tion
da

st-
T
or S
e-
an
tI
S
S
.
Pr
a variety of manipulatives
CC
s
t as parts per 100 using

Te
MH-25 Interpret percen rati os, frac tion s,

relationships among
1. Develop understanding of ns. Know
2. 7.EE.3 and per cen ts and interchange representatio
decimals
3. common equivalencies.
4. 7.NS.2d
5.
Write the ratio of two
number in a proportion.
MH-26 Find the missing del problems
7.RP.2 portions to solve scale mo
6. whole numbers. Use pro
7.RP.2 ls.
7. with fractions and decima
8. 7.RP.2
l or money amount,
of a whole number, decima
7.RP.3 MH-27 Find the percent
9. including word problems.
10. 7.RP.3
11. 7.RP.3
12. 7.RP.3
13. 7.RP.3
14. 7.RP.3
mission or simple
t of discount, sales tax, com
MH-28 Find the amoun blem . Calculate percent
7.RP.3 a percent pro
15. and compound interest in
7.RP.3 .
16. of increases and decreases
17. 7.RP.3
18. 7.RP.3
ng word
t one num ber is of another, includi
7.RP.3 MH-51 Find what percen
19. problem s.
20. 7.RP.3
21. 7.RP.3
s,
whole numbers, fraction
tep word problem using
7.NS.3 MH-43 Solve a 1- or 2-s blem solv ing mo del tha t incorporates
a pro
22. decimals or percents. Use out the plan and
7.RP.3 , making a plan, carrying
23. understanding the problem nes s. Use a var iety of problem
7.EE.3 reason able
24. evaluating the solution for , loo king for a pattern,
ng drawing a picture
solving strategies includi a tab le, wor king a simpler
it out, ma king
guess and check, acting sen ten ce or necessary
t operation, number
problem. Select the correc ify tha t sele ctio n. Includes
blem and just
information to solve a pro .
in a percent problem
finding the base or whole

Assessment 1
MH3
Percent of a Whole Lesson Plan
Students use models to find percent.
Objective: To use a pro

portion to find the per
or part of a whole. cent
Materials: Fraction Bar
s, Percent Number Lin Percent of a Number
100 (Master 5) es to using Proportions
Hector got 75% on his
math test. There
were 60 problems on Let n represent the number
the test. How
many questions did he correct out of 60.
get correct?
You can use a proportion numbe correct

to solve this problem ᎏrᎏ 75
⫽ᎏ⫽ᎏ n
Should the 60 be written . whole 100 60
above
or below the fraction bar?
60 the whole test or partIs
Finding a Part of a Wh Cross multiply. 75
ᎏ⫽ ᎏ n
ole of the test?
60 100 60
Each pair of students or part
small group will need whole
set of fraction bars and a Divide both

100 ⭈ n ⫽ 75 ⭈ 60
100n ⫽ 4500
a copy of Percent Numb 0%
75% 100%
sides by 100.
n ⫽ 45
Lines to 100 (Master 5). er 75% as a ratio = ᎏ75
100 Hector got____questions
Solve for n. correct.
Write on the board: 40

1. ___
100
= n
__
60 n=40 2. 30
___ n
= __
100 150 n=45
There are 40 students 3. ___16 n
= __ n=8
in the art class. 25% of 100 50 4. 15
___
100
n
= __ n=24
the students are boys. Write the proportion
and solve.
160
How many boys are in 5. Shawn had 80% on

his math test.
the class? There were 50 problem
How many did Shawn
s on the test.
get correct?
6. Vernon got 84% correct
on his math
test. There were 25 questio
ns on the
test. How many questio
Ask students to read the 40 _
______ correct?
ns did he get
problem and use a 7. 20% of the studen
ts bring their lunch to
21
_______
picture to solve the pro school. If there are 45
students in the
blem. Pictures and school, how many bring
their lunches?
8. Vicki got 60% on a
social studies
test.The test had 60 problem
solutions will vary. On 9 _ many problems did Vicki s. How
e possible solution: 9. Drew made 45% of
______ get
36 correct?
X X X
his free throw
attempts. If he tried 200
_______
X X how many did he make?

