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]
NOTES:
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
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