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