2012_3rd+Grade_PLC

__** NORMS **__ * #|Begin on time and end on time * Place disagreements on parking lot & respect opinions of others...may consult an outside source as long as all members are in agreement and present. * Share strengths/good strategies * Be prepared (bring data, do homework, etc..)

__** Third Grade Annual 2012_2013 Smart Goal **__


 * __ Current Reality: __** Last year, 82.6% of third graders met or exceeded standard on the district's Math #|Cascade Assessments in 2011-12.


 * __ SMART Goal: __** This year, at least 87% of third graders will meet or exceed standards on the district's Math #|Cascade Assessments in 2012-13.

Math Resources- 1. Click here (Various) 2. Great Fun Math Games Videos (Various) Click Here 3.

__** Guaranteed Curriculum **__

I can solve 2 #|step word problems using addition and subtraction. I can use equations with a letter representing the unknown quantity. I can check my answers to word problems using mental math and estimation to see if it is reasonable. || TBD || Unit 8 1.1-1.5 Unit 8 2.1-2.5 Unit 8 3.1-3.9 Unit 2 1.1-1.8 2.1, 2.2, 2.3A Unit 4 3.3, 3.4 || TBD || I can use what I know about place value to round to the nearest 10 or 100. ||  || Number #|Mats A, B Round to the Nearest 10 Round to the Nearest 100 ||  || I can fluently add and subtract within 1000 using my strategies. ||  || Number #|Mats A, B ||   || I can draw a bar graph to represent data using a scale. I can draw a picture graph to represent data using a scale. I can analyze a bar graph to solve one and two-step problems asking "How many more/less?" ||  || Unit 8 1.1-1.5 Unit 8 2.1-2.5 Unit 8 3.1-3.9 Unit 2 1.1-1.8 2.1, 2.2, 2.3A Unit 4 3.3, 3.4 ||  || **1st 6 Week Cycle Pre-Assessment**
 * 2nd grade Standard || 3rd Grade Standard & I CAN goal || Week || Lesson || Formative ||
 * 2 OA 1 || ** 3 OA 8* **
 * 2 OA 4 || 3 OA 1 ||  ||   ||   ||
 * 2 MD 7 || 3 MD 1 ||  ||   ||   ||
 * || **3 NBT 1** *
 * || ** 3 NBT 2 * **
 * || ** 3 MD 3 * **
 * || 3 G 1 ||  ||   ||   ||


 * __ We reworked the assessment above ....This is the one that we will use![[file:Grade 3 MDA 1_2012_ReedLancasterd.doc]] __**






 * __ Reed MDA 1 Analysis __**

Math Goal Worksheet for 1st Day #|WIN

Sunday August 26, 2012 __**Present**__: Reed, Lancaster

Met, analyzed data and created #|intervention groups and materials for intervention groups and sequence for week 1 for #|WIN time for 3 OA 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.3.NBT.2 - Fluently add and subtract within 1000 using strategies and algorithms based on place value, #|properties of operation.

__**I CAN's**__ I can fluently add and subtract within 1000 using my strategies. I can solve two-step word problems using addition and subtraction. (with and without regrouping)

__**Manipulatives**__: Number line and 100's chart.

__**Groupings**__: Low group- Mrs. Schmidt Low medium group - Mrs. Coons High Medium group - Mrs. Barker On track group- Mrs. Reed and Mrs. Lancaster Advanced/enrichment group - Mrs. Sandy

__**#|WIN TIME**__: 9:30-10:30 Monday through Friday __**Monday**__ - Thursday Small Groups __**Friday**__ - Game Day (Reed, Lancaster, Barker, Mrs. Sandy; * Mrs. Barker/Ms. Sandy alternate Reed/Lancaster's room on Fridays)

__**Materials**__:
 * Go Math
 * #|Study Island
 * Eduplace enrichment
 * ixl worksheets
 * adapted math investigations Student #|Activity Book pages
 * formative assessments - JCPS units
 * Frog games
 * Math Investigation games
 * Card games
 * Other math games

__**Strategies to focus on**__: 1. Decomposition strategy 2. Count #|on strategy 3. Number Line

Thursday August 30, 2012 __**Present:**__ Reed, Lancaster, Coons, Sandy, Rivera

__**Agenda**__: 1. Discuss WIN progress/Groupings- Strengths 2. Discuss needs of teachers/students- Next Steps 3. Instructional focus and strategies for week 3 4. Design next WIN focus lessons: 3 OA 8, 3 NBT 2, and 3 NBT 1 to focus on with instruction, materials, manipulatives, and formative to focus on:


 * I can fluently add and subtract within 1000 using my strategies.
 * I can solve two-step word problems using addition and subtraction. (with and without regrouping)
 * I can use what I know about place value to round a whole number to the nearest 10 or 100.
 * I can use equations with a letter representing the unknown quantity.
 * I can check my answers to word problems using mental math and estimation to see if it is reasonable.

__**Notes**__: 1. WIN teachers need syllabus. 2. WIN teachers need materials copied (Barker/Coons; Sandy will do her own). 3. Reviewed strategies: decomposition, addend, count on and number line. 4. Need more 100 charts to be made. 5. Moved based on Progress Monitoring several students out and into other groupings based on strength/need by analyzing student work. 6. Materials gathered and syllabus created. Materials being organized and copied.

__**Next Steps**__: 1. Work to organize week 4
 * I can use what I know about place value to round a whole number to the nearest 10 or 100.
 * I can use equations with a letter representing the unknown quantity.
 * I can check my answers to word problems using mental math and estimation to see if it is reasonable.

2. Meet to analyze summative WIN formative data from:
 * I can fluently add and subtract within 1000 using my strategies.
 * I can solve two-step word problems using addition and subtraction. (with and without regrouping)

3. Regroup students for WIN instruction based on below data outcome from pre-assessment.
 * I can use what I know about place value to round a whole number to the nearest 10 or 100.
 * I can use equations with a letter representing the unknown quantity.
 * I can check my answers to word problems using mental math and estimation to see if it is reasonable.

Instructional Routine for WIN time

Coons and Barker Week 3 WIN

Lancaster, Reed, Sandy Week 3 WIN

Week 3 Housekeeping - Instructional Focus document

Math Attacks to Use at the start of whole group lessons- Formative Assessment Opportunities



September 2, 2012 Sunday __**Present**__: Lancaster, Reed

__**Agenda**__: 1. Create summative assessment for 3 OA 8 2. Discuss plan for Friday - Focus 3 OA 8 (Game day and summative assessment day) 3. Analyze data from MDA and create new groupings of students for:
 * I can fluently add and subtract within 1000 using my strategies.
 * I can solve two-step word problems using addition and subtraction. (with and without regrouping)
 * I can use what I know about place value to round a whole number to the nearest 10 or 100.
 * I can use equations with a letter representing the unknown quantity.
 * I can check my answers to word problems using mental math and estimation to see if it is reasonable.

4. Gather materials for the above I CAN's - Low, Medium, High and then break down into further groupings: low, medium, medium high, on grade, and enrichment groupings (Week 4 and Week 5).

__**Results**__: 1. Agreed upon materials/strategies for week 4 and 5. 2. Agreed to create games for Friday focusing on 3 OA 8 - fluently add and subtraction within 1000 and solving 2 step word problems - to also be done PLC Tuesday September 4, 2012. 3. Agreed upon instructional protocol. 4. Reorganized groupings for week 4 and 5. 5. Games have been created for both classes on Friday.

__**Next Steps**__: 1. Trish will create answer sheets and copy materials for groupings for week 4 and 5. 2. Need to pull in formative assessments for these weeks. 3. Gather materials and have meeting with others' as we go into week 4 and 5.

Summative 3 OA 8 for Friday













__**Current Reality**__ OA 8* I can solve 2 #|step word problems using addition and subtraction. 42% scored proficient or distinguished on the preassessment.
 * __ Reed-3rd Grade __**

__**Smart Goal**__ - 80% will score proficient or distinguished on 3 OA 8 I can solve 2 step word problems using addition and subtraction on the summative test. __**Current**__ **__Reality__** Met Goal - 80% scored proficient or distinguished on 3 OA 8.

