December 8

CAD Responsibilities
Agenda: Jana   
Notes/Attendance: Erin 
Copies: Sara
Copies: Rachel 
Proofreader: Jana 
Media Captain: Ann 
Logistics Diva: Kimberly
Sunshine Spreader: Lydia  

Norms
*Begin & end on time
*Members come prepared with resources and knowledge
*Members are active and respectful listeners and participants
*Members are open minded and professional
*Members are focused on student and staff learning
*There are no excuses

Agenda (Print agenda for each person to have during CAD) 
2:00-2:10  - Sign-in to Google Drive/Be ready to start CAD
Review Norms/Reflect
*Let's set a timer for each person, so one person is speaking at a time. Also, we want to keep our reflection to the specified time limit.

2:10-3:10 - Create Fraction Assessment in Achievement Series
Look at the standards to collaboratively design fraction assessment

3:10-3:30 
Collaborate to improve the division study guide Sara created

3:30
Proofread Division Curriculum Guide (3 copies on Google Drive)

Refine what has to be done today:
*Reminder: We need to be consistent throughout the PowerPoint/Learning Targets, etc.
What has to be done today
Fraction Assessment 
Division study guide
Proofread Division Curriculum Guide 
If Time
*Rubric for student investigations (We agreed to give students more grades based on their investigations rather than one journal grade at the end of a unit to meet the need for more grades) 
*Science lesson plans? 
*Unit design- use ACT Aspire data and standards to align our unit 

Needs to be completed: 
Complete the assignments you volunteered to complete today

**Accountability Time: present to the CAD what you have accomplished (If you are not finished with your assignment for today, it is your responsibility to finish it before Wednesday of this week & email when you are done)** We need to discuss what we can get completed in our short CAD.

Division Standards
2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. (4-OA2)

3. Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answer using mental computation and estimation strategies, including rounding.

11. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationships between multiplication and division, Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (4-NBT6)

Fraction Standards
12.) Explain why a fraction ^a/_b is equivalent to a fraction ^nxa/_nxb by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. [4-NF1]

13.) Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators or by comparing to a benchmark fraction such as ¹/₂. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. [4-NF2]

14.) Understand a fraction ^a/_b with a > 1 as a sum of fractions ¹/_b. [4-NF3]

a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. [4-NF3a]

b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. [4-NF3b]

Examples: ³/₈ = ¹/₈ + ¹/₈ + ¹/₈; ³/₈ = ¹/₈ + ²/₈; 2 ¹/₈ = 1 + 1 + ¹/₈ = ⁸/₈ + ⁸/₈ + ¹/₈.

c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. [4-NF3c]

d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. [4-NF3d]

15.) Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. [4-NF4]

a. Understand a fraction ^a/_b as a multiple of ¹/_b. [4-NF4a]

Example: Use a visual fraction model to represent ⁵/₄ as the product 5 x (¹/₄), recording the conclusion by the equation ⁵/₄ = 5 x (¹/₄).

b. Understand a multiple of ^a/_b as a multiple of ¹/_b, and use this understanding to multiply a fraction by a whole number. [4-NF4b]

Example: Use a visual fraction model to express 3 x (²/₅) as 6 x (¹/₅), recognizing this product as ⁶/₅. (In general, n x (^a/_b) = ^(nxa)/_b.)

c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. [4-NF4c]

Example: If each person at a party will eat ³/₈ of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between which two whole numbers does your answer lie?

16.) Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.) [4-NF5]

Example: Express ³/₁₀ as ³⁰/₁₀₀, and add ³/₁₀ + ⁴/₁₀₀ = ³⁴/₁₀₀.

NOTES: 

• Independent review of fraction standards
• Make sure to teach 1/2 does not equal 2/1
• Will separate into two unit tests: the first will have +, -, and comparing fractions; the second x, equivalents
• FINISHED: first fractions assessment
• First fraction assessment test code is 36354
  
• DIVISION STUDY GUIDE: Take division comparison off of the assessment, change 4 digit dividends to 3 digit dividends

CAD Agenda for November 17, 2014

CAD Responsibilities
Agenda: Lydia  
Notes/Attendance: Fran 
Copies: Erin
Copies: Sara 
Proofreader: Rachel
Media Captain: Jana 
Logistics Diva: Ann
Sunshine Spreader: Kimberly  

