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: