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