Norms
*Begin & end on time
*Members come prepared with resources and knowledge
*Members are active and respectful listeners and participants
*Members are open minded and professional
*Members are focused on student and staff learning
*There are no excuses

Agenda (Print agenda for each person to have during CAD) 

2:00-2:30  

• Sign-in to Google Drive/Be ready to start CAD
• Review Norms/Reflect
• Discuss the online math testing
• How are we planning for students who "ace" the division pre-assessment?/ Discuss AMSTI meeting on 11/7 (Sara and Jana)
• Science - Plan for Electric Villages/Set date on calendar
• Work Division assessment & all Independent Performance Tasks

2:30 - 3:40 

• Review unit. 
• Determine the lessons, practice, homework, and IPTs that need completion.                 
• Make assignments for teams.
• Work on assignments with team(s).

3:40 - Come back together and share what was completed and collect feedback.


Back Burner
Study Guide 
Critique Menu Problems compared to the standards 

Notes: 
-We worked the Division Assessment. We decided we needed to add a mini lesson on using the distributive property in division. Jana discussed the need for questioning students about breaking apart the divisor because her advanced class did not understand why the divisor could not be broken apart. We changed "represents" in  #6 to say "which is twice as many as Juno caught." 

-We discussed what Independent Performance Task should look like by going back to the definition of an Independent Performance Task. It is what should be what students can do, not what they know. Lisa showed an example from the first curriculum guide written. It was from a 5th grade volume unit. Students designed a cereal box based on certain qualifications. Our Independent Performance Tasks have been more like quizzes. While these are another great form of assessment, students would benefit from more practice. In our curriculum guide, 3 days for each investigation is more appropriate because it is unreasonable to think we can accomplish and investigation, congress, mini-lesson & practice in two days. 

-We need to consider creating multi-step investigation problems in our units.

-Be sure to discuss variables throughout the unit with your students throughout the unit. 

-We planned how Club Day time would be spent on Wednesday since our PD time will be spent in Lisa's room working on curriculum guides. The other half of Club Day will be spent working in our rooms. We agreed to work the division menu problems before arriving on Wednesday ready to discuss aligning them to the division standards/suggestions/improvements. 
On Club Day we will: 
*Correct curriculum guide starting at Day 5 (Day 5- Kimberly, Day 6- Jana, Day 7- Erin, Day 8- Lydia, Day 9- Rachel, Day 10- Ann, Day 11- Sara) 
*As a group, collaboratively design the division menu. We will align the division menu problems to the standards. We will make any revisions and improvements as needed. 
*Jana will create a mini-lesson for the Distributive Property in division

-We set the date for Electric Village to be December 16th. Jana will send out the Google doc sign up sheet with times again.

November 3rd

CAD Responsibilities
Agenda: Lydia  
Notes/Attendance: Fran 
Copies: Erin
Copies: Sara 
Proofreader: Rachel
Media Captain: Jana 
Logistics Diva: Ann
Sunshine Spreader: Kimberly  

Norms
*Begin & end on time
*Members come prepared with resources and knowledge
*Members are active and respectful listeners and participants
*Members are open minded and professional
*Members are focused on student and staff learning
*There are no excuses

Agenda (Print agenda for each person to have during CAD) 
2:00-2:10  - Sign-in to Google Drive/Be ready to start CAD
Review Norms/Reflect
*Let's set a timer for each person, so one person is speaking at a time. Also, we want to keep our reflection to the specified time limit.

2:10-2:30 - Finalize Division Assessment compared to standards

2:30-3:00 - Look at the standards to see what needs to be added to the unit.
Plan Mini-lessons, Independent Performance Tasks
Reminder: Try to have 2 Independent Performance Tasks strategically placed as needed in unit

Refine what has to be done today:
*Reminder: We need to be consistent throughout the PowerPoint/Learning Targets, etc.
What has to be done today
Days 1&2- Jana, Lydia & Kimberly 
Days 3&4- Rachel & Ann
Days 5&6- Erin & Sara 
Independent Performance Tasks - To be determined 
Back Burner
Study Guide 
Critique Menu Problems compared to the standards 
Rubric for student journal 
Lisa to update curriculum guide 

Needs to be completed: 
Complete the assignments you volunteered to complete today

**Accountability Time: present to the CAD what you have accomplished (If you are not finished with your assignment for today, it is your responsibility to finish it before Wednesday of this week & email when you are done)** We need to discuss what we can get completed in our short CAD.