Learning Target #|Self Assessment



Thursday September 13, 2012

Present: __**Agenda**__:

1. Look over the summative for Friday...review to change 2. New groups ...analyze data from pre-assessment to determine groupings for estimating...rounding to the nearest 10. Nearest 100? For instruction the following week. 3. Pass out instructional folders for rounding to the nearest 10. 4. Review instructional routine, housekeeping, background resources/information for teaching the concept 3. If time look over data from summative - 2 step problems...who still needs reteaching??? - Friday regrouping after summative assessment

__**Current Reality**__- 16/26 - Reed on PreAssessment got the item correct - 65% Proficient.

__**Current Reality**__
 * __ Reed-3rd Grade __**

__**Smart Goal**__ - 80% will score proficient or distinguished on 3

Summative for Missing Variable

Excel Spreadsheet for analyzing student data

Instructional Sequence for rounding and estimation

September 12, 2012 __**Present**__: Rivera, Reed, Lancaster, Schmidt __**Agenda**__: 1. Review instructional resources for I can round to the nearest 10. 2. Regroup students based on summative data.

Regrouped students into differentiated groups based on formative assessment and pre-assessment from start of year. 5 groupings for rounding to the nearest 10. Rivera modified instructional materials to meet WIN teachers' needs. Regrouped students into differentiated groups based on one skill. Enrichment, High Medium, Medium, Low Medium, Low.

Lancaster to Rivera about Baker and Coons working together as one large group and Rivera agreed to the request. Discussed plan of what to do in case of WIN teacher absence.

Took photos to record teacher work.

__**Next Steps**__: 1. Review student work and regroup. 2. Gather materials for I can round to the nearest 100 and I can estimate to solve 2 step addition and subtraction problems. 3. Gather materials for I can draw a bar graph to represent data using a scale. I can draw a picture graph to represent data using a scale. I can analyze a bar graph to solve one and two-step problems asking "How many more/less?" 4. Create a collaborated Summative Assesment similar to the districts or use the districts Summative test.
 * 3 MD 3 * **

__**Current Reality**__ __**Smart Goal**__ - __**Current**__ Results from Summative_Reed



Formative I can round to the nearest 10, 100, and solve for P. __**Current Reality**__ __**Smart Goal**__ -

Summative. I can round to the nearest 10.

__**Current Reality**__ __**Smart Goal**__ -
 * __ Reed-3rd Grade __**

__**Date**__: September 20, 2012 __**Present**__: Lancaster, Reed, Schmidt __**Agenda**__: Review student data from rounding to the nearest 10 and regroup for round to the nearest 100 and estimate instructional grouping, determine instructional materials, create summative assessment Regrouped 2 students from high back to low, and one from low to medium. Gathered resources for instruction (Go Math, JCPS instructional materials/Formative, SuperTeacher Worksheets, and Study Island Questions). Lancaster will be reformatted 10 worksheet with differentiation for rounding to the nearest 100. Reed will be re-creating rounding manipulatives for Schmidt's group for concrete representation for rounding to the nearest 100 and pulling from GO math. __**Determined instructional sequence**__: worksheets, problem solving with reading/text in short answer formats, games, and then back to worksheets. Reed and Lancaster reworking the summative and will complete on Sunday when they meet to determine next step guaranteed curriculum for next 7 weeks.

__**Next steps**__: 1. Current reality - Smart Goals per 6 week interval or specific skill. 2. Repost new norms. 3. Utilize smart worksheet format. 4. Determine instructional materials/sequence for next 6 weeks, utilizing JCPS curriculum map and materials available. 5. Create pre-assessment for the complete instructional unit.

Formative/Summative End of Win Week 7 I Can round to the nearest 100. I can use the strategy of estimation when adding or subtracting 2 digit numbers. __**Current Reality**__ __**Smart Goal**__ -



REWORKED FORMATIVE....USE this one 10/1/12

I can draw a bar graph to represent data using a scale. I can draw a picture graph to represent data using a scale. I can analyze a bar graph to solve one and two-step problems asking "How many more/less?"
 * 3 MD 3 * **

Formative and Student Self Assessments for Graphing



__**Current Reality**__

__**Smart Goal**__ -



Summative Weeks 1-6 Regiving PreAssessment to Determine Growth.

JCPS Curriculum Weeks 7 - 12.

__**Adapted Norms**__- 1. Stickers for kids for on task behavior. 2. PLC team meets even if a person is absent.

__**Key**__: Highlighted in RED is our guaranteed curriculum for students in 3rd grade. JCPS unit


 * **Standard** || **I CAN** ||
 * 3.OA. 1 || Interpret a product as a total number of objects in multiple groups. ||
 * 3. OA. 3 || Solve multiplication and division word problems with 100 involving equal groups, arrays and measurement quantities. ||
 * || Represent multiplication and division word problems using drawings and equations with a symbol for the unknown number to represent the problem. ||
 * **3. OA. 8** || Solve 2 step word problems using addition and subtraction. ||
 * || Use equations with letter representing the unknown quantity. ||
 * || Check my answers to word problems using mental math and estimation to determine if the answer is reasonable. ||
 * **3 NBT 2** || Fluently add and subtract within 1,000 using my strategies and algorithms. ||
 * 3 MD 1 || Solve word problems involving addition of time intervals in minutes by representing the problem on a number line. ||

__**Core Instruction**__ JCPS Lessons Daily Oral Math Study Island Lessons [] || Fluency Tests || Array Cards Flash cards Egg Cartons Paper Plates || JCPS formative Self Assessment Teacher Made Study Island || JCPS Lessons Daily Oral Math Study Island Lessons [] || Fluency Tests || Array Cards Flash cards Egg Cartons Paper Plates || JCPS formative Self Assessment Teacher Made Study Island || Georgia Lesson Plans [] || PreAssessment || Lakeshore Elaspsed White boards Time Lines || JCPS formative Self Assessment Teacher Made Study Island || Third Grade Smart Goal Worksheet in doc form.
 * Standard || I CAN || Teaching and Learning || Common Assessment || Tools/Manipulatives || Formative Assessment /Feedback ||
 * 3.OA. 1 || Interpret a product as a total number of objects in multiple groups. || Timez Attack
 * 3. OA. 3 || Solve multiplication and division word problems with 100 involving equal groups, arrays and measurement quantities. || Timez Attack
 * 3 MD 1 || Solve word problems involving addition of time intervals in minutes by representing the problem on a number line. || Gap Lesson
 * __SMART GOAL Worksheet__**
 * **Email** ||  ||
 * **Phone** ||  ||
 * **Team Members** || L R, S, . ||
 * **Smart GOAL for Weeks 7 - 12** || 80% will score proficient or distinguished on preassessment covering 3 OA 1, 3 OA 3, and 3 MD 1. ||
 * **Smart GOAL for Weeks 7 - 12** || 80% will score proficient or distinguished on preassessment covering 3 OA 1, 3 OA 3, and 3 MD 1. ||


 * **Action Steps** || **Individuals Responsible** || **Time Frame** || **Measures of Achievement** ||
 * **A) Rewrite/adapt Norms** || All teammates || Week 1, September 25, 2012 || Done - in wikispace 10/1/12 ||
 * **B) Develop Guaranteed Curriculum** || Tricia and Sarah || Week of 10/1 || Done. Posted in Wikispace. ||
 * **C) Determine I CANs** || Tricia and Sarah || Week of 10/1 || Done. Posted in Wikispace. ||
 * **D) Determine Core Lessons** || Tricia and Sarah || Week of 10/1 || Making copies ||
 * **E) Determine Formative Asssessments** || Tricia and Sarah || Week of 10/1 || Working on ||
 * **F) Determine & Create Self Assessments** || Tricia and Sarah || Week of 10/1 || Working on ||
 * **G) Create & Edit Pre/Post - Assessments with DOK levels 1, 2, and 3 (Multiple Choice & Short Answer) for unit.** || Tricia and Sarah || Week of 10/1 || Working on ||
 * **H) Create excel data analysis worksheets for formative/summative assessments and post in wikispace** || Tricia and Sarah || Week of 10/1 || Working on ||
 * **I) Adjust subskill current reality and smart goals per week within unit based on student work analysis per teacher and post on wikispace** || Tricia and Sarah || Week of 10/1 || Working on ||
 * **J) Group students based on need for WIN groups** || Tricia, Sarah, Joanie, Barker, Coons, Bowden || Week of 10/1 || Working on ||
 * **K) Determine & create self assessments for WIN lessons** || Tricia and Sarah || Week of 10/1 || Working on ||
 * **L) Pull curriculum and adjust for differentiational needs for WIN lessons and place into instructional folders.** || Tricia and Sarah || Week of 10/1 || Working on ||
 * **M)Pull manipulatives/tools needed for instruction for WIN groups.** || Tricia and Sarah || Week of 10/1 || Working on ||
 * **N) Record PLC meeting notes on Wikispace.** || Sarah || Week of 10/1 || Working on ||

