April 27

CAD Responsibilities

Agenda: Jana    
Notes: Kimberly 
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 - 2:20 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 - 3:15 - 
- Reflect on end of the year skills review 
- Brainstorm ideas for last Parent Math Academy- ideas for parents to use this summer 
-Geometry Test 

NOTES:
Erin - Take the geometry test tomorrow, students struggled with end of the year skills review, delaying Disney investigation to review on white boards

Rachel- Took Skill assessment last week, but kids are stumped in wording.  Odometer question caused part of confusion.  Took Global Scholar today and all are in green, total scaled score average difference is 159.  Kudos to her kids.

Ann- Global Scholar is Thursday and Geometry test Friday.

Jana - Completed Disney last week.  Kids enjoyed that investigation. Strategies resorted back to repeated addition.  Slightly disappointed in strategies.  High kids have flown through Fractions menu. Started Global Scholar day 1 today.

Kimberly - Global Scholar begins Thursday.  Skills review looks like it is hit or miss.  Common mistakes are lots of basic addition and subtraction facts and some multiplication facts!   Several still have not finished.

Sara - Skills assessment wasn't good.  Odometer problem was challenging!  Multiplicative comparison was challenging as well.  Drill on subtraction.  Some operational skills to re-teach. Looking for ways to do that.  :)


Geometry Assessment:
Number 12 is worded crazy.  Answer choice "A" is also correct.  Give credit for either of them.

Subtraction is very weak and we didn't teach it.  Lots of basic skills are missing at this point.

Skills review is based on each class.  Erin suggested to come up with individual skill reviews in each class.

Looking forward into the next year, go into teaching with more direct instruction.  Discovery is very important, but maybe more balance.  Reflecting back to the "Teacher's Lounge" several spent time going through the motions instead of truly walking away with "ah-ha" moments.  

Division - they are wanting to hold onto multiplication strategies to solve.  Open area strategy was weak among several classes.  Children are stuck with breaking it apart because we have spent so much time on breaking it apart with place value.
-Ratio Tables, break apart strategies, doubling

Spiral review throughout the year would be a great start to get the kids not to "forget" skills taught.

Activities for the summer for the next math academy to tell parents what to do to brush up on basic facts.  Array cards, DreamBox schedule, Multiplication facts, Learn Zillion codes for each skill, division fact fluency

Eureka Math has a bunch more to it than we are currently able to see.

It's important to do vertical alignment in science.

April 20th

CAD Responsibilities

Agenda: Jana    
Notes: Kimberly 
Time Keeper: 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) 
2:05 - 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 - 3:15 - We will dedicate our Science time today to preparing for Science 
-Review the Space, Force & Motion, & Animal units that were found last week in CAD
-Go through the potential new science standards to see what will be different for 4th grade 
-Make tentative plans for next year regarding the new science standards if they are adopted 

NOTES:
We discussed the new science standards and how they are so different from current standards.

Topics to choose from for the end of the year:
Finish Geometry
Patterns
Planning a Disney Vacation

Lots of science stuff has been posted for the end of the year.

Eureka Math will be decided on before we make changes on curriculum guides.

Global Scholar is TBD...

April 13

April 6, 2015

CAD Responsibilities

Agenda: Sara    
Notes:  Erin
Time Keeper: 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) 
2:05 - 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 – 2:30 – Share/Brainstorm Test Review Ideas

                      

2:30 – 2:45 – Discuss possibility of having a “Fraction Boot Camp” if necessary, based on the data from fraction assessment (re: document from Lisa).

2:45 – 3:30 – Plan After-Testing Units and update Curriculum Guide

Geometry Standards 

2   3.) 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:

Rachel: doing overall review (Are You Smarter Than a 4th Grader). Struggling with 2x2 multiplication

Ann: Revisiting multiplication; finished geometry; will revisit line plot graphs

Kimberly: Working on a rounding group to review; not finished with geometry

Jana: reviewing; focus on division and rounding

Sara: reviewing; finishing geometry; some independent some together

Lydia: working on geometry; finished with test review (first 70 on summative test review)

Erin: Working on creating proposal for science standards unpacking on flex-days

AREAS OF WEAKNESS FOR OUR CURRENT TESTS

subtraction with regrouping

facts X

multi-digit multiplication

division (with remainders)

rounding

Science Standards Not Covered

Light

Force/motion

Space

Animals