Standards
2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. (4-OA2)

11. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationships between multiplication and division, Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (4-NBT6)

October 27, 2014

CAD Responsibilities
Agenda: Kimberly 
Notes/Attendance: Lydia 
Copies: Fran
Copies: Erin 
Proofreader: Sara
Media Captain: Rachel 
Logistics Diva: Jana
Sunshine Spreader: Ann  

Norms
*Begin & end on time
*Members come prepared with resources and knowledge
*Members are active and respectful listeners and participants
*Members are open minded and professional
*Members are focused on student and staff learning
*There are no excuses

Agenda (Print agenda for each person to have during CAD) 
2:00-2:10  - Sign-in to Google Drive/Be ready to start CAD
Review Norms/Reflect
*Let's set a timer for each person, so one person is speaking at a time. Also, we want to keep our reflection to the specified time limit.

2:10-2:30 - Finalize Division Assessment compared to standards

2:30-3:00 - Look at the standards to see what needs to be added to the unit.
Plan Mini-lessons, Independent Performance Tasks
Reminder: Try to have 2 Independent Performance Tasks strategically placed as needed in unit

3:00 - Dismissed to work on Report Card Grades 

Refine what has to be done today:
*Reminder: We need to be consistent throughout the PowerPoint/Learning Targets, etc.
What has to be done today
Days 1&2- Jana, Lydia & Kimberly 
Days 3&4- Rachel & Ann
Days 5&6- Erin & Sara 
Independent Performance Tasks - To be determined 
Back Burner
Study Guide 
Critique Menu Problems compared to the standards 
Rubric for student journal 
Lisa to update curriculum guide 

Needs to be completed: 
Complete the assignments you volunteered to complete today

**Accountability Time: present to the CAD what you have accomplished (If you are not finished with your assignment for today, it is your responsibility to finish it before Wednesday of this week & email when you are done)** We need to discuss what we can get completed in our short CAD.

Standards
2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. (4-OA2)

11. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationships between multiplication and division, Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (4-NBT6)

October 20, 2014

CAD Responsibilities
Agenda: Kimberly 
Notes/Attendance: Lydia 
Copies: Fran
Copies: Erin 
Proofreader: Sara
Media Captain: Rachel 
Logistics Diva: Jana
Sunshine Spreader: Ann  

Norms
*Begin & end on time
*Members come prepared with resources and knowledge
*Members are active and respectful listeners and participants
*Members are open minded and professional
*Members are focused on student and staff learning
*There are no excuses

Agenda (Print agenda for each person to have during CAD) 
2:00-2:30 - GaTE Meeting in Library

2:35-2:50 - Sign-in to Google Drive/Be ready to start CAD
Review Norms/Reflect
*Let's set a timer for each person, so one person is speaking at a time. Also, we want to keep our reflection to the specified time limit.

2:50-3:10 - Updated Pacing Guide -Lisa Lothspeich

3:10-3:30 - Create Division Assessment compared to standards

3:30-4:00 - Look at the standards to see what needs to be added to the unit.
Plan Mini-lessons, Independent Performance Tasks
Reminder: Try to have 2 Independent Performance Tasks strategically placed as needed in unit

Refine what has to be done today:
*Reminder: We need to be consistent throughout the PowerPoint/Learning Targets, etc.
What has to be done today
Days 1&2- Jana, Lydia & Kimberly 
Days 3&4- Rachel & Ann
Days 5&6- Erin & Sara 
Independent Performance Tasks - To be determined 
Back Burner
Study Guide 
Critique Menu Problems compared to the standards 
Rubric for student journal 

Needs to be completed: 
Complete the assignments you volunteered to complete today

**Accountability Time: present to the CAD what you have accomplished (If you are not finished with your assignment for today, it is your responsibility to finish it before Wednesday of this week & email when you are done)** We need to discuss what we can get completed in our short CAD.

Standards
2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. (4-OA2)

11. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationships between multiplication and division, Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (4-NBT6)

Notes

Reflections:

1.       Students are having difficulty getting started on the factors and multiples investigation; mainly due to lack of prior knowledge of factors and multiples.

2.      Some teachers are reassessing their intervention groups based on the most current data from IPT, assessments, etc…

3.      Most classes are close to being on the same lesson

4.      We’d like to include more gallery walks in the curriculum and independent written explanations from students to explain their thinking

Today’s task:  review and update the division summative assessment

Submitted:  Lydia Smith

October 6th

CAD Responsibilities
Agenda: Ann 
Notes/Attendance: Kimberly
Copies: Lydia 
Copies: Fran
Proofreader: Erin
Media Captain: Sara
Logistics Diva: Rachel 
Sunshine Spreader: Jana 

Norms
*Begin & end on time
*Members come prepared with resources and knowledge
*Members are active and respectful listeners and participants
*Members are open minded and professional
*Members are focused on student and staff learning
*There are no excuses

Agenda (Print agenda for each person to have during CAD) 
2:00-2:05- Sign-in to Google Drive/Be ready to start CAD

2:05-2:20-Review Norms/Reflect
*Let's set a timer for each person, so one person is speaking at a time. Also, we want to keep our reflection to the specified time limit.

2:20-2:35- Proofread days (other than the ones you created)

2:35-3:05- Create Division Pre-Assessment & Assessment compared to standards
*Honestly, this may take more than 30 minutes, but it will be time well spent.

3:05-3:10-Look at the standards to see what needs to be added to the unit.
Plan Mini-lessons, Independent Performance Tasks
Reminder: Try to have 2 Independent Performance Tasks strategically placed as needed in unit

3:10 Refine what has to be done today
*Reminder: We need to be consistent throughout the PowerPoint/Learning Targets, etc.
What has to be done today
Days 1&2- Jana, Lydia & Kimberly 
Days 3&4- Rachel & Ann
Days 5&6- Erin & Sara 
Independent Performance Tasks - To be determined 
Back Burner
Study Guide 
Critique Menu Problems compared to the standards 
Rubric for student journal 

3:10-3:45- Complete the assignments you volunteered to complete today

3:45- Accountability Time: present to the CAD what you have accomplished (If you are not finished with your assignment for today, it is your responsibility to finish it before Wednesday of this week & email when you are done)

Standards
2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. (4-OA2)

11. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationships between multiplication and division, Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (4-NBT6)

Notes
Reflection:
IPTs are taking a long time.  They are really rigorous.
Independent work and then checking in with a partner is working for them.
Things are going well overall.   Everyone seems pleased with Multiplication Unit so far.

Proofreading the unit: curriculum guide vs powepoint.
We split up on the proofing of days.
All but Day 18 is proofed on the curriculum guide.
:)

Chose division pre-assessment questions. You may now give the division preassessment as soon as Lisa emails the test ID number.

September 29

CAD Responsibilities
Agenda: Ann 
Notes/Attendance: Kimberly
Copies: Lydia 
Copies: Fran
Proofreader: Erin
Media Captain: Sara
Logistics Diva: Rachel 
Sunshine Spreader: Jana 

Norms
*Begin & end on time
*Members come prepared with resources and knowledge
*Members are active and respectful listeners and participants
*Members are open minded and professional
*Members are focused on student and staff learning
*There are no excuses

Agenda (Print agenda for each person to have during CAD) 
2:00-2:05- Sign-in to Google Drive/Be ready to start CAD

2:05-2:20-Review Norms/Reflect
*Let's set a timer for each person, so one person is speaking at a time. Also, we want to keep our reflection to the specified time limit.

2:20-Rachel will update the CAD on grading practices that need to be consistent in the CAD as requested by administration

2:20-2:25-Update Pacing Guide

2:25-2:35- Revise multiplication assessment compared to standards (Example: x to represent the unknown)

2:35-2:40-Look at the standards to see what needs to be added to the unit. Example: x to represent the unknown, factors (prime and composite) and multiples
Reminder: Try to have 2 Independent Performance Tasks strategically placed as needed in unit

2:40 Refine what has to be done today
*Reminder: We need to be consistent throughout the PowerPoint/Learning Targets, etc.
What has to be done today
 The framework has been updated in the PowerPoint and curriculum guide, but we will be working on all of the other components for each day (Homework, Mini-lesson, Practice, Enrichment, Support, Learning Targets, Alignment to Standards, etc.) 
Days 7&8- Sara & Jana 
Days 9&10- Erin, Lydia & Ann
Days 11&12- Rachel & Kimberly
Independent Performance Tasks - To be determined 
Back Burner
Study Guide 
Critique Menu Problems compared to the standards 

