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