November 3rd

CAD Responsibilities
Agenda: Lydia  
Notes/Attendance: Fran 
Copies: Erin
Copies: Sara 
Proofreader: Rachel
Media Captain: Jana 
Logistics Diva: Ann
Sunshine Spreader: 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) 
2:00-2:10  - Sign-in to Google Drive/Be ready to start CAD
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.

2:10-2:30 - Finalize Division Assessment compared to standards

2:30-3:00 - Look at the standards to see what needs to be added to the unit.
Plan Mini-lessons, Independent Performance Tasks
Reminder: Try to have 2 Independent Performance Tasks strategically placed as needed in unit

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
Days 1&2- Jana, Lydia & Kimberly 
Days 3&4- Rachel & Ann
Days 5&6- Erin & Sara 
Independent Performance Tasks - To be determined 
Back Burner
Study Guide 
Critique Menu Problems compared to the standards 
Rubric for student journal 
Lisa to update curriculum guide 

Needs to be completed: 
Complete the assignments you volunteered to complete today

**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.

Standards
2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. (4-OA2)

11. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationships between multiplication and division, Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (4-NBT6)

October 27, 2014

CAD Responsibilities
Agenda: Kimberly 
Notes/Attendance: Lydia 
Copies: Fran
Copies: Erin 
Proofreader: Sara
Media Captain: Rachel 
Logistics Diva: Jana
Sunshine Spreader: 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) 
2:00-2:10  - Sign-in to Google Drive/Be ready to start CAD
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.

2:10-2:30 - Finalize Division Assessment compared to standards

2:30-3:00 - Look at the standards to see what needs to be added to the unit.
Plan Mini-lessons, Independent Performance Tasks
Reminder: Try to have 2 Independent Performance Tasks strategically placed as needed in unit

3:00 - Dismissed to work on Report Card Grades 

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
Days 1&2- Jana, Lydia & Kimberly 
Days 3&4- Rachel & Ann
Days 5&6- Erin & Sara 
Independent Performance Tasks - To be determined 
Back Burner
Study Guide 
Critique Menu Problems compared to the standards 
Rubric for student journal 
Lisa to update curriculum guide 

Needs to be completed: 
Complete the assignments you volunteered to complete today

**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.

Standards
2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. (4-OA2)

11. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationships between multiplication and division, Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (4-NBT6)

October 20, 2014

CAD Responsibilities
Agenda: Kimberly 
Notes/Attendance: Lydia 
Copies: Fran
Copies: Erin 
Proofreader: Sara
Media Captain: Rachel 
Logistics Diva: Jana
Sunshine Spreader: 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) 
2:00-2:30 - GaTE Meeting in Library

2:35-2:50 - Sign-in to Google Drive/Be ready to start CAD
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.

2:50-3:10 - Updated Pacing Guide -Lisa Lothspeich

3:10-3:30 - Create Division Assessment compared to standards

3:30-4:00 - Look at the standards to see what needs to be added to the unit.
Plan Mini-lessons, Independent Performance Tasks
Reminder: Try to have 2 Independent Performance Tasks strategically placed as needed in unit

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
Days 1&2- Jana, Lydia & Kimberly 
Days 3&4- Rachel & Ann
Days 5&6- Erin & Sara 
Independent Performance Tasks - To be determined 
Back Burner
Study Guide 
Critique Menu Problems compared to the standards 
Rubric for student journal 

Needs to be completed: 
Complete the assignments you volunteered to complete today

**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.

Standards
2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. (4-OA2)

11. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationships between multiplication and division, Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (4-NBT6)

Notes

Reflections:

1.       Students are having difficulty getting started on the factors and multiples investigation; mainly due to lack of prior knowledge of factors and multiples.

2.      Some teachers are reassessing their intervention groups based on the most current data from IPT, assessments, etc…

3.      Most classes are close to being on the same lesson

4.      We’d like to include more gallery walks in the curriculum and independent written explanations from students to explain their thinking

Today’s task:  review and update the division summative assessment

Submitted:  Lydia Smith

October 6th

CAD Responsibilities
Agenda: Ann 
Notes/Attendance: Kimberly
Copies: Lydia 
Copies: Fran
Proofreader: Erin
Media Captain: Sara
Logistics Diva: Rachel 
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

2:05-2:20-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.

2:20-2:35- Proofread days (other than the ones you created)

2:35-3:05- Create Division Pre-Assessment & Assessment compared to standards
*Honestly, this may take more than 30 minutes, but it will be time well spent.

3:05-3:10-Look at the standards to see what needs to be added to the unit.
Plan Mini-lessons, Independent Performance Tasks
Reminder: Try to have 2 Independent Performance Tasks strategically placed as needed in unit

3:10 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
Days 1&2- Jana, Lydia & Kimberly 
Days 3&4- Rachel & Ann
Days 5&6- Erin & Sara 
Independent Performance Tasks - To be determined 
Back Burner
Study Guide 
Critique Menu Problems compared to the standards 
Rubric for student journal 

3:10-3:45- Complete the assignments you volunteered to complete today

3:45- 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)

Standards
2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. (4-OA2)

11. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationships between multiplication and division, Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (4-NBT6)

Notes
Reflection:
IPTs are taking a long time.  They are really rigorous.
Independent work and then checking in with a partner is working for them.
Things are going well overall.   Everyone seems pleased with Multiplication Unit so far.

