nal Development Documentation Log Anderson Elementary-PLC Math Mondays Please read and follow the instructions t! attendance: Jennifer R., Caitie G., Jennifer D., Shanda O., Jane K., Heidi S., TI V. purpose of math PLC work: 1, Jointly plan and prepare an upcoming Go Math! mathematics unit. 2. Provide team planning time focused on Go Math! materials and resources. 3. Work together to discuss and plan for the 4 DuFour Questions regarding student learning in mathematics. Dufour's Four Que: that Focus on Learnins What is it we want students to learn? How will we know if they learn it? We want the students to learn how to apply division strate We will know if they learn it by using the daily assessments for solve problems. Chapter 6. How will we respond if some students don’t learn? How will we enrich/extend learning? We will do a daily quick check from their books and if they are not We will enrich the curriculum by extending the learning into learning, we will extend the teaching to another day to practice —_harder problems with the same concepts. the understanding. Table Organization Complete as much as time allows. Currently, mathematics-focused discussion and making grade-level decisions based on consensus are more important than filing out the entire document. On eft: Tasks (to be completed in your group.) Atthe right: The recorder will be responsible taking notes in this section. The recorder will share the document with the group by following the directions at the bottom of this page. Althe bottom: After teaching the unit or at the next math PLC meeting, Everyone will complete the individual reflection sectionTASKS woe Be RECORDER'S NOTES ‘ . 1. Unit time frame/pacing:Based on the pacing guide found in the GoMath planning ‘manual, how many days should be devoted to this unit? As a team, determine the maximum ‘amount of days you agree to allot tothe unit 2. SMP and Content Standards: What standards of mathematical practice and grade level content standards will be addressed in the unit? 3. Essential Learning Question/What should students lesson goals) This can be found at the top of the Chapter ata Glance page in your toacher's manual. 4. Assessment/How they learn know if students master the leaming called fr inthe essential question for tho unit? What specitc curriculum materials or assessments will help you determine this? Please list all the formative nd summative assessment pieces from tne {Go Math materials thateveryone in your PLC agrees fo administer for his unt. For example, we know Asa team we Used our experience of Chapter 5 to help plan the time frame and pacing. We decided to allow around 16 days or 3 weeks to complete Chapter 6, This will allow us to ‘CC.3.0A.3: Use multiplication and division within 100 fo solve word problems in situations Involving equal gioups, arrays, and measurement quantities, e.g. by using drawings and equations with a symbol for the unkriown number to represent the problem. GC3.0A2: Interpret whslosrumber quotionts of whole numbers: € 6, inferpret 56/8.as the niimber of objects ini each share when 56 objects are partitioned equally into 8 shares; or as — a number of shares when 66 objects are parttioned into equal shares of 8 objects each, CC.3.0A.6: Understand division as an unknown-factor problem. C.3.0A.7; Fluently multiply and divide within 100, using strategies such as the relationship (oe eet on practice 5 worksheet (61,6: ‘6.6, 6.7, 68, 6.9), and mid-chapter check point, and chapter 6 unit test in the book. We wiyou may wantio include things ike ‘Show-What-You-Know, Unit Quick Checks, Math Joumal enties, chapter tests, and specific daily independent work you will gather for monitoring and reporting learning on the essential question, 5. Unit Instructional Plan: List the unit umber or ttle from your text. Next. develop an ‘overall plan for unit instruction that includes. PLC-detarmined non-negatiables for instruction in this unit, A detailed plan for each lesson is notnecessary. 6. Possible challenges/ How will we respond if some students don't learn? entiy 1-3 possible challenges for students and preplan how you agree to address those needs within large group or ‘small group instruction during regular ‘lassroom instructional ime, 7. How will we extend/enrich learning for those that need it? Chapter 6 from GoMath! We took the Chapier 6 pretest with our homeroom students, then placed in classes according to their score. The students did a great job on their chapter 6 pretest, and we were very impressed as a third grade team, We have confidence that these students are going to catch onto the material successfully. The teachers will move through the chapter based on their gfoup of students’ ability and skill level by using differentiated instruction, Teachers may use the “enfich’ Book to help gather materials to challenge students, and also materials to practice skills with struggling students. f Students may use the wrong number for groups when drawing pictures, switching the quotient and divisor. They may also divide a number into unequal groups. Students often. reverse the order of the dividend and the divisor when writing a division problem, as they are not used fo having the larger number first. Jumping the wrong sets of a number on a number ine is also a challenge for the lower students.” : One great resource to use is the “Enrich” book that goes along with the GoMath!. The page from Lesson 6.7 Multiplication and Division Math. tis a great resource to use at the beginning of the chapter to help all types of students