__**Agenda**:__ 1. Determine weeks 7-12 Guaranteed Curriculum 2. Write smart goal for weeks 7-12 3. Fill out steps-Smart Goal Template 4. Determine Summative for weeks 1-6. 5. Edit formative for Graphs: pictograph and bar graph 6. Determine instructional sequence-groupings - focus for instruction for week 7 and moving into support for core instruction of weeks 7-12. 7. Identifiy materials/manipulatives to use for weeks 7-12. __**Outcome**:__ Items from agenda completed: 1. 2. 3. 5. 7.
 * PLC Date**: 10/1
 * Present**: Reed, Lancaster 6:30-9:30 PM!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

8. PLC worksheet __**Next Steps**:__ 1. Create preassessment for weeks 7-12 to determine instructional groupings. 2. Create summative for weeks 1-6, analyze results and have PLC leaders for grade group re-teach lessons to students needing support. 3. Reevaluate and mark gains by analyzing smart goal for weeks 1-6. 4. Analyze results from week 7-12 preassessment.

__** Week 1 of Unit 2, Weeks 7 - 12 **__
 * OVER ARCHING Smart GOAL for Weeks 7 - 12**
 * 80% will score proficient or distinguished on preassessment covering 3 OA 1, 3 OA 3, and 3 MD 1. **

__**Results of District PreAssessment**__ __**Reed**__ Achievement: 60.75 Gap 38.46 __**Lancaster**__ Achievement: 63.75 Gap 42.86
 * Key Focus Topic || Correct || Incorrect ||
 * Interpret Producs of Whole Numbers || 84.8% || 15.2% ||
 * Solve Two-Step Addition/Subtraction Word Problems || 67.4% || 32.6% ||
 * Tell and Write Time (nearest minute) || 55.4% || 44.6% ||
 * Key Focus Topic || Correct || Incorrect ||
 * Interpret Producs of Whole Numbers || 83.7% || 16.4% ||
 * Solve Two-Step Addition/Subtraction Word Problems || 61.2% || 38.8% ||
 * Tell and Write Time (nearest minute) || 59.5% || 40.5% ||


 * PLC Date**: 10/2


 * Present**:Reed, Lancaster 4:30-7:30 PM

1. Determine summative for weeks 1-6 to determine growth. 2. Create PreAssessment for Weeks 7-12 3. Align guaranteed curriculum with assessments 4. Create self assessments 5. Determine testing calendar
 * Agenda**:

1. Bar Graph Formative/Summative 10/3 - Wednesday 2. Post Assessment - Summative Weeks 1-6, next Tuesday 10/9 3. PreAssessment - Formative- Weeks 7-12, next Friday 10/12 4. Created assessments
 * Outcome**:

__**PLC date**__: 10/9./12 - Gold Day __**Present**__: Reed, Lancaster

__**Agenda**__: 1. Place students in WIN groups based on bar graph formative assessment data. 2. Re-Analyze smart goal worksheet 3. Sign off PLC checklist and give to Rivera. 4. Analyze district MPA - #1.

__**Outcome**__: 1. Finished Win groups 2. Redid Smart Goal worksheet into a word doc. Sent to Rivera and placed on wikispace. 3. Created formative and self-assessment tools for win groups. 4. Expressed concerns with district MPA test with principal

__**Next Steps**__: 1. Homework. Learning Targets/Assessment Instruments/tasks.

PLC Date: October 11, 2012 __**Present**__: Reed, Scmidt, Lancaster __**Agenda**__: Create WIN groups for Guaranteed Curriculum Weeks 1-6. __**Outcome**__: Next week's WIN groups. The kids' names are on the magnetic boards which you'll get on Monday morning, but thought you might like to know the skill you'll be teaching/reteaching, that is.

There are 14 kids that fell into this category
 * Joanie Adding and subtracting** numbers through 1000 (maybe some need that "touch math"?)


 * Denise/Tammy** **Graphing** -BOTH bar graphs and pictographs

Elizabeth **Rounding** to the nearest ten and to the nearest 100

Trish **Solving story problems**

Sarah **Enrichment**

Next Steps: Create formative tasks for WIN groupings. Enrichment Group Weeks 1-6

PLC Third Grade, October 18, 2012 __**Outcome**__: Grade 3 – PreAssessment
 * __Present__**: Reed, Lancaster, Bowden
 * __Agenda__**:
 * 1) Review and revise norms
 * 2) Build consensus for decision making
 * 3) Create win groups based on summative data
 * 4) Set Novice, Apprentice, Proficient, Distinguished ranges for Preassessment Weeks 7-12
 * 5) Create SMART goal PreAssessment Weeks 7 – 12
 * 6) Itemize points per question and level each for the DOK

Distinguished: 11-14 Proficient: 10-8 Apprentice: 7-5 Novice: 4-0
 * __Smart Goal:__** 73% of third grade students will score Proficient and/or Distinguished on CASCADE PreAssessment MDA 2.
 * __Scoring Ranges__**:
 * **Question Number** || **Points** || **DOK Level** ||
 * **1** || 1 || 2 ||
 * **2** || 1 || 1 ||
 * **3** || 1 || 1 ||
 * **4** || 1 || 1 ||
 * **5** || 1 || 2 ||
 * **6** || 1 || 2 ||
 * **7** || 1 || 2 ||
 * **8** || 1 || 2 ||
 * **9** || 1 || 2 ||
 * **10** || 1 || 2 ||
 * **11** || 1 || 2 ||
 * **12** || 1 || 2 ||
 * **13a** || 1 || 3 ||
 * **13b** || 1 || 3 ||


 * __Next Step__**:
 * 1) Give assessment and group students according to scoring ranges to determine whether or not smart goal met.
 * 2) Group students into WIN groups.

Win Group Week of Oct 22_2012 Formative Assessments

Bowden

Reed

PLC Minutes October 25, 2012

__**Present**__: Reed, Bowden, Lancaster __**Agenda**__: 1. Determine WIN groupings 2. Review items on Parking Lot - vote 3. Complete district questionnaire

__**Results**__: 1. Continue to allow scaffolds on assessments: tools (calculators, number lines, 100 charts, etc...) till March. Gradual Release Model 2. Still need understand for math DOK items 3. Completed 3 sections of questionnaire 4. WIN groups next week continue till Tuesday then analyze MDA- for new groupings:

__**Elapsed Time Line Instructional Supports**__
 * __ Theme Essential Question __**** : ** Why do we need to be able to fluently add, subtract and tell time? **__ Essential Questions __**** : **
 * **Can students measure time intervals in minutes?**
 * **Can students solve two step word problems involving addition and subtraction including word problems with elapsed time?**
 * __ Standards __**
 * **3.MD.1** Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. (Elapsed time)
 * **3.OA.8** Solve two-step word problems using addition & subtraction 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.
 * __ Objectives __**
 * The learner will read, write and tell time on an analog and digital clock to the nearest minute.
 * The learner will decide when to use a.m and p.m when telling time to the nearest minute.
 * The learner will use a number line or an analog clock to tell time to measure time intervals in minutes.
 * The learner will use a number line or an analog clock to add and subtract time intervals to find starting and ending times.
 * The learner will solve problems dealing with addition and subtraction with time intervals by using a drawing or diagram strategy.

