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