free throws, 10. Leah got 65% problem
s correct
X X X
on a science test. There
were 40
X X 90 _
______
questions on the test.
problems did she get
How many
correct
26 ?
Explanation: If 25% are
boys, 1 out of every 4 Jason got 80% on a math
test of 25 problems. Find
_______
students are boys. I ma problems he got correct

. Use a proportion and
the number of
words to explain your
rked an X on 1 out of answer.
group of 4. There were each © Math Teachers Press,

25 X’s. is strictly prohibited.
27
You can also use fractio
n bars to visualize
the whole-part relatio
nships. What color bar Write on the board:
would you use for 25% s
? (blue bars)
Write on the board: 25 x
100 = 40
the whole art class 25 ⫻ 40 = 100 ⫻ x
0 n 1000 = 100x
40 10 students = x
0% 25% There is another way
100% to solve this
% boys proportion using equ
ivalent fractions. First
we reduce the fractio
What does this pictur n if possible. Next ma
e show us? (The both ratios have the ke
shaded part shows the same denominator. Wh
boys in the art class.) We number do you multip at
can set up a proportio ly by 4 to get 40? (10
n from this picture. We We will multiply the )
know that 25% means fraction by ⁄10, which
10
25 parts out of 100, and the same as multiplyin is
that 100 is the whole g by one.
. Write on the board:
Write on the board: Sample of Scripting (Bold Type)
25
25 (parts) = x
100 (whole) 100 40
You can 1also use fraction bars to visualize
If we let x stand for = x
the number of boys, 4
the whole-part relationships.
40 What color bars
where should we wr 1 would
10 you10 use for
ite x? (x goes above the ⫻ = x 25%? (blue bars)
because it is the part of bar 4 10 40 = 40
a whole.) Where should
we write 40? (40 goes Write on the board:
below the bar because x = 10
represents the whole clas it the whole art class
s.)
25 (parts) x (part boys) 0 n 40
100 (whole) = 40 (wh Complete the example
ole class) at the top of the page
How do we solve thi with the class. For que
s proportion? (Use the 0%stions 25%
5 to 10, have students 100%
cross products method.) identify which number
s represent parts and wh
represent the whole. % boys ich
Lesson Plans 27
37
Geometry & Measurement
MH4
_________
Name __________________
ss Report
MH4 Student Progre
Pre
st
rd
Po est
Te
tem
St tate
tion
da

st-
T
or S
e-
an
I
S
S
ment,
t, line, ray, angle, line seg
Pr
st
CC
g symbols and names: poin

Te
MH -29 Kno w the follo win pyr ami d, rect ang ular
nce, cone cylinder, sphere,
1. radius, diameter, circumfere to clas sify soli ds, incl uding
angle. Use properties
2. solid, cube, chord, central spheres.
3. soli ds, pyr ami ds, cones, prisms, cylinders and
rectangular
and lines as horizontal,
acute, right, obtuse, straight
MH-30 Identify angles as estimate angles.
dicular. Draw, measur and
e
4. diagonal, parallel, perpen
5. s
relationships of their side
and quadrilaterals by the
MH-31 Classify triangles to 10 side s.
s with up
6. and angles. Name polygon
7.
res made by translations
ing parts of congruent figu
MH-32 Identify correspond ngles, bisectors
8.G.1a congruent lines, angles, tria
8. and reflections. Construct lar lines. Iden tify line symmetry,
8.G.1b perpendicu
9. of segments and angles and und erst anding of
8.G.2 metry. Demonstrate an
10. reflection and rotational sym res are con gru ent.
7.G.2 given figu
11. conditions that indicate two
entary,
n the angles are complim
e of a missing angle whe
MH-33 Find the measur ship of ang les made
7.G.5 adjacent. Know the relation
12. supplementary, vertical or .
8.G.5 by a transversal
13. when parallel lines are cut
in a quadrilateral. Find
the angles in a triangle and
8.G.5 MH-52 Know the sum of and qua dril ater al. Discover functional
ngle
14. the missing angle in a tria of a regular polygon and the
8.G.5 number of sides
15. relationship between the
interior angles.
sum of the measure of the
onding sides of similar
representations and corresp
MH-53 Identify pictorial cor responding angles and
7.RP.2 ship between the
16. figures. Know the relation
sides of similar figures.
of
and find the missing side
orean theorem relationship
MH-54 Know the Pythag squ ares 225 .
8.EE.2 are root of perfect
17. a right triangle. Find the squ
18. 8.EE.2
19. 8.G.7
nearest 1⁄8 inch or nearest
rvals, measure lines to the
MH-34 Tell clock time inte Celsius. Determine
peratures in Fahrenheit and
20. millimeter and estimate tem
in measurement situations.
21. degree of accuracy needed
measurements of length,
ltiply and divide customary
MH-35 Add, subtract, mu ies.
5.MD.1 Know common equivalenc
22. weight, capacity and time.
ed on next page)
tal Co rre ct (ou t of 22 items, report continu
Subto
Assessment 1
MH4
Right Triangles Lesson Plan
Students discover the Pythagorean Theorem.
Objectives: To find the

