April 27

CAD Responsibilities

Agenda: Jana    
Notes: Kimberly 
Time Keeper: 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) 
2:05 - 2:10 Sign-in to Google Drive/Be ready to start CAD

2:10 - 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 - 3:15 - 
- Reflect on end of the year skills review 
- Brainstorm ideas for last Parent Math Academy- ideas for parents to use this summer 
-Geometry Test 

NOTES:
Erin - Take the geometry test tomorrow, students struggled with end of the year skills review, delaying Disney investigation to review on white boards

Rachel- Took Skill assessment last week, but kids are stumped in wording.  Odometer question caused part of confusion.  Took Global Scholar today and all are in green, total scaled score average difference is 159.  Kudos to her kids.

Ann- Global Scholar is Thursday and Geometry test Friday.

Jana - Completed Disney last week.  Kids enjoyed that investigation. Strategies resorted back to repeated addition.  Slightly disappointed in strategies.  High kids have flown through Fractions menu. Started Global Scholar day 1 today.

Kimberly - Global Scholar begins Thursday.  Skills review looks like it is hit or miss.  Common mistakes are lots of basic addition and subtraction facts and some multiplication facts!   Several still have not finished.

Sara - Skills assessment wasn't good.  Odometer problem was challenging!  Multiplicative comparison was challenging as well.  Drill on subtraction.  Some operational skills to re-teach. Looking for ways to do that.  :)


Geometry Assessment:
Number 12 is worded crazy.  Answer choice "A" is also correct.  Give credit for either of them.

Subtraction is very weak and we didn't teach it.  Lots of basic skills are missing at this point.

Skills review is based on each class.  Erin suggested to come up with individual skill reviews in each class.

Looking forward into the next year, go into teaching with more direct instruction.  Discovery is very important, but maybe more balance.  Reflecting back to the "Teacher's Lounge" several spent time going through the motions instead of truly walking away with "ah-ha" moments.  

Division - they are wanting to hold onto multiplication strategies to solve.  Open area strategy was weak among several classes.  Children are stuck with breaking it apart because we have spent so much time on breaking it apart with place value.
-Ratio Tables, break apart strategies, doubling

Spiral review throughout the year would be a great start to get the kids not to "forget" skills taught.

Activities for the summer for the next math academy to tell parents what to do to brush up on basic facts.  Array cards, DreamBox schedule, Multiplication facts, Learn Zillion codes for each skill, division fact fluency

Eureka Math has a bunch more to it than we are currently able to see.

It's important to do vertical alignment in science.

April 20th

CAD Responsibilities

Agenda: Jana    
Notes: Kimberly 
Time Keeper: 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) 
2:05 - 2:10 Sign-in to Google Drive/Be ready to start CAD

2:10 - 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 - 3:15 - We will dedicate our Science time today to preparing for Science 
-Review the Space, Force & Motion, & Animal units that were found last week in CAD
-Go through the potential new science standards to see what will be different for 4th grade 
-Make tentative plans for next year regarding the new science standards if they are adopted 

NOTES:
We discussed the new science standards and how they are so different from current standards.

Topics to choose from for the end of the year:
Finish Geometry
Patterns
Planning a Disney Vacation

Lots of science stuff has been posted for the end of the year.

Eureka Math will be decided on before we make changes on curriculum guides.

Global Scholar is TBD...

April 13

April 6, 2015

CAD Responsibilities

Agenda: Sara    
Notes:  Erin
Time Keeper: 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) 
2:05 - 2:10 Sign-in to Google Drive/Be ready to start CAD

2:10 - 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 – 2:30 – Share/Brainstorm Test Review Ideas

                      

2:30 – 2:45 – Discuss possibility of having a “Fraction Boot Camp” if necessary, based on the data from fraction assessment (re: document from Lisa).

2:45 – 3:30 – Plan After-Testing Units and update Curriculum Guide

Geometry Standards 

2   3.) Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement. [4-MD5]

a. An angle is measured with reference to a circle with its center at the common endpoint of the rays by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through ¹/₃₆₀ of a circle is called a "one-degree angle" and can be used to measure angles. [4-MD5a]

b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees. [4-MD5b]

24.) Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. [4-MD6]

25.) Recognize angle measure as additive. When an angle is decomposed into nonoverlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real-world or mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. [4-MD7]

26.) Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. [4-G1]

27.) Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. [4-G2]

28.) Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. [4-G3]

NOTES:

Rachel: doing overall review (Are You Smarter Than a 4th Grader). Struggling with 2x2 multiplication