//Students will divide models to make equal shares//
 * __Unit Objectives (unpacking Clusters where needed):__**
 * //Read, write, and tell time on analog and digital clocks to the nearest hour, half hour and quarter hour.//
 * //Read write and tell time on analog and digit clocks to the nearest 5 minute and nearest minute.//
 * //Decide when to use A.M. and P.M. with time.//
 * //Use a number line or an analog clock to find elapsed time.//
 * __ Key Questions __**__ (match Standard) __
 * Can students tell how much time has passed or how much time is needed to the nearest minute?
 * Can students solve two step word problems using addition and/or subtraction involving elapsed time?

Calculate the difference between the times given by two analog clocks. Rotate the hands of the clocks to change the time and see how the calculation changes.
 * __ Observable Student Behaviors __**__ (Performance) __
 * The learner will tell how much time has passed or how much time is needed to the nearest minute.
 * The learner will solve two step word problems using addition and/or subtraction involving elapsed time.
 * __ Mathematical Practices __** 1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning. **__ Vocabulary __** minuteanalog clockdigital clockmidnightnoona.m.p.m.elapsed time
 * __ Elapsed Time __**


 * __ Example of Word Problems __****__ Joint-Result Unknown­ __**** : **
 * 1) Susan started running at 3:45. She ran for 42 minutes. What time did she finish running?
 * 2) Glenn loves the 37 minute ride to his grandma’s house. If Glenn leaves his house at 10:30, what time will he arrive at his grandma’s house?
 * __ Joint-Change Unknown __**** : **
 * 1) The longest baseball game of the season began at 3:25 and ended at 5:47. How long did the ball game last?
 * 2) Gracie and her friends went to Magic Springs at 12:15 p.m. They left the park at 3:30 p.m. How long did they stay?
 * __ Joint-Start Unknown __**** : **
 * 1) Cooper played at Gavin’s house for 1 hour and 20 minutes. He left at 4:21. What time did he arrive at Gavin’s house?
 * 2) Micah called his friend, Jim, at 3:21 p.m. They made plans to meet at the library at 6:30 p.m. to work on a science project. How long will it be before they meet?

November 1, 2012 PLC Minutes

__**Present**__: Reed, Bowden, Lancaster - Phone Conference, Schmidt __**Agenda**__: 1. Determine WIN groupings for Elapsed Time Instruction 2. Review items on Parking Lot - vote 3. Review instructional documents - instruction, standards, mathematical practices, and formatives

__**Results**__: 1. Created new win groupings based on MDA assessment and from teacher input from previous week. 2. Read parking lot comments. Will vote on next time.

1. Create formative for elapsed time 3 MD 1. 2. DOK items. 3. Determine points per question.
 * __Next Steps__**:

Parking Lot Answer--- DOK levels in Math from KDE



Student Goal Setting Forms

Summative Assessment Elapsed Time.

Exit / Entrance Slips 3 MD 1

Weeks 7-12 Reed- Summative Data

__**Reed Results**__ 62% = 1111 68%= 11111 75% = 11111 81%= 1111 87%= 1111 93% = 11111 97%=1 100%=11 __**Lancaster Results**__
 * Summative Assessment - Was PreAssessment but we gave the district assessment and then used this as our summative.**

Thursday November 15, 2012 __**Present**__: __**Agenda**__: 1. Review Summative for Weeks 7-12. 2. Determine Guaranteed Curriculum. 3. Analyze district Summative Data. (Will be giving students summative assessment that we created for weeks 7-12- all standards from Core and WIN) to determine new groupings. __**Outcome**__: Analyzed Summative Data for new WIN groupings. 5 groups- Group A- Reteaching of Elapsed Time 3 MD 1, Multiple Choice and Short Answer Focus. Low Group. Intensive Re-teaching. Group B- Just attention to detail in short answer is a problem. Group C - Just attention to detail in short answer is a problem. Group D- Just Multiple Choice is a problem. Not short answer. Group E- Enrichment. 4th grade elapsed time problems. WIN Groups Week 18 Elapsed Time Short Answer Focus

Enrichment Group - Elapsed Time Bus Schedules for Elapsed Time http://www.charliefrench.com/PDF/Gr4Meas7.pdf Click on link. Download. Work on pg. 5

Day 2_Elapsed Time. Enrichment Group. Click on link and work through. http://misshoward.wikispaces.com/file/view/4-3+Elapsed+Time+Practice.pdf http://misshoward.wikispaces.com/file/view/4-3+Elapsed+Time+Lesson.pdf

Day 3. Elapsed Time Enrichment Group. http://www.jamesrahn.com/CONSUMER/PDF/Calculating%20Elapse%20Time%20Student%20Sheet.pdf

Day 4. Elapsed Time Enrichment Lesson. Creating your own movie schedule. http://cmcss-tech-lessons.wikispaces.com/Elapsed+Time+(3rd+Grade)

Summative/Formative for WIN groups for Elapsed Time

November 19, 2012 __**Present**__: Reed, Lancaster __**Agenda**__: Determine core instruction and smart goal for weeks 12-18. Determine action steps.
 * ** Smart GOAL for Weeks 12 - 18 ** || ** 80% will score proficient or distinguished on preassessment covering 3 OA 2, 3 OA4/6, 3OA5, and 3 OA8-. ** ||


 * Guaranteed Core Instruction Weeks 12-18. **

Unit 5 4.1-4.7 ||  || Tiles Array Cards 100's chart Click below for JCPS curriculum map unit [] C || The Answer is Equal groups/division JCPS online || 3 OA 6 || I can find the unknown number in any position ina multiplication or division equation. I can explain how a division problem can be written as a multiplication equation with an unknown factor. || Math Investigations, Unit 5 4.1-4.7 Unit 5 Gap Lesson || They are Related - Inverse Operations || Tiles Array Cards 100's chart || Missing Numbers What's Missing Coach Crosswalk: pg. 101, #1, #4 Pg. 111, #5 Pg. 112, #9 || 4.5 Gap Lesson || Sock Shopping Word Problem challenge Two step word problems, Set 2 || Thinking Blocks.com Khan Movies || p. 66, #4, #8 p. 118, #4-6 (CR) #9 p. 119, #6 p. 125, (CR) #9 p. 131, #4 ||
 * **Standard** || **I CAN** || **Teaching and Learning** || **Common Assessment** || **Tools/Manipulatives** || **Formative Assessment/Feedback** ||
 * 3 OA 2 || I can interpret a quotient as the number of shares or the number of groups when a set of objects is divided equally. || Math Investigations,
 * 3 OA 4
 * 3 OA 8 || I can solve two step word problems using multiplication and division. || Unit 5,


 * **Steps** || **Individuals Responsible** || **Time Frame** || **Measures of Achievement** ||
 * **A) Rewrite/adapt Norms** || All teammates || Dec. 2012 || Working on ||
 * **B) Develop Guaranteed Curriculum** || Tricia and Sarah || 11/19 || Done. Posted in Wikispace. ||
 * **C) Determine I CANs** || Tricia and Sarah || 11/19 || Done. Posted in Wikispace. ||
 * **D) Determine Core Lessons**
 * District Curriculum. CLick here.**
 * District of New York WIN Lessons for Interventions Click here.**
 * Intervention lessons from another WIKI awesome resource. Click here.** || Tricia and Sarah || 11/19 || Master Copies made. ||
 * **E) Determine Formative Asssessments** || Tricia and Sarah || 11/19 || Master Copies made. ||
 * **F) Determine & Create Self Assessments** || Tricia and Sarah || Dec.13 || Done ||
 * **G) Create & Edit Pre/Post - Assessments with DOK levels 1, 2, and 3 (Multiple Choice & Short Answer) for unit.** || Tricia and Sarah || Dec.- montn || Done in PLC time ||
 * **H) Create excel data analysis worksheets for formative/summative assessments and post in wikispace OR USE cascade. To be determined in next PLC.** || Tricia and Sarah || Dec. || Done ||
 * **I) Adjust subskill current reality and smart goals per week within unit based on student work analysis per teacher and post on wikispace** || Tricia and Sarah || Dec || Done. ||
 * **J) Group students based on need for WIN groups** || Tricia, Sarah, Joanie, Barker, Coons, Bowden || Dec.-1st week || Working on ||
 * **K) Determine & create self assessments for WIN lessons** ||  ||   ||   ||
 * **L) Pull curriculum and adjust for differentiational needs for WIN lessons and place into instructional folders.** || Sarah || Week of 10/1 || Done. Folders created. ||
 * **M)Pull manipulatives/tools needed for instruction for WIN groups.** || Tricia and Sarah || Dec. || Done ||
 * **N) Record PLC meeting notes on Wikispace.** || Sarah || Dec || Working on ||

CORE INSTRUCTION - Formative Assessments Week 12_18 PreAssessment 3 OA 2. Core Instruction

November 29_2012 PLC __**Present**__: Reed, Bowden, Lancaster __**Agenda**__: Score Formative Assessments determine proficiency met. Next steps.