Pythagorean relationship
in right triangles.
Materials: Centimeter The Pythagorean Theor

Graph Paper (Master 5), em
scissors, glue Pythagoras, a Greek mathem

triangles. This proper ty
atician, discovered a specia
relates to the square which l proper ty about right
can be drawn on each
The right triangle below side.
has sides of
3, 4 and 5.
Vocabulary: square, squ

ared, exponent, factor, 3
5
Pythagorean theorem,
legs, hypotenuse 4
The shorter sides, 3 and
4, are called
the legs of the right triangle
. The longest
side, 5, is called the hypote
nuse. The 2
hypotenuse is the side 9
3 = _____ 16
42 = _____
angle.
opposite the right 25
52 = _____
25
32 + 42= _____
Describe this relatio 25
52 = _____
Discover the Right Tria In______
______ a right______
nship (known as the
triang______
le, the ______
Pythagorean Theore
m):
ngle Pattern ______
the
______
square
______
on the
______
sum of______
hypote
______
nuse.
square s on the
______
__________________
legs______
______ equals____________
_
In
this activity, students find Three sides of a triangl
__________________
_
the squares of e are given. Is the triangl
e a right triangle?
numbers from 1 to 10. 1. 5, 12, 13 yes
2. 4, 5, 6 no
Each student or small 4. 5, 7, 9
3. 6, 8, 10 yes
group will need a sheet no 5. 9, 12, 15 yes

of centimeter graph pap 6. 7, 24, 25 yes
and scissors. Have stud er Find the legs and hypote

nuse of the right triangl
e formed by these square
ents outline and cut out 7. legs = _____
6, 8 hypotenuse 10
= _____ 8. legs = _____
9, 12 hypotenuse = 15
s.
10 squares having side _____

s of 1, 2, 3, …, 10 cm.
Display a 1 centimeter
square and describe the
number of units on eac
h side. This is the
smallest square shape
we can make with
these squares. Each sid
e of the square has a
unit of 1. How many
units on the horizonta
side? (1) on the vertica l
l side? (1) How many 34 © Math Teachers Press,
small squares in the Reproduction by any means Inc.
whole figure? (1)
Write on the board: There is a special pat
The square of 1 or 1 squ tern for the sides of
ared or 12 means every right triangle.
Study your squares to
1⫻1=1 find the pattern. (The
sum of the squares on
Have students complete 2 small sides of a right the
the following table: triangle equals the squ
Vertical by on the large side.) are
Units Horizontal Squares Relationship
1 1 by 1 2
1 1 =1x1=1
2 2 by 2 2 Read the top of the pag
. . 4 2 =2x2=4 e with the class.
.. ..
. .
.. ..
Ask students to circle the
side which would be
10 10 by 10 100 2 the hypotenuse (the lon
10 = 10 x 10 = 100 gest side) in each of the
problems 1 to 6. Ask vol
unteers to use the words
Try forming a right tria “if” and “then” to tell how
ngle by connecting they will know if the
the sides of any 3 of sides form a right triangl
your squares. How ma e. (In problem 1, if the
different right triangl ny sum of the squares of 5
es can you make? (2) and 12 equals the square
Ask students to describ of 13, then the triangle
e each right triangle Sam is aprigh
l e totria
f Sngl
c re.)i p t i n g ( B o l d T y p e )
they find. (Students wil
l find the 3-4-5 right
triangle and the 6-8-10
.)
Display a 1 centimeter square and describe the
number of units on each side. This is the
smallest square shape we can make with
5
3
these squares. Each side of the square has a
unit of 1. How many units on the horizontal
4
side? (1) on the vertical side? (1) How many
small squares in the whole figure? (1)
Write on the board:
2
The square of 1 or 1 squared or 1 means
1⫻1=1
34 Lesson Plans
39
Integers, Equations, & Algebra
MH5
_____________
ss Report Name ________________
MH5 Student Progre
Pre
st
rd
Po est
Te
tem
St tate
da
st-
tion
T