2:40-3:45- Complete the assignments you volunteered to complete today

3:45- Accountability Time: present to the CAD what you have accomplished (If you are not finished with your assignment for today, it is your responsibility to finish it before Wednesday of this week & email when you are done)

Standards
1.) Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. [4-OA1]

2.) Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. (See Appendix A, Table 2.) [4-OA2]

3.) Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. [4-OA3]

4.) Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. [4-OA4]

10.) Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [4-NBT5]

21.) Apply the area and perimeter formulas for rectangles in real-world and mathematical problems. [4-MD3]

Notes

September 22

CAD Responsibilities
Agenda: Jana 
Notes/Attendance: Ann
Copies: Kimberly
Copies: Lydia
Proofreader: Fran
Media Captain: Erin
Logistics Diva: Sara
Sunshine Spreader: Rachel

Agenda (Print agenda for each person to have during CAD) 
2:00-2:05- Sign-in to Google Drive/Be ready to start CAD

2:05-2:20-Reflect
-insights about taking Place Value assessment and future assessments
-Pre-Assessments
-Design assessments as a group comparing to the standards
-Try to have Independent Performance Task per week/as needed in unit

2:20-2:30- Revise multiplication assessment compared to standards (Example: x to represent the unknown)

2:30-2:35-Look at the standards to see what needs to be added to the unit. Example: x to represent the unknown, factors (prime and composite) and multiples

2:35 Refine what has to be done today
What has to be done today
 The curriculum guide has been updated, but we will be working on all of the other components for each day (Homework, Mini-lesson, Practice, Enrichment, Support, Learning Targets, Alignment to Standards, etc.) 
Days 1&2- Jana & Lydia
Days 3&4- Sara & Erin
Days 5&6- Rachel & Kimberly
Independent Performance Tasks - To be determined 
5 Days of Science one person working on Science every other week- Ann
Back Burner
Study Guide 

2:40-3:45- Complete the assignments you volunteered to complete today

3:45- Accountability Time: present to the CAD what you have accomplished (If you are not finished with your assignment for today, it is your responsibility to finish it before Wednesday of this week & email when you are done)


Standards
1.) Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. [4-OA1]

2.) Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. (See Appendix A, Table 2.) [4-OA2]

3.) Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. [4-OA3]

4.) Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. [4-OA4]

10.) Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [4-NBT5]

21.) Apply the area and perimeter formulas for rectangles in real-world and mathematical problems. [4-MD3]

Notes

September 8th CAD

CAD Responsibilities
Agenda: Jana 
Notes/Attendance: Ann
Copies: Kimberly
Copies: Lydia
Proofreader: Fran
Media Captain: Erin
Logistics Diva: Sara
Sunshine Spreader: Rachel

Agenda
*Sign in to Google doc*
1. Reflection
2. Discuss any tweaking to multiplication unit.
3. Complete the following:

Finish Proofreading Place Value Curriculum Guide: Rachel
Multiplication Assessment- tweak to 10 questions (1 open ended) Rachel 
Complete Supports/Enrichments for PV: Sara
Science: Ann and Lydia 
Delete the Big Dinner from the PPT and Curriculum Guide: Jana 
Remove practice slides from the PPT and create a Practice PPT slide folder: Erin 
Create 8 Homework assignments (this will take multiple people): Sara and Kimberly
*Use the assessment & mini-lessons to guide homework for specific days.

Anyone who finishes the assignment above should begin the following;
Use Practice slides in the newly created Practice PPT slide folder to create Practice worksheets:

Notes
*Day 1 PV Homework inserted on Drive next year

-Day 2 of Paintbrush Predicament was rather challenging for most students. Most feel that is seems as if this group of students have never been challenged/asked to think.

-Students seem have to a poor understanding of the difference between place and value.

-Students are not taking time to do their best on exit slips. Erin is pulling invitation groups after introducing the next investigation. Students who got their exit slip correct may pick a partner and begin the investigation. Students who did not turn in great work on their exit slip work with Erin in an invitational group. Erin then assigns them a partner. Students have since started given more quality work.