__**Outcome**__. Less than 80% scored proficient on elapsed time. Short answer still an issue. Issues: precision, not attending to details, not breaking up the minutes into shorter intervals, not adding the time correctly.Went to CIITS and analyzed 3 OA 4 missing variable questions to determine plan for instruction. __**Plan/Next step**__: During Friday individually conference with students and have them to re-do their test parts to show growth. Students are to goal set. Also, meet again and go over multiplication and division from summative of weeks 7_12, and determine next win groups for multiplication.

December 4, PLC __**Present**__: Reed, Bowden, Lancaster __**Agenda**__: Discuss Mathematical Practices for weeks 13_18; Analyze Summative Assessment and Discuss next steps for WIN math - multiplication groups/instruction. Analyze reteach/sharing of assessment data with kiddos and retaking assessment. __**Outcome**__. More than 80% improved their test score for the elapsed time thanks to reteaching and formative-self assessment given to students. One more win group of elapsed time for the 8, all others have moved into multiplication. Decdided to work with students in WIN on 3 OA 8 two/three step word problems, Finding unknown Factors, Analyze the structure and create rules. Went through Mastery Connect and Georgia Lessons to pull out activities/instruction to support students needs. __**Next Step**__ - Meet to determine formative assessments

December 6, 2012 PLC Present: Lancaster, Reed, Schmidt __**Agenda**__: Create 3 OA 4 and 3 OA 6 Forma//tive; DOK 3 OA 2 Formative// //__**Outcome**__: Created assessments and DOK items from 3 OA 2. Keeping same WIN groupings and still working on 3 OA 2. Revised Short Answer and MCQ 1 on 3 OA 2 Formative. Used CIITS - SHowed Lancaster how to use item bank to create test for Friday on 3 OA 4 and 3 OA 6. Created Short Answer together.// //__**Next Step**__: DOK items and create self assessment - goal setting for students.//



December 13, 2012 PLC Present: Reed, Lancaster __**Agenda**__: Create formative using CIITS and create rubric for short answer __**Outcome**__: Lancaster created formative using CIITS. Reed added self assessment component and rubric for short answer, along with short answer. __**Next Step**__: DOK questions and have student take assessment. Analyze results. Create new WIN groups.





Self Assessments Link Used Click here.

Common Core Math Practices_Posters

Each math practice outlined

Formative for weeks 17_18 WIN group Jan 4, 2013 __**Present**__: Reed, Bowden, Lancaster __**Agenda**__: Edit, DOK, revise formative, also formulate precision - student self assessment document for Mona's visit __**Next Steps**__: Give Formative, analyze and form next WIN groups, edit and work on self assessment for precision for Mona's visit ( still working on )

Summative for weeks 13_18. Jan. 4, 2013 __**Present**__: Bowden, Reed, Lancaster __**Agenda**__: Edit, DOK, and revise summative. Determine date to give assessment. __**Next Steps**__: Edit number 16 and change, add rubrics before short answers. (Completed/Reed)

Jan 5, 2013 __**Present**__: Bowden, Reed, Lancaster __**Agenda**__: Form WIN groups and analyze district MDA 1 and Formative from WIN group (3 OA 2, 3 OA 4, 3 OA 6, & 3 OA 8), analyze common core from coach book CORE formative assessments for 3 G1 from weeks 1-6: Core Curriculum (JCPS). __**Next Steps**__: Collect materials and formatives for WIN groups

WIN Groupings

__**WIN Groupings- Weeks 18**__

Distinguished/Enrichment Group -- Reed Understanding Variables in Equations - Lancaster Subtraction and Regrouping and Variables - Bowden Translating/Reading to Interpret Mathematical Language -- Coons/Barker Going through test problem by problem with additional examples - Schmidt

__**Core Instruction Weeks 19-24- Standards in RED Guaranteed Curriculum**__ I can express a fraction as the total number of unit fractions. ||  ||   || Fraction Bars Fraction Number Lines Click here for visual products for concrete Montessori click here || JCPS District Curriculum Map || I can explain that the endpoint tells the size of the fraction starting from 0. || Click here Jenny Ray Rational Number Project Click here ||  || Fraction Bars Fraction Number Lines ||  || I can recognize and write simple equivalent fractions. I can explain why two fractions are equivalent. I can rename a whole number as a fraction. I can identify a fraction that is equivalent to a whole number. I can recognize whether two fractions refer to the same whole in order to compare their sizes. I can compare two fractions with the same numerator or the same denominator by reasoning about their size. I can use >, =, or < symbols to record my comparison of two fractions and justify my conclusions. || Explaining why fractions are equivalent Click here
 * Standard || I CAN || Teaching and Learning || Common Assessment || Tools/Manipulatives || Formative Assessment /Feedback ||
 * 3.OA. 7 || I can fluently multiply, demonstrate from memory products of two one-digit numbers, and divide within 100. ||  ||   ||   || Livebinders Click here ||
 * 3. NF. 1 || I can recognize that a unit fraction is formed when a whole is divided into equal parts.
 * 3 NF2 || I can represent each equal part on a number line with a fraction.
 * 3 NF 3 || I can recognize that two fractions are equivalent if they are the same size or are located at the same point on a number line.

Khan Why Fractions are Equivalent Click here

Learn Zillion Click here ||  || Fraction Bars Fraction Number Lines ||  || I can label the area of each equal part using a unit fraction of the whole. ||  ||   || Fraction Bars Fraction Number Lines ||  ||
 * 3 G 2 || I can partition a shape into parts with equal areas.
 * Guaranteed Core Instruction Weeks 19-24. Highlighted in Red above. **


 * __SMART GOAL Worksheet__**
 * **Team Leader** ||  ||
 * **Email** ||  ||
 * **Phone** ||  ||
 * **Team Members** || Tricia Lancaster: 3rd grade teacher; Joanie Schmidt: Math Interventionist; Denise Coons: Math Interventionist; Tammy Barker: Math Interventionist; Deb Rivera: Principal. ||
 * **Smart GOAL for Weeks 19-24** ||  ||