or S
e-
an
tI
S
S
e word problems with

Pr
CC
s
compare, order and solv

Te
MH-48 Ide ntif y, gra ph, of zero. Know

6.NS.7a and its opposite have a sum
1. integers. Know an integer the existence of
6.NS.5 te value sign. Investigate
2. the meaning of the absolu s.
7.NS.1b ons with integer
3. closure under the operati
4. 6.NS.7c
its coordinates.
to place a point or name
MH-49 Use the Cartesian system res from points
6.NS.6c to draw and identify figu
5. Use the Cartesian system ima ges .
6.NS.6c res to new
6. and translate points and figu
whole number
tep linear equations with
MH-50 Solve and graph 1- or 2-s uali ty hav ing one variable.
ph a 1-step ineq
7. coefficients. Solve and gra
7.EE.3 g absolute value.
8. Solve equations involvin
9. 7.EE.3
10. 7.EE.3
11. 7.EE.3
12. 7.EE.4b
gers and
divide with the set of inte
MH-58 Add, subtract, multiply and s invo lvin g integers and
7.NS.1b wor d pro blem
13. rational numbers. Solve
14. 7.NS.1c rational numbers.
15. 7.NS.2c
16. 7.NS.2d
17. 7.NS.2c
phrases and
s and words to algebraic
MH-59 Translate models, picture ove parentheses and
6.EE.3 tive property to rem
18. equations. Use the distribu s for var iabl es. Use the order
6.EE.3 stitute num ber
19. combine like terms. Sub to eva luate a word
6.EE.3 heses and exponents
20. of operations with parent
6.EE.2c formula.
21. phrase, number phrase or
e of one quantity
n represents a dependenc
MH-60 Understand that a functio iety of way s. Write an
6.EE.2a cribed in a var
22. on another and can be des var iabl es. Ver ify that a point
6.EE.2c ction with two
23. equation and graph a fun the dist anc e relationship
6.NS.8 problems using 2
24. lies on a line. Solve word = nx .
7.EE.3 the form y
25. d = rt. Graph functions of
raised to a
ials. Evaluate monomials
MH-61 Multiply and divide monom ial. Mu ltip ly binomials.
HSA-SSE-2 t of a monom
26. power. Find the square roo
27. HSA-SSE-2 Find the slope of a line.
28. HSA-SSE-2
29. HSN-RN-2
30. HSA-APR-1
(out of 30 items)
Total Number Correct
Assessment 1
MH5
Equations Lesson Plan
Students write one-step equations.
Objective: To write equ

ations from models or
from sentences.
Materials: Rectangular
rods (or positive Writing Equations from
rectangular rods, Master Models or Words
5), black and white An equation is a senten
ce with an equal sign.
cubes (or positive and words is equal to are
replaced by the equal
In a mathematical senten
ce, the
negative integer square both sides of the equatio sign. The equal sign tells
n have the same value. you that
Master 5), equal sign ind s, An equation can be written
ex card (Master 5) a model or picture of a
from
model.
An equation may be written
from words.
The sum of three times
Vocabulary: equation, 4 is 10.
a number and
phrase, equality symbol = Sum means to add.

