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
*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]
No comments:
Post a Comment