no textbooks? hmmm - where are you working?

first, the remedial stuff should probably be sent home with just
those students who need it. Engage the parents to help their
children with the facts and skills. Most parents can handle
that. It is the 'new' math that stymies them.

second, take a lesson out of the Japanese Singapore Math and
Lesson Study methods:

Singapore math is VERY big on visual representations of all
problems. I actually went to two workshops on this, recently.
For example, a vendor has 16 balloons and he sells 7. How many
are left? 1st graders would be encouraged to draw all of the
balloons and cross off 7.
As students advance, and numbers become greater, they are
encouraged NOT to draw each of the elements of the problem but to
represent them with a 'tape' or 'bar' that is simply labeled with
the amount it represents.
I still think that making a visual is the strongest strategy that
a student has in his arsenal of problem-solving weapons.

Lesson Study is a procedure where teachers get together to come
up with a meaningful, interesting problem for students to 'sink
their teeth into'. Teachers try to anticipate ALL of the
possible student solutions (but kids are very resourceful and can
surprise us). Then, the lesson is taught with the entire group
of teachers observing the one class. Teachers then de-brief,
discuss what went well, what didn't and revise and refine the
lesson. Then a second teacher in the group presents the new
version of the lesson to his class, and the process repeats
throughout the group until the lesson is 'honed' to almost-
perfection.

That being said, I take it that you don't have a 'group' with
which to do this - but you can adapt the process. First you need
to find a 'meaty' problem - not the simple type of word problems
in the standard textbooks. The kids are expected to work in a
group of 3 or 4 (although pairs can be done, too). A 'tool
table' is set up with every possible manipulative or tool they
could want or need - chips, pattern blocks, cubes, base ten
blocks, rulers, protractors, markers, grid paper (of different
sizes), transparencies (blank ones, some with grids already
printed onto them), dry erase markers, ... whatever you can think
of. The Table can be set up the same way all the time - and
their should be stuff on there that they can't possible use.
They need to become a bit discerning when deciding what to use -
if anything. They should be encouraged to come up, look at the
table, take what they think they will need and return what they
decide they can't use.
Give each group a sheet of chart paper and markers because each
group MUST come up with some solution or part of one. They need
to document their work on the chart paper and then PRESENT their
results to the rest of the class. The chart paper can then be
left up on the wall or board until all have presented. Discuss
the solutions, right and wrong, and let the kids draw some
conclusions about them. They will surprise you.
The big thing here is DON'T HELP THEM - NO GUIDANCE AT ALL. As
long as you know that they have the tools and skills to solve the
problem, just play dumb. Walk around, observe - if they are
hitting an absolute road block, you may ask some probing
questions to get them thinking on the right track - but DON'T
TELL THEM how to do it. Tell them to come up with SOMETHING -
even a start.

Now getting the problems/investigations - there are lots of
things out on the web for you to find. Go to different textbook
websites - many of them allow you to explore their textbooks and
enrichment ancillary books without any questions. Look for
Kendall/Hunt (Math Trailblazers), Everyday Math, Glencoe, McGraw
Hill, Houghton Mifflin, Holt ...

Make some calls and ask for an examination copy of a fifth grade
text - maybe they will send you one.

good luck.

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