x+4=5
3n + 4 = 10
Write an equation for
each picture. Use x as
the variable.
1. =
Comparing a Phrase to x______
–3=4 __
2. =
an Equation 3x+4
______=–2
__
In the se activities, students wri
3. =
4. =
from prose and model te equations 2x+2__

______ =8
2x+2 =3x–
________4
s. In equations, the var 5. + =
represents a specific unk iable 6. + =
nown number. 7. A number plus 5 is
x+3+______
x=–2x+3
__ 2x+2x –4=4
______x– 4 __
8.
Write on the board: n+5=8
9. 10 more than a numbe
r is 45.
8. A number less 6 is
34.
n –6=34
10. A number increas
n+10 =45 ed by 6 is 58.
11. A number minus
x+4 20 is 80.
n–20 =80 12. 2 times a numbe
r less 5 is 7.
58 n+6=
13. A number divided n
by 2 is 12. ᎏ 2n –5=7
Display 1 brown bag ma 2
=12 14. 3 times a numbe
r decreased by 4 is 23.
rked x (or one 15. Twice the numbe
r is 12. 3n–4=23
rectangular rod) and 4 2n=12
16. 11 less than a numbe
r is 7.
black cubes to model the 17. A number decrea
sed by 4
n–4=50 is 50. 18. 4 times a numbe n–11=7
expression. r is 40.
4n =40
Answer
Joan had some money
in her purse. She went
a CD for $18. When she to the store and bought
got home, Joan had $10
equation that shows what left. Pick the
happened.
A n 18 = 10
C 18 + n = 10
B 18 10 = 8
D 28 18 = 10
What is the value of 35
x? (The value can be
any number.)
Write on the board:
x+4=6 Read and model the exp
lanation at the top of
Next to the 1 rectangul the page together. Use
ar rod and 4 black one rectangular rod, bla
cubes, and an equal sign ck
cubes, put an equal sign to model and simplify
followed by 6 black the equation.
cubes.
Have student volunteer
s use rods and cubes
to model problems 1 and
2 before they are
recorded. Ask student
= volunteers to read and
identify key operationa
Ask a student volunteer l words in problems 7–1
to explain the meaning before they are assigned. 8
of the models in his/her
own words. (We start
with an unknown num
ber, add 4 to the number
and it equals 6.)
What number would Using Guess and Check
you add to 4 and
get 6? (2) Is there any Sample of Scripting (Bold Type)
other number? (no) Stu dents enjoy solving pro
How many different blems in a variety of
values of x will make ways. Explain that one
the statement true? (on way of solving an equatio
Emphasize that the equ
ly one, x = 2) is to keep subWhat
stitutinnumber
g differentwould
numberyou addnto 4 and
al sign turns the phrase variable unt s for the
into a sentence or equatio getil you
6? (2)
findIsthe
there
one that makes thenumber? (no)
any other
n in which only one equation true. Ask stud
value of x will make the
equation true.
How many entsdifferent
to use guessvalues
and checkof x will make
to solve several proble
Display other combinatio the statement ms. true? (only one, x = 2)
ns with rectangular
rods and cubes and an Skill Builders
Emphasize that the equal sign turns the phrase
equal sign, asking stud 50-1
to guess and check to find ents
the value of x that into a sentence or equation in which only one
makes the statement true
. value of x will make the equation true.
Display other combinations with rectangular
rods and cubes and an equal sign, asking students
to guess and check to find the value of x that
makes the statement true.
Lesson Plans 35
41
Professional Development
Research indicates Teachers receive professional development

every day as they read the lesson plans and
that the mathematical guide students in the use of manipulatives.
The exploration, discovery and communi-
proficiency of the cation of a concept assist both the students and teachers having varying levels
of math proficiency. Math directors report teachers gain confidence and enjoy
teacher is the number teaching math more.
Professional Training Options
one indicator of
achievement in
the classroom.
Math Teachers Press, Inc. draws on talented teaching professionals to

