2012_4th+Grade_PLC


 * Update for Thursday 5/16/13**
 * Highlights of Meeting**
 * Discussed/reflected on results from MPA
 * Identified key skills that needed refinement
 * Discussed tools for precision with rulers, calculators & protractors


 * Update for Wednesday 5/9**
 * Highlights of Meeting**
 * Identified misconceptions among students.**
 * These included...**
 * - fractions**
 * - word problems**
 * - conversion of units of measurements**
 * Developed ideas to work word problems into our current guaranteed curriculum**

4.G.A.2 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.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures
 * Guaranteed Curriculum**
 * Weeks 31 - 36**

Pre-Test




 * Attached common assessment for the end of week 30.**
 * WIN Pre-Test**
 * Guaranteed Curriculum**
 * **4.G.1 - Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.**

Learning Targets: I can draw points, lines, line segments, rays, right angles, acute angles, obtuse angles, perpendicular and parallel lines. I can identify points, lines, line segments, rays, right angles, acute angles, obtuse angles, perpendicular and parallel lines in two-dimensional figures. ||


 * **4.MD.7 - Recognize angle measure as additive. When an angle is decomposed into non-overlapping 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 and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.**

Learning Targets: I can find an angle measure by adding the measurements of the smaller angles that make up the larger ngle. I can use my addition and subtraction strategies to solve for an unknown angle on a diagram, in real-world and mathematical problems ||


 * Unit**

I can use a formula to find the perimeter of a rectangle in real world and mathematical problems.
 * We will focus on standard 4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems.**
 * I can statements:**

I can use a formula to find the area of a rectangle in real world and mathematical problems.

Pre-Test for Unit -

Unit Schedule -


 * 4th 6 Weeks**
 * Guaranteed Curriculum for Weeks 19 - 25**

4.NF.1: Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) 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.


 * // I can compare and contrast fractions by creating a visual of equivalent fractions. //

4.NF.2: 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.


 * // I can compare two fractions with symbols >, <, or = by creating common denominators or numerators or comparing to benchmark fractions. //

Common Pre-Assessment Weekly Common Assessment 1

Weekly Common Assessment 2

Weekly Common Assessment 3

Weekly Common Assessment 4

3rd 6 Weeks


 * Guaranteed Curriculum for Weeks 13 - 18 **

4.NBT.6 – Find whole number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value and the properties of operations. Illustrate and explain by using equations, rectangular arrays and/or area models. I can find the whole number quotient of a division problem with up to two-digit dividends and one-digit divisors using strategies based on place value, properties of operations, and/or the relationship between multiplication and division.

- I can find the whole number quotient of a division problem with up to two-digit dividends and one-digit divisors using strategies based on place value, properties of operations, and/or the relationship between multiplication and division.

4.OA.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 answers using mental computation and estimation strategies including rounding. I can solve a multi-step word problem using the four operations.

- I can solve a multi-step word problem using the four operations.

Pre-Assessment for the next 6 weeks is attached.



2nd 6 Weeks

**Guaranteed Curriculum for weeks 7-12** 3.0A.8 – Solve two-step word problems using the four operations. 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.
 * I can solve two-step word problems using addition and subtraction.
 * I can use equations with a letter representing the unknown quantity.

3.OA.3 – Use multiplication and division within 100 to solve world problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
 * I can solve world problems by multiplying and dividing numbers up to 100 using equal groups, arrays and measurements.

Notes from 9/20 Meeting

Notes from 11/8 Meeting

__**Long term goal **__ **Current Reality:** Last year, at least 72.6% of the students in fourth grade met or exceeded the proficiency standard on the Math Proficiency Assessment. **SMART Goal:** This year, at least 77% of the students in fourth grade* will meet or exceed the proficiency standard on the KPREP Assessment.
 * SMART GOALS **

__**Short term goal –**__ **Current Reality:** 55% of 4th graders met or exceeded the guaranteed curriculum post assessment standards with a score of distinguished or proficient. (10/12 questions) **Short Term Goal:** 75% of 4th graders will meet or exceed the guaranteed curriculum with a score of proficient or distinguished by the 12th week of school.

Notes from 10-2-12 meeting

Team Building Worksheet

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Aligning Learning Targets with Assessment Instruments and Tasks

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Strategies and Action Steps <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">MAKE REFINEMENTS ON CURRENT ASSESSMENTS AND BRING TO THE NEXT MEETING - In terms of refining our current assessments, we determined for our formative assessments for WIN that we are going to create a rubric for all teachers. We found that we are not using the same rubric for grading assessments, particularly the post assessment, and we are going to make this change for the next assessment. We also decided that we are going to use CASCADE for the assessments. Erin volunteered to create a class list in CASCADE for the 4th grade.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Analyze results with a common rubric
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">DETERMINE FORMATIVE ASSESSMENTS FOR WIN GROUPS TO ALLOW FOR FLUID GROUPS (FREQUENT MOVEMENT OF KIDS AS THEY MASTER WIN GROUP CONTENT) - LaDana created two formative assessments. These assessments relate to the standards and were taken from previous district assessments. We decided to alter giving these assessments.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">We decided to take colored folders to be kept in each teacher’s room. This would allow a common viewing for growth, enrichment and student reflection.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Who is Responsible
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">LaDana Miller
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Sharon Erny
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Erin Schmidt

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Target Date or Timeline
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">By the 12th week of school 75% of 4th graders will meet or exceed the guaranteed curriculum with a score of proficient or distinguished.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">On the KPREP Assessment at the end of the year, at least 77% of the students in fourth grade* will meet or exceed the proficiency standard

1st 6 Weeks

**Norms**


 * 1) Be prepared and bring data.
 * 2) Place disagreements on parking lot and address parking lot issues.
 * 3) Begin and end on time.
 * 4) Speak in a positive manner.

**SMART Goal**

Current Reality: Last year, at least 72.6% of the students in fourth grade met or exceeded the proficiency standard on the Math Proficiency Assessment. SMART Goal: This year, at least 77% of the students in fourth grade* will meet or exceed the proficiency standard on the KPREP Assessment.
 * In the fourth grade number, 8 students out of 85 (approximately 9%) are third grade students in a third/fourth grade split classroom. These 8 students are receiving fourth grade math instruction.

**Guaranteed Curriculum** 3.OA.1 – Interpret products of whole numbers, e.g., interpret 5 X 7 as the total number of objects in 5 groups of 7 objects each. //For example, describe a context in which a total number of objects can be expressed as 5 X 7//.
 * I can find products of whole numbers.

3.OA.3 – Use multiplication and division within 100 to solve world problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
 * I can solve world problems by multiplying and dividing numbers up to 100 using equal groups, arrays and measurements.

3.0A.8 – Solve two-step word problems using the four operations. 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.
 * I can solve two-step word problems using addition and subtraction.
 * I can use equations with a letter representing the unknown quantity.