Ann: Revisiting multiplication; finished geometry; will revisit line plot graphs

Kimberly: Working on a rounding group to review; not finished with geometry

Jana: reviewing; focus on division and rounding

Sara: reviewing; finishing geometry; some independent some together

Lydia: working on geometry; finished with test review (first 70 on summative test review)

Erin: Working on creating proposal for science standards unpacking on flex-days

AREAS OF WEAKNESS FOR OUR CURRENT TESTS

subtraction with regrouping

facts X

multi-digit multiplication

division (with remainders)

rounding

Science Standards Not Covered

Light

Force/motion

Space

Animals

March 23

CAD Responsibilities

Agenda: Jana    
Notes: Erin
Time Keeper: 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) 
2:05 - 2:10 Sign-in to Google Drive/Be ready to start CAD

2:10 - 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 - 3:00 - Create geometry assessment using standards. 

                      

3:00 - 3:30 - Collaboratively adjust geometry plans from last year to determine how to teach before testing. Add content from Eureka Math.

* Work on Curriculum Guides  - Sara and __________

Geometry Standards 

23.) Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement. [4-MD5]

a. An angle is measured with reference to a circle with its center at the common endpoint of the rays by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through ¹/₃₆₀ of a circle is called a "one-degree angle" and can be used to measure angles. [4-MD5a]

b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees. [4-MD5b]

24.) Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. [4-MD6]

25.) Recognize angle measure as additive. When an angle is decomposed into nonoverlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real-world or mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. [4-MD7

26.) Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. [4-G1]

27.) Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. [4-G2]

28.) Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. [4-G3]

NOTES:
Began by reciting norms

Sharing:
Lydia: wrapping up decimals; anticipate speeding up instruction and practice to get to geometry.
Rachel: Great success on decimal assessment; beginning geometry tomorrow.
Ann: Began geo today; a lot of prior knowledge or none.
Erin: Almost finished with decimals
Kimberly: Beginning the track investigation
Jana; Beginning the track tomorrow. Did well on second fraction assessment.
Sara:  Finishing decimals and testing on Thursday. Working on test taking skills.

Create Geometry assessment:

WE WILL NOT TEACH TRIANGLES BASED ON SIDES THIS YEAR, ONLY BY ANGLES.

Assignments:
Sketches, properties, vocab: HW/Practice - Lydia; Checkpoint - see vocab quiz
Protractors: HW/Practice - Jana; Checkpoint - Sara
Additive Angles: HW/Practice - Kimberly; Checkpoint - Erin
Triangles: HW/Practice - Ann; Checkpoint - Rachel

March 16th

CAD Responsibilities

Agenda: Jana    
Notes:
Time Keeper:

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) 
2:05 - 2:10 Sign-in to Google Drive/Be ready to start CAD

2:10 - 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 - 3:00 - Create geometry assessment using standards. 

3:00 - 3:30 - Collaboratively adjust geometry plans from last year to determine how to teach before testing. 

3:30- Collaboratively determine how we will use testing materials and create an answer document for students. 

Geometry Standards 

23.) Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement. [4-MD5]

a. An angle is measured with reference to a circle with its center at the common endpoint of the rays by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through ¹/₃₆₀ of a circle is called a "one-degree angle" and can be used to measure angles. [4-MD5a]

b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees. [4-MD5b]

24.) Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. [4-MD6]

25.) Recognize angle measure as additive. When an angle is decomposed into nonoverlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real-world or mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. [4-MD7

26.) Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. [4-G1]

27.) Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. [4-G2]

28.) Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. [4-G3]

Notes:
17 teaching days until testing!
Kimberly: Finishing Fractions this week. Beginning decimals by end of week.
Rachel:  Finishing decimals and beginning geometry.
Erin: Beginning decimals
Jana: Trucking right along with decimals.
Sara: Moving right along through decimals.
Ann: Decimals and progressing well.


Geometry:
Sketching standard to be assessed as a checkpoint. Lydia suggested that we give small chunks of assessments and not one huge test.

Overview of Eureka Math.  It is to be used as a resource for upcoming lessons.  Not an end all!

Test Prep:
We will use new materials for test prep. 15-20 minutes will be spent on test prep daily.

Geometry PowerPoint:
Updating geometry powerpoint

1. Vocab Review
2. paper folding
3. Mini-lesson: Protractor Usage
4. Olympics
5. Adding Angles
6. Classifying Triangles
7. Sketching/lines of symmetry
8.Geometry Town

Until we meet again..... :) 

Needed:

March 2nd

March 2nd

CAD Responsibilities
Agenda: Sara   
Notes: Rachel
Time Keeper: 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) 
2:05 - 2:10 Sign-in to Google Drive/Be ready to start CAD

2:10 - 2:25- 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.

