1/5/2014
- Cut learning targets to be simple and understandable.
- Break apart slides into more workable with time management.
- Learning targets are written as "I can..."
- Proper placement of learning target will be a focus. They do not have to always go at the beginning.
- Add number talks to the unit!
-
To Do:
*Lesson 1 and 2 need # talks added
*Add vocabulary - denominator, numerator, comparing fractions (benchmark)
Mini Lesson:
Vocabulary
Benchmark fractions
Comparing fractions to a whole
-Days have been changed to Lessons, as noted in the guide and powerpoint.
-Change the plus to the circle (for comparing)
-Add number lines to models for lessons!!!!
Board Writing:
1. Sandwich Investigation
2. Continue Investigation
3. Congress
vocabulary mini-lesson
comparing mini-lesson
benchmark fractions
4. Sharing the sandwiches Investigation
5. Congress
adding and subtracting mini-lesson
6. Writing about fractions
7. Developing Equivalence
8. Fundraiser Investigation
9. Continue Fundraiser Investigation
10. Congress
Mini-Lesson: Equivalent fractions
11. Assessment
*Bring ON the fraction games!!
fraction
denominator
numerator
whole number
unit fraction (where the numerator is one and the denominator is a positive integer)
benchmark fraction (common fractions that you can judge other numbers against ex: landmark fraction)
mixed number
Needs:
Mini-lesson vocabulary
comparing/benchmark L3 (add number lines with different (Ann)
adding and subtracting L5 (Rachel)
mixed numbers L7 (Kimberly)
equivalent fractions L10 (Lydia)
Practice & Homework:
Lesson 3 (Jana)
Lesson 5 (Sara)
Lesson 7 (Erin)
Lesson 10 (Jana)
Develop Review/fill in HWx2 (Sara and Erin)
We will meet again tomorrow at 8:30 to work on stuff. :)
Monday, January 5, 2015
Monday, December 8, 2014
December 8
CAD Responsibilities
Agenda: Jana
Notes/Attendance: Erin
Copies: Sara
Copies: Rachel
Proofreader: Jana
Media Captain: Ann
Logistics Diva: Kimberly
Sunshine Spreader: 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)
2:00-2:10 - 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.
2:10-3:10 - Create Fraction Assessment in Achievement Series
Look at the standards to collaboratively design fraction assessment
3:10-3:30
Collaborate to improve the division study guide Sara created
3:30
Proofread Division Curriculum Guide (3 copies on Google Drive)
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
Fraction Assessment
Division study guide
Proofread Division Curriculum Guide
If Time
*Rubric for student investigations (We agreed to give students more grades based on their investigations rather than one journal grade at the end of a unit to meet the need for more grades)
*Science lesson plans?
*Unit design- use ACT Aspire data and standards to align our unit
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.
Division 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)
3. Solve multi-step 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 answer using mental computation and estimation strategies, including rounding.
Agenda: Jana
Notes/Attendance: Erin
Copies: Sara
Copies: Rachel
Proofreader: Jana
Media Captain: Ann
Logistics Diva: Kimberly
Sunshine Spreader: 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)
2:00-2:10 - 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.
2:10-3:10 - Create Fraction Assessment in Achievement Series
Look at the standards to collaboratively design fraction assessment
3:10-3:30
Collaborate to improve the division study guide Sara created
3:30
Proofread Division Curriculum Guide (3 copies on Google Drive)
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
Fraction Assessment
Division study guide
Proofread Division Curriculum Guide
If Time
*Rubric for student investigations (We agreed to give students more grades based on their investigations rather than one journal grade at the end of a unit to meet the need for more grades)
*Science lesson plans?
*Unit design- use ACT Aspire data and standards to align our unit
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.
Division 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)
3. Solve multi-step 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 answer using mental computation and estimation strategies, including rounding.
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)
Fraction Standards
12.) Explain why a fraction a/b is equivalent to a fraction nxa/nxb by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. [4-NF1]
13.) Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. [4-NF2]
NOTES:
Fraction Standards
12.) Explain why a fraction a/b is equivalent to a fraction nxa/nxb by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. [4-NF1]
13.) Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. [4-NF2]
14.) Understand a fraction a/b with a > 1 as a sum of fractions 1/b. [4-NF3]
a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. [4-NF3a]
b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. [4-NF3b]
Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. [4-NF3c]
d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. [4-NF3d]
15.) Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. [4-NF4]
a. Understand a fraction a/b as a multiple of 1/b. [4-NF4a]
Example: Use a visual fraction model to represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4).
b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. [4-NF4b]
Example: Use a visual fraction model to express 3 x (2/5) as 6 x (1/5), recognizing this product as 6/5. (In general, n x (a/b) = (nxa)/b.)
c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. [4-NF4c]
Example: If each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between which two whole numbers does your answer lie?
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.
