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]
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
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