|| || || 3 NF 3b Common Core Worksheets Click here || Clay, Clothespins for numberline math || || Sarah ||  ||   ||
 * **Steps For PLC Weeks 19_24** || **Individuals Responsible** || **Time Frame** || **Measures of Achievement** ||
 * **A) Rewrite/adapt Norms** || All teammates ||  || Done ||
 * **B) Develop Guaranteed Curriculum** || Tricia and Sarah ||  || Done ||
 * **C) Determine I CANs** || Tricia and Sarah ||  || Done ||
 * **D) Determine Core Lessons** || Tricia and Sarah ||  || **District Curriculum. CLick here.**
 * District of New York WIN Lessons for Interventions Click here.**
 * Intervention lessons from another WIKI awesome resource. Click here.**
 * Fraction Unit Click here.**
 * Fractions. Click here.**
 * Bullit Co Click here.**
 * Find Grampy to Use with SmartBoard Click here**
 * Cookies with Grampy Click here**
 * Equivalent Fractions Game Click here**
 * Match Equivalent Fractions Game Click here**
 * Five Levels of Fraction FunClick here**
 * Movie about Fractions Click here**
 * Shade Click here**
 * Intro Click here**
 * Equivalent Fractions Click here** ||
 * **E) Determine Formative Asssessments** || Tricia and Sarah ||  || [[file:CC 3 NF2 _4 days of Formatives_Week 19_24_Fractions.pdf]]
 * **F) Determine & Create Self Assessments** || Tricia and Sarah ||  || [[file:Fractions Lesson Plans.zip]] ||
 * Homework - Supplements ||  ||   || [[file:Math Homework _ Week of _ February 4_2013.pdf]]
 * **G) Create & Edit Pre/Post - Assessments with DOK levels 1, 2, and 3 (Multiple Choice & Short Answer) for unit.** || Tricia and Sarah ||  ||   ||
 * **H) Create excel data analysis worksheets for formative/summative assessments and post in wikispace OR USE cascade. To be determined in next PLC.** || Tricia and Sarah || . || Putting analysis into CASCADE. Reed taught Lancaster how to do this.
 * **I) Adjust subskill current reality and smart goals per week within unit based on student work analysis per teacher and post on wikispace** || Tricia and Sarah ||  || Meet regularly in PLC. ||
 * **J) Group students based on need for WIN groups** || Tricia, Sarah, Joanie, Barker, Coons, Bowden ||  || First 2 weeks of WIN groups have been set. ||
 * **K) Determine & create self assessments for WIN lessons** ||  ||   ||   ||
 * **L) Pull curriculum and adjust for differentiational needs for WIN lessons and place into instructional folders.** || Sarah ||  || [[file:3 NF 1 and 3 NF 2 _ WIN Workb.pdf]]
 * **M)Pull manipulatives/tools needed for instruction for WIN groups.** || Tricia and Sarah ||  || Fraction bars, circles, manipulatives
 * **N) Record PLC meeting notes on wikispace**

Additional Resources to support PLC found 1.Superstars Math Click here. 2. Problem Solving Decks CLick here 3. Math Stars Click here. 4. SBAC sample assessments Click here Smarter Balanced Consortium CLick here. 5. 3 NF 3 Resources Click here Visual Math 6. Combined Unit from another district Click here 7. Engage NY Unit click here 8. 3rd grade fractions BRIDGES click here 9. Fraction Number line visual click here Equivalent Fractions.

Students Give Specific Feedback to One Another on a Short Answer Question - Formative Assessment Opportunity!

Core Curriculum 3 G1 from Weeks 1_6 Georgia Units Click here



Summative Click here Working with quadrilaterals journal prompt. Click here Comparing quadrilaterals Click here.

January 24, 2013 __**Present**__: Reed, Lancaster, Bowden, Schmidt __**Agenda**__: Create/Find questions for formative for 3 NF 1 and 3 NF 2 for new WIN groups __**Results:**__ Went into CIITS and identified questions - 6 MCQ and 1 short answer.

__**New WIN GROUPS based on assessments, Week of January 28, 2013**__

1. Mastered Concepts - 100% Group 2. Equal parts and work to explain on short answer part B Group 3. Number line and Explain for Part B on Short Answer 4. 3 NF 1 Original shape divided and shaded and finding another - same fraction different shape 5. All concepts need to be retaught and assessment needs to be reviewed

Fraction Resources eAKO 1 e PD Click here Key Mathematical Ideas about Fractions Click here How Students Learn about Fractions Click here. Fraction Tools Click here

Conceptua Math Have to create an account. Click here. Learn Zillion 3 NF 1 Click here

February 4, 2013 Met and Revised End of Weeks 1 and 2 WIN Formative Purpose...use to create new WIN groups and move onto NF 3

February 7, 2013 __**Agenda**__: Meet to form WIN groups based on analysis of above assessments __**Present**__: Bowden, Reed, Lancaster __**Results**__: 3 NF 1 is still an issue, especially when students have to attend to precision, underline key words, and explain. Most if not all students mastered creating a number line 3 NF 2. Need to go back to 3 NF 1 and work on the concept of "sets". __**New Groupings**__: 1. Reed - Short Answer 2. Lancaster - Multiple Choice 3. Schmidt- One's who still need 3 NF 1 work with fractions (8) students 4. Coons/Barker - Attend to precision 5. Bowden - enrichment

Created 2work folders for teachers to include 3 NF 1 from Go Math and then Engage NY lesson material. Day 1- Review tests and determine next step goals with students using the math practices self assessment. Day 2- Move into 3 NF 1 Go math worksheet with questions like 1/2 of 12, etc...

__**Next Steps**__: Create assessment for 3 NF 1 "sets of" and 3 NF 3 a/b for equivalent fractions.

WIN Group:

Math Homework with flashbacks to previous math learning

Flashbacks 3 NF 1, 3 NF 2, 3 NF 3a used as activators during CORE math. Math Homework 3 NF 1, 3 NF 2, 3 NF 3

3 NF 3 Formative

February 21, 2013 __**Present**__: Reed, Lancaster, Bowden, Scmidt __**Agenda**__: Go to Learn Zillion and study 3 NF 3 a, b, c, d for equivalent fractions, decide new groupings, and create new formative for new groupings __**Next Steps**__: Give formative, put onto CASCADE and create new groupings. Find new maerials for instructional folders for 3 NF 3

February 22, 2013 - 8 PM __**Present**__: Reed, Bowden, Lancaster __**Agenda**__: analyze Formative for WIN groups and create new groupings __**Results:**__
 * 100% club - 18**
 * Short Answer - 6**
 * Precision- Just there-8**
 * Review Everything again- 8**
 * Partial Mastery - 20**
 * Partial Mastery- Apprentice - 9**



Short Answer Fraction Work - Reteach

WIN work 3 NF 3 c and d

WIN 3 NF 3 c and d Formative





District Assessment Grade 3 MPA #3 Reed-
 * 3 || 25 || 0.0% || 16.0% || 28.0% || 56.0% || 100.00 || 75.00 ||


 * Fractions as Quantity Partitioned into Equal Parts || 93.0% || 7.0% ||
 * Fractions on Number Line || 90.0% || 10.0% ||
 * Equivalent Fractions- Special Cases || 78.0% || 22.0% ||