2:25 - 2:45 - Review decimal resources to collaboratively decide what is appropriate, if materials need to be tweaked in order to meet standards, etc.

2:45 - 3:45 - Review Decimal Unit/Assign Tasks  

Align with standards, Add Learning Targets, Number Talks, Homework, Practice, etc.

        Lesson 1: Ben's $ Jar (name places); .8= eight tenths discussion 

        Lesson 2: Questions About the $ Jar; Homework- concept that          .8=eight tenths

        Lesson 3: Ben's $ Jar Revisited; Adding tenths and Hundredths

        Lesson 4: Mini-Lesson on Adding and Subtracting tenths and               hundredths

3:45- Collaboratively review materials created/uploaded during CAD 
          Collaborate on effective ways to have students explain, justify their solutions.  

Decimal Standards 

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.

17.) Use decimal notation for fractions with denominators 10 or 100. [4-NF6]

Example: Rewrite 0.62 as ⁶²/₁₀₀; describe a length as 0.62 meters; locate 0.62 on a number line diagram

18.) Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. [4-NF7]

Notes:
Erin: Students took the improper fractions/mixed number quiz on Friday. Deneke's class did well. Dover's class did not. Now she needs to reteach. 
Jana: Trying to focus on major topics this week so she can be ready to teach decimals next week. 
Ann: Starting decimals Monday. Her class seemed to have an epiphany over the weekend and did much better today than they did last week. They did the human number line last week, and uncovered some big ideas. 
Kimberly: Working on the quilt patch portion of fractions unit. Would like to start decimals by mid-week next week. 
Lydia: Has students in different places within the fractions unit due to a lot of absences because of the flu. Has several kids in Felts' class that seem to be all over the place; some days they seem to "get it" and then other days they don't seem to have a clue. 
Rachel: Had to discuss how the half of the jump rope becomes the whole in the required menu problem. Some misunderstanding with where to cut the rope. 

Erin shared information from the textbook committee meeting she and Kimberly attended last week. 

Ann sent out the measurement unit and briefed everyone on what she added. 

We collectively looked at the documents in the decimals folder (from SharePoint) and discussed how they could be used as mini-lessons, homework, and practice.


Needed:
Reading and Writing Decimals: 

• Mini-Lesson (inserted SharePoint mini-lesson)
• Practice 
• Homework- Kimberly
• Check Point (make from SharePoint documents)- Erin

Add and Subtract Tenths and Hundredths

• Mini-Lesson
• Practice- Lydia
• Homework- Kimberly
• Check Point (make from SharePoint documents)- Erin

Compare (use a number line)

• Mini-Lesson 
• Practice 
• Homework (from SharePoint)
• Check Point (make from SharePoint documents)- Erin

Add and Subtract Decimals

• Mini-Lesson
• Practice- Rachel
• Homework- Ann
• Check Point (make from SharePoint documents)- Erin

February 23

February 23rd

CAD Responsibilities
Agenda: Sara   
Notes: Rachel
Time Keeper: 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) 
2:05 - 2:10 Sign-in to Google Drive/Be ready to start CAD

2:10 - 2:25- 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.

2:25 - 3:05 - Create Decimal Assessment  

3:05 - 3:35 - Review Decimal Unit.   

Align with standards, Add Learning Targets, Homework, Practice, etc.

3:35 - 4:00  - Collaborate on effective ways to have students explain, justify their solutions.  

Decimal Standards 

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.

17.) Use decimal notation for fractions with denominators 10 or 100. [4-NF6]

Example: Rewrite 0.62 as ⁶²/₁₀₀; describe a length as 0.62 meters; locate 0.62 on a number line diagram

18.) Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. [4-NF7]

Notes:

• Jana- Working on Freedom Quilt Patch. Strugglers/MAGPI kids are focusing on equivalency and writing about the relationships between equivalent fractions. Not sure about time frame for a Fractions menu.
• Lisa- After testing, let's revisit fractions with a "fractions camp."
• Lydia- Students seemed to be doing well with equivalency, but they struggled with the wording of the checkpoint. We need some cumulative review throughout the year. 
• Sara- Reteaching some fraction skills. 
• Erin- Feels like reviewing equivalency (including improper fractions and mixed numbers) and then choosing one menu problem and using it as an independent performance task might be a better use of time for her kids.
• Rachel- Feels we need to look at doing cumulative review throughout the year. Based on morning work, it is apparent that some kids aren't retaining skills that they had mastered in previous units. Started menu today--going well so far. 
• Ann- Started simplest form today. 
• Kimberly- Morning class is struggling more than afternoon class. Struggling with identifying the denominator with the freedom quilt patch.       