NOTES:
- Independent review of fraction standards
- Make sure to teach 1/2 does not equal 2/1
- Will separate into two unit tests: the first will have +, -, and comparing fractions; the second x, equivalents
- FINISHED: first fractions assessment
- First fraction assessment test code is 36354
- DIVISION STUDY GUIDE: Take division comparison off of the assessment, change 4 digit dividends to 3 digit dividends
Thursday, November 13, 2014
CAD Agenda for November 17, 2014
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)
2:00-2:30
2:30 - 3:40
3:40 - Come back together and share what was completed and collect feedback.
Back Burner
Study Guide
Critique Menu Problems compared to the standards
Notes:
-We worked the Division Assessment. We decided we needed to add a mini lesson on using the distributive property in division. Jana discussed the need for questioning students about breaking apart the divisor because her advanced class did not understand why the divisor could not be broken apart. We changed "represents" in #6 to say "which is twice as many as Juno caught."
-We discussed what Independent Performance Task should look like by going back to the definition of an Independent Performance Task. It is what should be what students can do, not what they know. Lisa showed an example from the first curriculum guide written. It was from a 5th grade volume unit. Students designed a cereal box based on certain qualifications. Our Independent Performance Tasks have been more like quizzes. While these are another great form of assessment, students would benefit from more practice. In our curriculum guide, 3 days for each investigation is more appropriate because it is unreasonable to think we can accomplish and investigation, congress, mini-lesson & practice in two days.
-We need to consider creating multi-step investigation problems in our units.
-Be sure to discuss variables throughout the unit with your students throughout the unit.
-We planned how Club Day time would be spent on Wednesday since our PD time will be spent in Lisa's room working on curriculum guides. The other half of Club Day will be spent working in our rooms. We agreed to work the division menu problems before arriving on Wednesday ready to discuss aligning them to the division standards/suggestions/improvements.
On Club Day we will:
*Correct curriculum guide starting at Day 5 (Day 5- Kimberly, Day 6- Jana, Day 7- Erin, Day 8- Lydia, Day 9- Rachel, Day 10- Ann, Day 11- Sara)
*As a group, collaboratively design the division menu. We will align the division menu problems to the standards. We will make any revisions and improvements as needed.
*Jana will create a mini-lesson for the Distributive Property in division
-We set the date for Electric Village to be December 16th. Jana will send out the Google doc sign up sheet with times again.
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)
2:00-2:30
- Sign-in to Google Drive/Be ready to start CAD
- Review Norms/Reflect
- Discuss the online math testing
- How are we planning for students who "ace" the division pre-assessment?/ Discuss AMSTI meeting on 11/7 (Sara and Jana)
- Science - Plan for Electric Villages/Set date on calendar
- Work Division assessment & all Independent Performance Tasks
2:30 - 3:40
- Review unit.
- Determine the lessons, practice, homework, and IPTs that need completion.
- Make assignments for teams.
- Work on assignments with team(s).
3:40 - Come back together and share what was completed and collect feedback.
Back Burner
Study Guide
Critique Menu Problems compared to the standards
Notes:
-We worked the Division Assessment. We decided we needed to add a mini lesson on using the distributive property in division. Jana discussed the need for questioning students about breaking apart the divisor because her advanced class did not understand why the divisor could not be broken apart. We changed "represents" in #6 to say "which is twice as many as Juno caught."
-We discussed what Independent Performance Task should look like by going back to the definition of an Independent Performance Task. It is what should be what students can do, not what they know. Lisa showed an example from the first curriculum guide written. It was from a 5th grade volume unit. Students designed a cereal box based on certain qualifications. Our Independent Performance Tasks have been more like quizzes. While these are another great form of assessment, students would benefit from more practice. In our curriculum guide, 3 days for each investigation is more appropriate because it is unreasonable to think we can accomplish and investigation, congress, mini-lesson & practice in two days.
-We need to consider creating multi-step investigation problems in our units.
-Be sure to discuss variables throughout the unit with your students throughout the unit.
-We planned how Club Day time would be spent on Wednesday since our PD time will be spent in Lisa's room working on curriculum guides. The other half of Club Day will be spent working in our rooms. We agreed to work the division menu problems before arriving on Wednesday ready to discuss aligning them to the division standards/suggestions/improvements.
On Club Day we will:
*Correct curriculum guide starting at Day 5 (Day 5- Kimberly, Day 6- Jana, Day 7- Erin, Day 8- Lydia, Day 9- Rachel, Day 10- Ann, Day 11- Sara)
*As a group, collaboratively design the division menu. We will align the division menu problems to the standards. We will make any revisions and improvements as needed.
*Jana will create a mini-lesson for the Distributive Property in division
-We set the date for Electric Village to be December 16th. Jana will send out the Google doc sign up sheet with times again.
Friday, October 31, 2014
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)
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)
Sunday, October 26, 2014
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)
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
*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)
Tuesday, October 14, 2014
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)
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
*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
Saturday, October 4, 2014
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.
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
*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)
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.
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