Proofreading the unit: curriculum guide vs powepoint.
We split up on the proofing of days.
All but Day 18 is proofed on the curriculum guide.
:)

Chose division pre-assessment questions. You may now give the division preassessment as soon as Lisa emails the test ID number.

September 29

CAD Responsibilities
Agenda: Ann 
Notes/Attendance: Kimberly
Copies: Lydia 
Copies: Fran
Proofreader: Erin
Media Captain: Sara
Logistics Diva: Rachel 
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

2:05-2:20-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-Rachel will update the CAD on grading practices that need to be consistent in the CAD as requested by administration

2:20-2:25-Update Pacing Guide

2:25-2:35- Revise multiplication assessment compared to standards (Example: x to represent the unknown)

2:35-2:40-Look at the standards to see what needs to be added to the unit. Example: x to represent the unknown, factors (prime and composite) and multiples
Reminder: Try to have 2 Independent Performance Tasks strategically placed as needed in unit

2:40 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
 The framework has been updated in the PowerPoint and curriculum guide, but we will be working on all of the other components for each day (Homework, Mini-lesson, Practice, Enrichment, Support, Learning Targets, Alignment to Standards, etc.) 
Days 7&8- Sara & Jana 
Days 9&10- Erin, Lydia & Ann
Days 11&12- Rachel & Kimberly
Independent Performance Tasks - To be determined 
Back Burner
Study Guide 
Critique Menu Problems compared to the standards 

2:40-3:45- Complete the assignments you volunteered to complete today

3:45- 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)

Standards
1.) Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. [4-OA1]

2.) Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. (See Appendix A, Table 2.) [4-OA2]

3.) Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. [4-OA3]

4.) Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. [4-OA4]

10.) Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [4-NBT5]

21.) Apply the area and perimeter formulas for rectangles in real-world and mathematical problems. [4-MD3]

Notes

September 22

CAD Responsibilities
Agenda: Jana 
Notes/Attendance: Ann
Copies: Kimberly
Copies: Lydia
Proofreader: Fran
Media Captain: Erin
Logistics Diva: Sara
Sunshine Spreader: Rachel

Agenda (Print agenda for each person to have during CAD) 
2:00-2:05- Sign-in to Google Drive/Be ready to start CAD

2:05-2:20-Reflect
-insights about taking Place Value assessment and future assessments
-Pre-Assessments
-Design assessments as a group comparing to the standards
-Try to have Independent Performance Task per week/as needed in unit

2:20-2:30- Revise multiplication assessment compared to standards (Example: x to represent the unknown)

2:30-2:35-Look at the standards to see what needs to be added to the unit. Example: x to represent the unknown, factors (prime and composite) and multiples

2:35 Refine what has to be done today
What has to be done today
 The curriculum guide has been updated, but we will be working on all of the other components for each day (Homework, Mini-lesson, Practice, Enrichment, Support, Learning Targets, Alignment to Standards, etc.) 
Days 1&2- Jana & Lydia
Days 3&4- Sara & Erin
Days 5&6- Rachel & Kimberly
Independent Performance Tasks - To be determined 
5 Days of Science one person working on Science every other week- Ann
Back Burner
Study Guide 

2:40-3:45- Complete the assignments you volunteered to complete today

3:45- 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)


Standards
1.) Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. [4-OA1]

2.) Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. (See Appendix A, Table 2.) [4-OA2]

3.) Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. [4-OA3]

4.) Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. [4-OA4]

10.) Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [4-NBT5]

21.) Apply the area and perimeter formulas for rectangles in real-world and mathematical problems. [4-MD3]

Notes

September 8th CAD

CAD Responsibilities
Agenda: Jana 
Notes/Attendance: Ann
Copies: Kimberly
Copies: Lydia
Proofreader: Fran
Media Captain: Erin
Logistics Diva: Sara
Sunshine Spreader: Rachel

Agenda
*Sign in to Google doc*
1. Reflection
2. Discuss any tweaking to multiplication unit.
3. Complete the following:

Finish Proofreading Place Value Curriculum Guide: Rachel
Multiplication Assessment- tweak to 10 questions (1 open ended) Rachel 
Complete Supports/Enrichments for PV: Sara
Science: Ann and Lydia 
Delete the Big Dinner from the PPT and Curriculum Guide: Jana 
Remove practice slides from the PPT and create a Practice PPT slide folder: Erin 
Create 8 Homework assignments (this will take multiple people): Sara and Kimberly
*Use the assessment & mini-lessons to guide homework for specific days.

Anyone who finishes the assignment above should begin the following;
Use Practice slides in the newly created Practice PPT slide folder to create Practice worksheets:

Notes
*Day 1 PV Homework inserted on Drive next year

-Day 2 of Paintbrush Predicament was rather challenging for most students. Most feel that is seems as if this group of students have never been challenged/asked to think.

-Students seem have to a poor understanding of the difference between place and value.

-Students are not taking time to do their best on exit slips. Erin is pulling invitation groups after introducing the next investigation. Students who got their exit slip correct may pick a partner and begin the investigation. Students who did not turn in great work on their exit slip work with Erin in an invitational group. Erin then assigns them a partner. Students have since started given more quality work.