__**Core Instruction Weeks 25-30 Standards in RED Guaranteed Curriculum**__ (2) I can create a line plot marked with the appropriate units to show my measurement data. || Unit 2 - MI 3.1 – 3.4 Reteach Lessons
 * 1 || 100.0% || 0.0% || 3.NF.1 || Fractions as Quantity Partitioned into Equal Parts ||  ||   ||   || 100.0 ||
 * 2 || 80.0% || 20.0% || 3.NF.1 || Fractions as Quantity Partitioned into Equal Parts ||  ||   ||   || 100.0 ||
 * 3 || 96.0% || 4.0% || 3.NF.1 || Fractions as Quantity Partitioned into Equal Parts ||  ||   ||   || 100.0 ||
 * 4 || 96.0% || 4.0% || 3.NF.1 || Fractions as Quantity Partitioned into Equal Parts ||  ||   ||   || 100.0 ||
 * 5 || 100.0% || 0.0% || 3.NF.2 a || Fractions on Number Line ||  ||   ||   || 100.0 ||
 * 6 || 96.0% || 4.0% || 3.NF.2 b || Fractions on Number Line ||  ||   ||   || 100.0 ||
 * 7 || 76.0% || 24.0% || 3.NF.2 b || Fractions on Number Line ||  ||   ||   || 100.0 ||
 * 8 || 88.0% || 12.0% || 3.NF.2 a || Fractions on Number Line ||  ||   ||   || 100.0 ||
 * 9 || 68.0% || 32.0% || 3.NF.3 b || Equivalent Fractions- Special Cases ||  ||   ||   || 100.0 ||
 * 10 || 84.0% || 16.0% || 3.NF.3 c || Equivalent Fractions- Special Cases ||  ||   ||   || 100.0 ||
 * 11 || 80.0% || 20.0% || 3.NF.3 b || Equivalent Fractions- Special Cases ||  ||   ||   || 100.0 ||
 * 12 || 80.0% || 20.0% || 3.NF.3 d || Equivalent Fractions- Special Cases ||  ||   ||   || 100.0 ||
 * Total || 87.0% || 13.0% ||
 * Lancaster- **
 * 3 || 27 || 3.7% || 11.1% || 51.9% || 33.3% || 100.00 || 66.67 ||
 * Key Focus Topic || Correct || Incorrect ||
 * Fractions as Quantity Partitioned into Equal Parts || 92.6% || 7.4% ||
 * Fractions on Number Line || 80.6% || 19.4% ||
 * Equivalent Fractions- Special Cases || 82.4% || 17.6% ||
 * 1 || 92.6% || 7.4% || 3.NF.1 || Fractions as Quantity Partitioned into Equal Parts ||  ||   ||   || 100.0 ||
 * 2 || 77.8% || 22.2% || 3.NF.1 || Fractions as Quantity Partitioned into Equal Parts ||  ||   ||   || 100.0 ||
 * 3 || 100.0% || 0.0% || 3.NF.1 || Fractions as Quantity Partitioned into Equal Parts ||  ||   ||   || 100.0 ||
 * 4 || 100.0% || 0.0% || 3.NF.1 || Fractions as Quantity Partitioned into Equal Parts ||  ||   ||   || 100.0 ||
 * 5 || 96.3% || 3.7% || 3.NF.2 a || Fractions on Number Line ||  ||   ||   || 100.0 ||
 * 6 || 88.9% || 11.1% || 3.NF.2 b || Fractions on Number Line ||  ||   ||   || 100.0 ||
 * 7 || 59.3% || 40.7% || 3.NF.2 b || Fractions on Number Line ||  ||   ||   || 100.0 ||
 * 8 || 77.8% || 22.2% || 3.NF.2 a || Fractions on Number Line ||  ||   ||   || 100.0 ||
 * 9 || 92.6% || 7.4% || 3.NF.3 b || Equivalent Fractions- Special Cases ||  ||   ||   || 100.0 ||
 * 10 || 88.9% || 11.1% || 3.NF.3 c || Equivalent Fractions- Special Cases ||  ||   ||   || 100.0 ||
 * 11 || 59.3% || 40.7% || 3.NF.3 b || Equivalent Fractions- Special Cases ||  ||   ||   || 100.0 ||
 * 12 || 88.9% || 11.1% || 3.NF.3 d || Equivalent Fractions- Special Cases ||  ||   ||   || 100.0 ||
 * Total || 85.2% || 14.8% ||
 * Standard || I CAN || Teaching and Learning || Common Assessment || Tools/Manipulatives || Formative Assessment /Feedback ||
 * **3.MD.4** || (1) I can collect data by using a ruler to measure length to the nearest fourth, half, and whole inch.

Homework to Support

|| CIITS Math Investigations

Reteach_Formative 3 MD 4

RETEACH 3 MD 4 Week of April 8 Packet

Core Lesson Activators || Rulers Measure It. Fun Brain. Click here. Line Plot Interactive - Smart Board Activity- Whole Group Click here Virtual Dice. Click here. || (1) Measuring Strips Line Plot (2)Mr. Inch’s Class Homework || I can measure area by counting square units (cm, m, in, ft, and others). || Unit 4 - MI 2.1 -2.4, 2.5A, 2.6
 * **3.MD.5**
 * 3.MD.6** || (2) I can cover the area of a plane figure with //n //unit squares without any gaps or overlaps and identify the area as //n //square units.

3 MD 6 Homework to Support || CIITS Math Investigations

Core Lesson Activators

Formative - Assessment 3 MD5 - 8 || Tiles Geoboards Graph Paper Tape || (2) Exploring Area (2) Cover and Count Rectangular Area Cards (part 1) Rectangular Area Cards (part 2) Area on the Geoboard || (2) I can compare the area of a rectangle found by tiling it to its area when multiplying the side lengths. (3) I can solve word problems to find the area of a rectangle by multiplying side lengths. (4) I can draw a rectangular area model to represent a product. (6) I can break apart a figure into non-overlapping rectangles. (7) I can add areas of rectangles together to find the total area of a figure. || Unit 4 2.4, 2.5A Gap Lesson 3.MD.7 (5) || CIITS Math Investigations
 * **3.MD.7** || (1) I can fine the area of a rectangle by tiling it.

|| Tiles Geoboards Graph Paper Tape || 2) Tile and Multiply (3) Area Word Problems (4) Developing a Formula for the Area of a Rectangle (5) Area Model (6/7/8)Area of Irregular Figures || (2) I can create or draw rectangles with the same perimeter but different areas. (3) I can create or draw rectangles with the same area but different perimeter || Unit 4 Investigation 1 1.2 – 1.5 Investigation 2 2.5A
 * **3.MD.8** || (1) I can solve problems that involve finding the perimeter of a polygon given an unknown side or given the side lengths.









|| CIITS

Math Investigations

Summative || Irregular polygons Tiles Geoboards Graph Paper Tape || (1) U4, S1.3, M15 Measuring Perimeter (1) Perimeter (2) Perimeter with Color Tiles (2) Designing a Rabbit Enclosure (3) Designing a Flower Bed (3)The Area Stays the Same ||

__**Date: March 6, 2013**__ Agenda: Edit WIN formative Assessment and review district MDA Next Steps: Give test and analyze student results Present: Reed, Lancaster, Bowden

__**Date: March 10, 2013**__ Present: Reed, Lancaster, Bowden, Schmidt Agenda: 1. Friday's Summative of 3 MD 4, please put into Cascade. Then print your results. Make 10 copies of your results and bring the tests and the results to the PLC on Tuesday.

2. Monday's formative of 3 MD 6, 3 MD 7 and 3 MD 8 - copies have been made. They need to be given in CORE on Monday. We will put the assessment into CASCADE...also bring these copies to the PLC on Tuesday along with the results of the test so that we may group students.

3. Folders have been passed out to everyone but Schmidt. All students and teachers will teach the packet of Perimeter to ALL students in WIN on Monday.

Inside folders is another packet for area. We will decide how to proceed with the other materials during our conversation on Tuesday based on our data.

__**Date: March 8, 2013**__ Agenda: Score, Analyze and Set new WIN groups based on formative Next Steps: New Win Groups for apprentice and novice Present: Reed, Lancaster, Bowden

Analysis of Short Answer: Strengths: labeling answers, beginning with "I know", following most directions Next steps: put a dot on the fraction on the number line, label number line, using wording/stem Issues are with equivalent fractions....

I know the fraction _ is __(greater than, less than, equivalent) to the fraction__ ___ because__ _

Greater than ....the fraction __is closer to the one whole than the fraction__. Less than....the fraction _ is closer to zero than the fraction ___.__ __They are the same because the same parts are shaded.__

__Analysis of data...data placed onto Cascade__
 * Reed** __3 Novice, 3 Apprentice, 10 proficient, 8 distinguished__
 * Lancaster**

__Created new material to work with the novice and apprentice with __

__Present: Baete, Rivera, Team from Canada, Bowden, Reed, Lancaster__ __Agenda:__ __A. Review Friday's Summative of 3 MD 4. Review Cascade data. Determine if whole group SMART goal for this standard has been met.__ __B. Review Monday's formative of 3 MD6-8. Review Cascade data. Determine NEW WIN groupings.__ __C. Determine outcome of AREA packet in our folder...ALL or different groupings...__ __D. Review our WIKI space information - This will be up on a smartboard.....__ __D. If time...we will review and discuss 3 MD 7 (found a nice descriptive of this standard from Utah...) and work through a problem...figure out how to teach...__ __E. Close the meeting.__
 * April 17, 2013**

__Present: Reed, Bowden, Lancaster__ __Agenda: Review District MPA.__ __Found several errors on the district assessment and reported them to the principal:__
 * April 25, 2013**

__1. Question number 5 - The number line is not the same size partitions. Small line before the O long line after the one...fractions are about the same size parts-very confusing visual__

__2. Question number 7- The line is really a ray. The O looks like the number zero and not the letter O - very confusing visual. And not mathematically correct.__

__3. Question number 8 - dots are off again. Also visual is a ray - not a line...__

__4. Question number 9 - Should read "which of the other rectangles below is equivalent to the shaded part". The answer choices are also a bit too dark and a reader cannot see the partitions.__

