Guide for Aligning Mathematics Programs (GAP)
Grade 5
Overview and Instructions
The Clark County School District adopted mathematics programs are classroom resources that provide consistency in the presentation of concept development and skills practice in mathematics. Each program offers lessons, activities, and support materials that are unique and integral to addressing the depth and breadth of the curriculum. It is critical that instruction include the experiences within each program that address the grade level standards and expectancies to ensure that all students have access to developing the mathematical concepts and skills. Instruction within each of these core programs should be implemented as outlined in the program in order to provide the experiences necessary to develop a strong mathematical foundation. While these core programs address a majority of the concepts and skills of the CCSD Curriculum Essentials Framework, there are some concepts and skills that will require further instruction to prepare students to advance their understanding. Three adopted mathematics programs are broadly utilized within the district, Investigations in Number, Data, and Space; Saxon Math; and Scott Foresman Addison Wesley (SFAW) Mathematics. These programs are included within the Guide for Aligning Mathematics Programs (GAP) resource. To access resources for these programs, click on the appropriate link below.
Investigations in Number Data and Space
The design of Investigations in Number, Data, and Space units requires that each unit be implemented cover-to-cover to provide the most complete opportunity for students to develop grade level concepts and skills. In the primary grades (Kindergarten – second grade), Classroom Routines are outlined in each unit and should be presented regularly (3 - 5 times weekly). In the intermediate grades (third – fifth grade), Ten Minute Math and Choice Time provide practice with skills and reinforce concepts. Ten Minute Math and Choice Time activities are embedded within each unit of Investigations and should be completed to ensure students have adequate opportunity to practice and apply mathematical understandings. The Benchmark Alignment and Adjustment page correlates the trimester benchmarks to the instructional program for Investigations in Number, Data, and Space and identifies the Units that provide instruction to address the concepts and skills within each trimester. Benchmarks that are highlighted will need additional instruction to ensure students have developed the concepts and skills needed for success. Strategies for additional instruction and content support can be found in Part 2 of the GAP resource.
Saxon Math
The spiral design of Saxon Math requires instruction to follow the sequence of lessons presented in each set of grade level materials. In the primary grades (Kindergarten through third) instruction is presented through Daily Lessons and practice pages. In intermediate grades (fourth and fifth) instruction includes Warm Ups, Investigations, and Test Day Activities in combination with Daily Lessons. These components are designed to provide multiple experiences in developing concepts and skills practice within the program and should be presented completely to ensure opportunity for all students to develop understanding. The Benchmark Alignment and Adjustment page correlates the trimester benchmarks to the instructional program for Saxon Math and identifies the Lessons that provide instruction to address the concepts and skills within each trimester. Benchmarks that are highlighted will need additional instruction to ensure students have developed the concepts and skills needed for success. Strategies for additional instruction and content support can be found in Part 2 of the GAP resource.
Scott Foresman Addison Wesley (SFAW) Mathematics
SFAW Mathematics presents concept and skill development in a traditional textbook format. The Teacher’s Edition provides a Lesson Organizer outliningthe lesson overview and suggestions for teaching the concepts within each chapter. Spiral Review, Chapter Investigations, Investigating the Concept, and Reaching All Learners sections should be referred to when planning for instruction to provide opportunity for all students to develop understanding of core mathematics for the grade level. The benchmark standards are aligned to specific chapters of the Scott Foresman Addison Wesley (SFAW) Mathematics program. In some cases, the sequence of instruction will skip chapters in the Scott Foresman Addison Wesley (SFAW) Mathematics book in order to target instruction on the standards being addressed within a particular trimester. The Benchmark Alignment and Adjustment page correlates the trimester benchmarks to the instructional program for Scott Foresman Addison Wesley (SFAW) Mathematics and identifies the Units that provide instruction to address the concepts and skills within each trimester. Benchmarks that are highlighted will need additional instruction to ensure students have developed the concepts and skills needed for success. Strategies for additional instruction and content support can be found in Part 2 of the GAP resource.
The Guide for Aligning Mathematics Programs (GAP) is a resource for elementary teachers providing an alignment of the core mathematics programs adopted for use in the Clark County School District to the Benchmark Guide for Elementary Mathematics. The three-part resource provides the following information in an easy to access electronic format.
Part 1: Benchmark Alignment and Adjustment
Each of the core mathematics programs is aligned to the grade level benchmarks by trimester, providing a recommended lesson sequence addressing a majority of the concepts and skills for that trimester. Concepts and skills that will need further development are highlighted (in yellow) and linked to part 2, Instructional Support Strategies and Resources.
Part 2: Instructional Support Strategies and Resources
Instructional strategies and selected resources are provided to further develop the concepts and skills highlighted in the Benchmark Alignment and Adjustment section. These strategies offer suggestions for enhancing the content presented in the core mathematics programs and are linked directly to the concepts and skills they address. Content descriptions, instructional strategies and examples, and suggestions for additional resources are provided for reference. Selected resources are listed for further development of concepts and skills.
Part 3: Mathematics Content Support
Mathematics content support for each grade band (K-2 and 3-5) summarize the mathematics content and process standards and are provided as a reference. These articles present a description of the mathematics content providing examples for developing primary and intermediate student understanding. The intent of this section is to support teachers in understanding the math content and processes addressed in the benchmark concepts and skills for the grade band.
Acknowledgements
RPDP Cynthia Jenkins Dana Martin
CPD Thelma Davis Laura A. MacDonald
We wish to thank the following CCSD teachers for their efforts in creating this resource:
Writing Teams:
Leisa Anderson, Denise Ashton, Barbara Bashor, Ivy Bialorucki, Tonya Bostic, Susanne Brush
Mary Campbell, Barbara Chambers, Elizabeth Chandler, Nicole Cortney, Priscilla Demetros, Jessica Grant,
Matt Henne, Mona Hensel, Deborah Hodler, Dan Kubetz, Maria Mroz, Kristina Nelson, Brenda Pearson, Rick Perry, Beth Prior, Jennifer Rowland, Carla Scott, Wendy Shirey, Larry Strannix, Julie Zelenak
Editing Team:
Michelle Adams, Barbara Bashor, Susanne Brush, Tonya Bostic, Barbara Chambers, Mona Hensel, Brenda Pearson, Beth Prior, Kristian Ryerson, Carla Scott
Technological Support:
Jeff Bostic, Derek Fialkiewicz, Glenn Krieger RPDP