conduct hands-on workshops in districts. Consultants have expertise in
teaching mathematics to students having a wide range of abilities, including
special education and ELL.
Lessons incorporate assessment strategies for RTI, daily reviews, vocabulary
development, classroom discussion, writing and games. Teachers learn to guide
conceptually-guided instruction with true manipulatives and problem solving as
they move students from the concrete stage to the abstract. Teachers learn to
implement the Best Practices for RTI published by What Works Clearinghouse.
“The activities you selected highlighted the

importance of helping students move from
the concrete to the abstract in stages.”
“You modeled differentiation as you
tailored each session to meet the
diverse needs of our participants.”
Cynthia L. Chirumbole,
Supervisor of Mathematics
Queen Anne’s County Public Schools
“The workshops helped teachers reach students who are struggling in math…”
“The teachers have reported student improvement.”
Cathleen McStroul, Math Program Consultant 4–7
Regional Center for Teaching and Learning, Reno, Nevada
42
Moving with Math® Foundations for Algebra
RTI Components
Moving with Math Foundations for Algebra addresses all the essential math content
standards for grades 5 through 8+. Foundations for Algebra is RTI ReadyTM and
includes all the components listed below.
Moving with Math Foundations for Algebra RTI Check List ✔ “RTI intentionally cuts
(Recommended by What Works Clearinghouse)
✔ Predictive Screening: across the borders of

◗ Pre-Tests, Post-Tests, Daily Reviews, and weekly Check Points identify
at-risk students and monitor progress
special education and
✔ In-Depth Instruction:
◗ Instructional focus on whole numbers in grades 1 through 4
general education and
◗ Supplemental focus on rational numbers in grades 3 and 4
(decimals and fractions)
involves school-wide
✔ Systematic and Explicit Instruction:
◗ Lightly-scripted lesson plans guide instruction
◗ Classroom activities use explicit models and strategies collaboration.”
◗ Students given opportunities to verbalize, write, discuss, and practice
skills learned
Assisting Students Struggling
✔ Solving Word Problems: with Mathematics: Response
◗ Explicit steps and strategies for solving word problems to Intervention (RTI) for
◗ Practice solving word problems using alternative strategies
Elementary and Middle Schools,
◗ Use of word frames (underlying structures) in solving word problems
National Center for Education
✔ Visual Representations of Math Concepts: Evaluation and Regional
◗ Manipulative-based activities introduce each math concept
Assistance, 2009
◗ Graphics-intensive Student Activity Book
✔ Fluency-Building Activities:
◗ Skill Builder worksheets include flash cards, timed exercises, speed games
◗ Fact family focus builds fluency
✔ Monitoring:
◗ Pre-Tests, Post-Tests, Daily Reviews, weekly Check Points,
and embedded assessments monitor the progress of at-risk students
✔ Motivation:
◗ Activity-based instruction offers rich opportunities for student success,
and natural occasions for communication, praise, and encouragement
43
Average Increase in Scores
Fall to Spring Stanford Test Results Scientifically-Based Research
35
30
Washington, D.C. Schools
Students at 75% Basic
33.31
Shows Proven Results
George Washington University conducted an
25 23.60
independent study of 11,000 students in the
Score
20
District of Columbia’s extended day program.
15
The study found that students who used
10
Moving with Math® made statistically significant
5
achievement gains on the Stanford test. Compared
0
Control Group Moving with Math® to a control group, the Basic and Below Basic
*Source: George Washington University Center
for Equity and Excellence in Education. groups made the greatest gains!
Teacher Observation and Evaluations*

Teacher Surveys
“Teacher perceptions were obtained from responses to a 50-item survey by 832
teachers. …regarding various aspects of the programs’ implementation, features,
and effectiveness. The final section of the teacher survey included five open-ended
items that asked teachers to discuss their perceptions of the success of the program
and the program’s strengths and weaknesses.”
Teacher Responses:
“The Moving with Math program, with its manipulatives and highly
structured script format, garnered the most praise. The teachers
considered it very important for all students to receive their own
sets of manipulatives, because this encouraged a sense of being
a ‘stakeholder’ and thus a sense of responsibility. The survey
respondents also praised the manipulatives’ concretion of
abstract concepts.”
“Teacher response as to the effectiveness of the Moving with Math curriculum was
a 5.62 on a 7 point Likert scale, with 7 as ‘strongly agree.’” “A clear majority (89.6%)
of the Saturday STARS instructors agreed with the statement regarding the [positive]
impact of STARS on students’’ self-esteem…
“Teachers’ perceptions of the effectiveness of the Moving with Math curriculums’