__5. Quesiton number 12. Answer choice A should have a visual like the other answer choices. 2/4 = 3/4.__

__6. Short answer. Visual is not mathematically nor common core correct. The stem for part a should read - name, identify, write but not list.__ __B. Should read...use a model and words to prove/show that the two fractions you identified in Part A are equivalent.__

__Fixed__ Fixed District Assessment of Errors. Did not change questions just fixed the formatting and visual mathematical errors

__Designed Formative for Friday__

Reed-
 * Analysis from Cascade**__ from the above formative
 * Grade || Students || N || A || P || D || Achievement || Gap ||
 * 3 || 22 || 27.3% || 40.9% || 22.7% || 9.1% || 52.25 || 23.08 ||


 * MC Question || Correct || Incorrect || Standard || KeyFocusTopic || Knew It || Partially || Guessed || Blank ||
 * 1 || 77.3% || 22.7% || 3.MD.7 c ||  ||   ||   ||   || 100.0 ||
 * 2 || 9.1% || 90.9% || 3.MD.7 d ||  ||   ||   ||   || 100.0 ||
 * 3 || 90.9% || 9.1% || 3.MD.7 b ||  ||   ||   ||   || 100.0 ||
 * 4 || 13.6% || 86.4% || 3.MD.7 d ||  ||   ||   ||   || 100.0 ||
 * 5 || 40.9% || 59.1% || 3.MD.8 ||  ||   ||   ||   || 100.0 ||
 * 6 || 68.2% || 31.8% || 3.MD.8 ||  ||   ||   ||   || 100.0 ||
 * 7 || 63.6% || 36.4% || 3.MD.7 c ||  ||   ||   ||   || 100.0 ||
 * 8 || 59.1% || 40.9% || 3.MD.8 ||  ||   ||   ||   || 100.0 ||
 * Total || 52.8% || 47.2% ||  ||   ||   ||   ||   ||   ||


 * Lancaster's Data from Cascade**
 * || Students || N || A || P || D || Achievement || Gap ||
 * 3 || 26 || 26.9% || 34.6% || 19.2% || 19.2% || 55.70 || 27.27 ||


 * MC Question || Correct || Incorrect || Standard || KeyFocusTopic || Knew It || Partially || Guessed || Blank ||
 * 1 || 76.9% || 23.1% || 3.MD.7 c ||  ||   ||   ||   || 100.0 ||
 * 2 || 19.2% || 80.8% || 3.MD.7 d - ||  ||   ||   ||   || 100.0 ||
 * 3 || 100.0% || 0.0% || 3.MD.7 a ||  ||   ||   ||   || 100.0 ||
 * 4 || 34.6% || 65.4% || 3.MD.7 d ||  ||   ||   ||   || 100.0 ||
 * 5 || 65.4% || 34.6% || 3.MD.8 perimeters. ||  ||   ||   ||   || 100.0 ||
 * 6 || 76.9% || 23.1% || 3.MD.8 ||  ||   ||   ||   || 100.0 ||
 * 7 || 26.9% || 73.1% || 3.MD.7 b ||  ||   ||   ||   || 100.0 ||
 * 8 || 73.1% || 26.9% || 3.MD.8 . ||  ||   ||   ||   || 100.0 ||
 * Total || 59.1% || 40.9% ||  ||   ||   ||   ||   ||   ||

Working on the Work - Differentiating Instruction with 3 MD 7 c and d.







__**May 2, 2013**__ Present: Reed, Lancaster, Bowden Agenda: 1. Set guaranteed curriculum for weeks 31-36 2. Review new packet VERY briefly 3. Analyze test results from prior formative 4. Edit new formative & create based on 3 MD 7 or other standards

__**May 5, 2013- Sunday**__ Present: Reed, Lancaster Agenda: 1. Create assessment using CIITS for summative 2. Create new WIN groups

__**May 6, 2013**__ Present: Reed, Bowden Agenda: 1. Label questions with standards and create self assesment

__**May 9, 2013**__ Present: Reed, Lancaster, Bowden Agenda: 1. Analyze Summative - Come up with Next Step Plan 2. Come up with KPREP plan - 8 days 3. Put Summative on Cascade Outcome: 1. Bowden to take 8 that can make gains and she will reteach and Reed will make new assessment for those to complete/Lancaster will edit. (8 that can move will re-do). 2. Continue with Test Prep packets (District Flashbacks) and other that Reed found, using student response sheet. 3. Continue teaching Core 3 MD 2.

__**Reed- Summative Data**__
 * 3 || 23 || 21.7% || 8.7% || 39.1% || 30.4% || 78.20 || 57.14 ||


 * 1 || 73.9% || 26.1% || 3.MD.6 ||  ||   ||   ||   || 100.0 ||
 * 2 || 91.3% || 8.7% || 3.MD.8 ||  ||   ||   ||   || 100.0 ||
 * 3 || 95.7% || 4.3% || 3.MD.7 b ||  ||   ||   ||   || 100.0 ||
 * 4 || 60.9% || 39.1% || 3.MD.7 d ||  ||   ||   ||   || 100.0 ||
 * 5 || 73.9% || 26.1% || 3.MD.7 d ||  ||   ||   ||   || 100.0 ||
 * 6 || 73.9% || 26.1% || 3.MD.7 d ||  ||   ||   ||   || 100.0 ||
 * 7 || 47.8% || 52.2% || 3.MD.8 ||  ||   ||   ||   || 100.0 ||
 * 8 || 43.5% || 56.5% || 3.MD.8 ||  ||   ||   ||   || 100.0 ||
 * 9 || 43.5% || 56.5% || 3.MD.7 c ||  ||   ||   ||   || 100.0 ||
 * 10 || 91.3% || 8.7% || 3.MD.7 d ||  ||   ||   ||   || 100.0 ||
 * Total || 69.6% || 30.4% ||  ||   ||   ||   ||   ||   ||

__**Lancaster- Summative Data**__


 * 3 || 28 || 10.7% || 25.0% || 53.6% || 10.7% || 76.80 || 38.46 ||


 * 1 || 60.7% || 39.3% || 3.MD.6 ||  ||   ||   ||   || 100.0 ||
 * 2 || 89.3% || 10.7% || 3.MD.8 ||  ||   ||   ||   || 100.0 ||
 * 3 || 85.7% || 14.3% || 3.MD.7 b ||  ||   ||   ||   || 100.0 ||
 * 4 || 96.4% || 3.6% || 3.MD.7 d ||  ||   ||   ||   || 100.0 ||
 * 5 || 85.7% || 14.3% || 3.MD.7 d ||  ||   ||   ||   || 100.0 ||
 * 6 || 57.1% || 42.9% || 3.MD.7 d ||  ||   ||   ||   || 100.0 ||
 * 7 || 50.0% || 50.0% || 3.MD.8 ||  ||   ||   ||   || 100.0 ||
 * 8 || 42.9% || 57.1% || 3.MD.8 ||  ||   ||   ||   || 100.0 ||
 * 9 || 39.3% || 60.7% || 3.MD.7 c ||  ||   ||   ||   || 100.0 ||
 * 10 || 89.3% || 10.7% || 3.MD.7 d ||  ||   ||   ||   || 100.0 ||
 * ** Total ** || ** 69.6% ** || ** 30.4% ** ||  ||   ||   ||   ||

Guaranteed Curriculum Weeks 31-36 2) I can measure and estimate masses of objects using grams and kilograms. 3) I can add, subtract, multiply or divide to solve word problems involving masses or liquids and use a drawing to represent a problem. || 3 MD 2 Awesome prezi click here
 * Standard || I CAN || Teaching and Learning || Common Assessment || Tools/Manipulatives || Formative Assessment /Feedback ||
 * 3 MD 2 || 1} I can measure and estimate liquid volume using liters.

Learn Zillion Lessons Click here

Unit 9, Investigation 4

4A.1, 4A.2, 4A.3

JCPS Curriculum Map Click here

Pinterest Click here

Anchor Chart Capacity Click here



|| CIITS || liter bottles grams/kilograms manipulatives || Coach Crosswalk

Activators 3 MD 2 (c) ||