grasp a strong understanding of the relationship between multiplication and division. Students may also continue to practice problem solving with mult y two-step word problems, Students smay.also, go onto IXL and complete enrichment activities from Chapter 6. = Jennifer Reents- | continued to work with the medium low group for chapter 6 on division. This group worked hard on this chapter. They were focused and wanted to lear the basic steps in solving a nN problem. We continued to strengthen our mut 5 minute practice at the beginning of each math lesson. Then I gave them the page numbersto tear out of big book and they had to come down to the floor, so | could see if everyone was working on the same thing. They all learned how to stay with me as | was teaching and then gave answers or shared how they completed the problems. This process worked really well and helped me see whole was understanding and whol needed to come back to the table for more help. Something | need to work on next time is sharing with students what they can work on when they are completed with work. | am planning on creating a list of math activities they can do to keep busy instead of bothering others. Overall, this was a great start to division. Owen-This is a continuation from Chapter 5 with the same math group-low/medium. We have included 10 minutes each day still practicing our multiplication facts just for review. This chapter is on strategies for learning division facts and how they are related. The kids have done well with this chapter but a lot of review. We practice our fact families while we learn each lesson. Lesson 6,7 was the hardest for my kids--inverse operation. They had trouble finding a missing number that went with the division/multiplication problem. Voss- For Chapter 6, | had an upper group. For the most part all of the lessons went well. At times this group can be a little tricky because they pick things up so quickly that you have to keep an eye on them for mistakes. Groups like this are too shy many times to ask for help. The main thing that | still see this group struggle with is problem solving. It is not that they can't do the problems, itis that they do not slow down enough to identify what the problem is looking for. Dohmen- For Chapter 6, | had the lowest group. During this chapter | co-taught with Mrs. Sirdoreus and her students also joined our group. One item that worked out really nicely was we had a packet for each students to complete once they were done with their assignment. It worked out for students to review and practice their skills while others were completing their work, We also used counters and arrays to help make equal groups. It was super important to keep using specific vocabulary terms related to division with the low group so they understand the process of why. We are going to keep reviewing our multiplication facts to help strengthen our division facts. Kloster- | have continued to teach the medium ability group for chapter six. The students have done a nice job relating division to multiplication. The students found the first twolessons of sorting groups tedious, but we moved quickly through these skills and two students found it to be a good strategy for them. As students began to use the inverse operation they started to see the relationship of division and multiplication. Lesson 6.8 where students wrote fact families was particularly helpful to this group as many made the connection between of commutative property of multiplication and inverse operations. Wirtz - | had the high group for chapter 6 (continued from chapter 5). The group did a nice job with this chapter, and picked up the material quickly. There were really no issues with this chapter at all. As a result, we were able to move to chapter 7, and prepare the students for had a medium high group for Chapter 6, but | took a couple of extra days to do a couple of lessons, because | thought | could help enrich their understanding. This worked My last student finished their test today and everyone did phenomenal! They caught onto the strategies very quickly. The idea that was tricky for them was in 6.9. 6.9 looks at dividing by 0 and the dividend being being. We had to break this concept down as students felt confused on whether the solution was 0 or not possible. | used the analogy of cookies on a plate. | said, “If | have 6 cookies and | put them on 0 plates, how many cookies do | have on a plate?” Then we talked about if there were no plates, there could not be any cookies on them. Then | also said, "if | have 0 cookies and | put them on 2 plates, how many cookies do | have on a plate?" This seemed to help them understand that now you have plates, but no cookies to put them on. | will continue to use this analogy in the future to help aid in their understanding, Please do this first! Directions for savins 1. Open the template (Template:Anderson Math ms) 2. Click file under the title and select “Make a copy. 3. Your copy should open. Click on the Directions for sharing your document. le and rename it. For example: 2nd Grade Math PLC 12/16/13 1. Click on the blue button on the top right of the document labeled share. 2. In the box that opens type in Mr. Hewitt's email address and the email addresses of the people in your math PLC. 3. Select the pri everyone to edit). leges you would like for each person you are sharing with, (Edit, Comment, Can View. | suggest you allow4, Click on the blue button labeled “Done.’ 5. Close the template shared with you and begin work on your copied document.