         A decimals assessment was created in Performance Series based       on the decimals standards.

        Learning targets were modified on last year's Decimals PPT. 

     PPT Lessons: 
        Lesson 1: Ben's $ Jar (name places); .8= eight tenths discussion 
        Lesson 2: Questions About the $ Jar; Homework- concept that          .8=eight tenths
        Lesson 3: Ben's $ Jar Revisited; Adding tenths and Hundredths
        Lesson 4: Mini-Lesson on Adding and Subtracting tenths and               hundredths

February 18

February 18th

CAD Responsibilities
Agenda: Erin   
Notes/Attendance: Sara 
Copies: Rachel
Copies: Ann 
Media Captain: Kimberly 
Logistics Diva: Lydia
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) 
11:50 - 11:55  - Sign-in to Google Drive/Be ready to start CAD

11:55 -11:15- 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.

11:15 - 11:45  Discuss Info. from AMSTI Meeting

Brainstorm ways to best use our remaining fraction time.

Thoughts about Fraction Unit next year

11:15 - 12:10  Decimals

Look over unit, align with standards, create decimal assessments

Decimal Standards 

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.

17.) Use decimal notation for fractions with denominators 10 or 100. [4-NF6]

Example: Rewrite 0.62 as ⁶²/₁₀₀; describe a length as 0.62 meters; locate 0.62 on a number line diagram

18.) Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. [4-NF7]

February 2nd

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

2:05-2:15- 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.

2:15-2:30 - Review Fraction Assessments
Look at the standards to collaboratively design fraction assessment

2:30-2:40 - Collaborate on the following
*Measurement
*Lesson 12- Decomposing Fractions & Multiplying fractions by a whole number (Practice, homework & check-point)
*Lesson 14- Equivalent Fractions (Review homework)
*Lesson 16- Improper Fractions & Mixed Numbers (Practice, homework & check-point)
*Write/update Fraction curriculum guide (Be sure to cite resources)

2:40-3:40 
Work on the above assignments

3:40 
Collaboratively review what has assignments completed today

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
Practices, homework & checkpoints
If Time
*Write/update Fraction curriculum guide (Be sure to cite resources) 
**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.

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: 

January 26th

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) 
2:00-2:05  - Sign-in to Google Drive/Be ready to start CAD

2:05-2:15- 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.

2:15-3:15 - Create Fraction Assessment #2 in Achievement Series (equivalent fractions, multiplying fractions by a whole number, improper fractions)
Look at the standards to collaboratively design fraction assessment

3:15-4:00 - Collaborate on the following
*Science lesson plans- How will we teach measurement?
*Discuss how to implement ACT Aspire Test Review as daily math review & make sure the resources are on Google Drive
*Pull up checkpoints, mini-lessons, homework to collaboratively review
*Write/update Fraction curriculum guide (Be sure to cite resources)

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 
If Time
*Science lesson plans- How will we teach measurement 
*Discuss how to implement ACT Aspire Test Review as daily math review & make sure the resources are on Google Drive 
*Pull up checkpoints, mini-lessons
*Write/update Fraction curriculum guide (Be sure to cite resources) 
**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.

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

Reflections:

Ann: Teach equivalents before comparing; improper integrated before or during adding and subtracting mixed numbers

Lydia: Strugglers are really struggling.

Jana: Agrees with order of things being wrong. Some students are doing advanced methods but some can’t name fractions (inconsistency in student performance)

Kimberly: re-teaching with division, specifically interpreting remainders; interpreting remainders has impacted ability to divide things into fractions

Sara: Agrees with equivalents before comparing. Picking main points for each investigation to focus on smaller parts.

Rachel: hard to separate skills because of integration with investigations.

Erin: echo sentiments

SCIENCE - MEASUREMENT:

Big Dave can come do Native Americans, earth, animals, etc. next week if Jeter covers it or from the field trip budget.

LYDIA: Soap box derby idea. Build, weigh, distance, etc. STANDARDS relative size of measurement within system; larger unit in terms of smaller unit; word problems; diagrams – number line; area and perimeter formulas; line plot to display data; +/- fractions on line plots

ANN: Will work on measurement power-point

MATH:

Morning math one problem a day until testing.

Checked over and revised checkpoints

AGENDA FOR NEXT WEEK:

·         Assign tasks

·         Work on curriculum guide

·         Add sources to documents