August 25th CAD

CAD Responsibilities
Agenda: Rachel
Notes/Attendance: Jana
Copies: Ann
Copies: Kimberly
Proofreader: Lydia
Media Captain: Fran
Logistics Diva: Erin
Sunshine Spreader: Sara

Agenda
Reflections
Discuss Acheivement Series tests (see Lisa's notes below)

·         In retrospect, we should have modeled how to take the test for the first time in the classroom using a sample test.  Those of you that have not given the test yet…we can go ahead and create that.

·         We increased the rigor with this test and offered it via computer at the same time, so it’s like a “double whammy” this first time – just something to keep in mind.  With that said, we may want to be a little more flexible when scoring this first test.

·         We probably only want to have 2 open ended questions.  It sounds like 3-4 is just too many.

Complete Place Value Curriculum Guide: Jana
Label Homework and Practices that are already in Drive by corresponding days in the PPT and proofread them: Rachel
Create 2 more Homework assignments for PV: Rachel
Create 2 more Homework assignments for PV: Kimberly
Complete Supports/Enrichments for PV: Sara
Proofreading PV Curriculum Guide: Lydia
Science: Ann and Erin

As the above tasks are completed, CAD members should sign up and begin working on the following tasks for the Mulitplication Unit:
Delete the Big Dinner from the PPT and Curriculum Guide:
Remove practice slides from the PPT and create a Practice PPT slide folder:
Create 8 Homework assignments (this will take multiple people):
Use Practice slides in the newly created Practice PPT slide folder to create Practice worksheets:

Notes

Reflections:

• New Learning Community Guideline videos should be made. Kids saw these videos last year.
• Modify the opening Cookie Factory investigation to remove the hidden question.- Rachel
• Create a 1 question IPT at the end of day 5 (4 steps, estimation, hidden question): Theater Seats- Lydia
• Ann and Erin started Place Value today--the context of Arnie made all the difference

Achievement Series

• Lisa modeled taking a test on Achievment Series. Model Test #: 86698
• Think of scratch paper as a "calculator". Only spend time doing calculations on scratch paper, not labels.
• We will use the same sample test to model test-taking for our students.
• We discussed only have one open ended response question on future tests. We will increase to one rigorous open ended question and one less rigorous problem. By the end of the year our units will have two rigorous problems.
• The assessment will be modified for Fran's class.

August 11th

CAD Responsibilities
Agenda: Rachel
Notes/Attendance: Jana 
Copies: Ann
Copies: Kimberly
Proofreader: Lydia
Media Captain: Fran
Logistics Diva: Erin
Sunshine Spreader: Sara

Agenda 
1. Discuss the use of Drive for editing.
2. Discuss rotation of working on science.
3. Discuss proofreading job: Correct typos.

**Sign up for jobs below.**

• Proofreader: Lydia
• Enrichment/Support for Problem Solving: Sara 
• Enrichment/Support for Problem Solving: Rachel
• Enrichment/Support for Place Value: Jana
• Enrichment/Support for Place Value: Kimberly
• Science: Ann
• Science: Erin

Notes
*We will rotate science every two weeks.
*We will keep all of our jobs for two weeks.
*The challenge for the first day of PS CG needs to be made more clear.
*Rachel will delete duplicate copies of old documents that were converted to Google docs
*From now on, we will create new documents in Google doc.
*We will edit the curriculum guides in Google doc form.

August 5th

CAD Responsibilities
Agenda: Sara
Notes/Attendance: Rachel 
Copies: Jana
Copies: Ann
Proofreader: Kimberly
Media Captain: Lydia
Logistics Diva: Fran
Sunshine Spreader: Erin

Agenda

1.      Discuss Math/Science Blog:

(get everyone signed up as authors- You’ll need your g-mail address/pswd)

2.      Spend time in teams putting finishing touches on Curriculum Guides (CGs).

(CG document, Assessments, Homework, Practice, Challenges, etc. .)

3.      Switch and critique other team’s completed CG.

4.      Discuss First Science Unit (Scientific Method??)

(bring any simple/impactful science experiment ideas)

5.      Brainstorm ideas about how to incorporate writing and 7 habits into our science curriculum. 

6.      Bring any great “first days of school” ideas. 

Notes

Everyone signed up as authors for the blog.
Each teacher will use her own first day of school activities.\
Scientific Method will be the first science unit taught. Plans will be created during next CAD.