teaching and assessment procedures were related to perceptions that academically
at-risk students made enough progress in the STARS program to warrant their pro-
motion. By contrast, teachers’ ratings of the [other curricula] and STARS program
features were not related to perceived student progress.”
*Copies of the complete study are available upon request.

f4asamp1213

www.movingwithmath.com PHONE (800) 852-2435

K 21 FoundationsForAlgebra 0 PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

K 21 FoundationsForAlgebra 0 PDF

Uploaded by

Copyright:

Available Formats

FOUNDATIONS

Moving with Math ®

Foundations for Algebra

Foundations for Algebra

Math Teachers Press, Inc.

Moving with Math® Foundations for Algebra is a topic-focused, standards-

Moving with Math proven results using research-based instructional strategies.

Moving with Math

Moving with Math® Foundations for Algebra is available in class sets

Student Activity Book

◗ Classroom manipulative kits and overhead manipulative kits—essential

Moving with Math® Foundations for Algebra incorporates a Learning Management

1. 4. Tiger Woods won $14,730,800 e ____

lengths in vertical or horizontal formats. Check for Write place

IM-5 toring to 100.

Teacher: Miss B. Apple A

Class Record Sheet

Daily Reviews identify 3

1. The temperatu # Correct # Correct # Correct # Correct # Correct

above zer o. By midnight, the Review 6 Review 7 Review 8 Review 9 2

# Correct # Correct # Correct # Correct # Correct

Review 16 Review 17 Review 18 Review 19 4

3. Find the sum.

+ # Correct # Correct # Correct # Correct # Correct

Review 21 Review 22 Review 23 Review 24 5

4. # Correct # Correct # Correct # Correct # Correct

shown on the num

5 Obj. 56 (SB 56-1)

they have learned. Solve. $5 from his savings

Concrete Representational Abstract

A football team nd play. What

was the total gain

Have students r jar. 1

solve the prob

cube s to the jar. 8.

Pour the cube o)

itive 1 and a A scuba dive ger and a neg

value of a pos with 5 black r descended ative integer.

© Math Teachers _____ yd.

Research indicates that students taught with manipulatives score higher

Objective: To use the five-step problem-solving

Materials: Five Steps in Problem Solving (Master

Problem-Solving Steps 4200

© Math Teachers Press, Inc.

An intramural soccer league has 23 teams.

and assessment should Learning Management System

Children Learn Mathematics, 7

Learning objectives, matched to state and national standards, are the

CCSS Objective Description IM1 IM2 IM3 Correlations to CCSS,

5.NF.2 Solve word problems involving addition and 26, 27

Name ___________________________ Score _____________

2. What fraction of these

3. What number goes in the box?

© Math Teachers Press, Inc.

The Student Progress Report provides a record of both Pre-Test screening

Objective # an nted words and

number lines, pri

n fractions from , denominators.

com mo me rat ors

IM2 Class Record Sheet Class:

Class Record Sheet

The Student Progress Report (reproducible in the Teacher Manual) is

IM2 Student Progress Report Name ______________________________

Name _______________ Score _

circle graph dozen ____

and closing the achievement gap.

combination equivalent __

compound events __ equivalent fractions

contribute to the achievement gains documented by independent

congruent estimate __

decimal place value names factor __________________

English Language Learners. Teachers using manipula-

disposiciones diferencias __

evento seguro descuento __

ed in the Foreword.

gráfica circular docena________

Special Needs Students. The Student Progress report

combinación equivalente __

makes it easy to implement individualized learning plans.

factor común ________ decimales equivalentes

ate instruction according to student needs. congruente ____ estimar/calcular

fracción decimal ________ probabilidad experimental

nombres del valor posicional de decimales factor ________________________________

denominador ____ fracción

book yd.