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Professional Development Documentation Log

Anderson Elementary-PLC Math Mondays


Please read and follow the instructions that are printed at the
bottom of this document before beginning your work for the day.
Date: 4/3/2017 Grade Level: 4th Members in attendance: Angie VanWoerkom, Darin Wooters,
Karen Toot, Bailey Phares, Mary McDonald,
Nicole Bruhn, Christina Cornia

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.
Dufours Four Questions that Focus on Learning
What is it we want students to learn? How will we know if they learn it?
For chapter 12, we want our students to learn about different We will have repeated assessments - formative in class,
conversions, both customary and metric units. The students will participation, big textbook class work, individual practice
not be expected to memorize all of these conversions, but we workbook, exit tickets, final assessment.
want the students exposed to the units.
How will we respond if some students dont learn? How will we enrich/extend learning?
Reteach skills, using reteach pages, intensive, and strategic The problem solving areas at this point provide enrichment for the
workbooks. There are also Quick Checks and Show What You majority of students. There is also opportunity for using the
Know in the big textbook. intervention books in small group or reteach and enrich
workbooks for extra practices.

SMART Goal:
Eighty percent or more of 4th grade students will score an 80% or
higher on the chapter 12 final chapter test.

Was the Goal met?


Yes, we had 95% of the grade score 80% or higher on the
chapter test.
Table Organization
Complete as much as time allows. Currently, mathematics-focused discussion and making
grade-level decisions based on consensus are more important than filling out the entire document.

On left: Tasks (to be completed in your group.)


At the 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.
At the bottom: After teaching the unit or at the next math PLC meeting, Everyone will complete the individual reflection section
TASKS RECORDERS NOTES

1. Unit time frame/pacing: 1. Based on the GoMath! pacing guide, they suggest 22 days to complete chapter 12. We
Based on the pacing guide found in the GoMath
planning manual, how many days should be
will plan to finish the chapter by May 9th. We will plan to use one day per lesson depending
devoted to this unit? As a team, determine the on the skill. We have found in 4th grade that we need at least 1-2 days per lesson. There
maximum amount of days you agree to allot to
the unit. are 11 lessons in this chapter, but we are not doing them all. We are also at a time in the
school year when we need to accelerate our pacing to fit in all curriculum before the EOY
tests.

2. SMP and Content Standards: 2. SMP: Reason abstractly and quantitatively. Model with mathematics. GLCS: Solve
What standards of mathematical practice and problems involving measurement and conversion of measurements from a larger unit to a
grade level content standards will be addressed
in the unit? smaller unit. Represent and interpret line data.

3. Essential Learning 3. How can you use relative sizes of measurements to solve problems and to generate
Question/What should students measurement tables that show a relationship?
learn?:
Identify the overall essential learning question.
(Not individual lesson goals) This can be found
at the top of the Chapter at a Glance page in
your teachers manual.

4. We will assess informally with class participation and independent work. We will also utilize
4. Assessment/How will we know
exit slips throughout the chapter. Along the way well have 3 assessments to determine
they learn it?
mastery of lessons in this chapter. At the conclusion of the chapter we will have a chapter 12
Identify how you will know if students master the test.
learning called for in the essential question for
the unit? What specific curriculum materials or
assessments will help you determine this?
Please list all the formative and summative
assessment pieces from the Go Math materials
that everyone in your PLC agrees to administer
for this unit. For example, you may want to
include things like Show-What-You-Know, Unit
Quick Checks, Math Journal entries, chapter
tests, and specific daily independent work you
will gather for monitoring and reporting learning
on the essential question.
5. We will teach lessons 12.1, 12.2, 12.3, 12.4 and assess, then teach 12.5 and assess. We
will then teach lessons 12.6, 12.7, and 12.8 with an assessment. Finally, well end with our
5. Unit Instructional Plan:
List the unit number or title from your text. Next, chapter test.
develop an overall plan for unit instruction that
includes PLC-determined non-negotiables for
instruction in this unit. A detailed plan for each
lesson is not necessary.

6. This is a chapter where students do not have much background schema. Students will
6. Possible challenges/ How will we
likely need reference materials to successfully convert units.
respond if some students dont
learn?
Identify 1-3 possible challenges for students
and preplan how you agree to address those
needs within large group or small group
instruction during regular classroom
instructional time.

7. We will use our Chromebooks and additional math sites as enrichment for those who need
7. How will we extend/enrich it. We will also use the enrichment pages provided by our curriculum or 5th grade materials.
learning for those that need it?

Reflections: VanWoerkom: I was very proud of how my students did with this chapter. The hardest part
was line plots. Students had a hard time understanding how to take the data from the chart
1.How did the lesson go? and put it into a line plot. It was tough for them to understand that each piece of data was
2.What are the team's next steps? represented as an x on the line plot. Students did a great job with conversions. I required
3. What adjustments should be them to show work so that we could go back and fix their errors. Most of the time when
considered for next year? students show their work on this type of problem they do not make near as many errors as if
they try to do it in their head. I had 100% of my students that were proficient on this test. This
was really a good chapter for my class as a whole.
Wooters: My students did well with this chapter. We had to work to build some background
with the metric system. There are more examples of metric being used today than there
were, years ago. We discussed the fact that only 3 countries still use standard
measurement, while the rest of the world has switched over to the metric system. We used
actual measurement tools to explore measuring with both standard AND metric
measurements. We also worked with creating some real-life line plot graphs, using some
actual data. We had some meaningful discussions about some real-life applications of
measurement. We also talked about actual careers that rely strongly on measurement, such
as engineering, design, construction, and carpentry. My students did well on the final
assessment.
Toot: My students struggled with parts of this chapter. They were able to make connections
to measurement benchmarks, but struggled when they had to do problems using customary
units of weight and liquid volume. They seemed to do better with the metric system and
enjoyed doing problems in which they were comparing metric units. Making and interpreting
line plots was difficult for some of my students. With extra time spent on the areas of difficulty
my students improved and did a great job on the final test. I will continue to review these
skills.
Phares: My students did very well with this chapter. I was very proud of the work that they did
during this chapter. To begin with, it was very simple for my students to convert the
measurements. One of the trickiest sections was the line plot and data section. This needed a
lot of extra practice. We took 3 days on this section and I believe that because of this, my
students did very well on those sections on the test.
McDonald: I thought that chapter 12 went pretty well with my students. Most students
seemed to understand our measurement system. Even though we have a harder system to
remember with inches, feet, and yards, they students seemed to understand it pretty well.
They even remembered how many inches in a foot and feet in a yard. Once we started
talking about the metric system, they seemed to understand it, even though most are
unfamiliar with it. They were allowed to use a list of conversions on the quizzes and tests,
and this seemed to help them. Overall, they did pretty well on the chapter test. I think that
area and perimeter will go well.
Bruhn: Chapter 12 went well for my students. My students were able to understand how to
convert metric and customary units. They were able to use resources to figure out the
conversion. The hardest part was line plots. I noticed that my students struggled when it
came to ordering fractions. We went back and reviewed this concept to help ensure that they
were comfortable and able to create create the plot. We spent a few days on line plots to help
them understand. After that they were able to create the line plot. My students were very
successful on the test. I only had one student that scored below an 80% but that student was
able to make corrections on the ones that he missed.
Cornia: Chapter 12 went very well for my class. My students seemed to pick up on the
concepts quickly and enjoyed the chapter. There was quite a bit of content in this chapter and
material the students werent familiar with. I believe that allowing them to use several
resources throughout the chapter was very beneficial. The students gained confidence
quickly as well as applied the skill of using reference sources for metric conversions. I did
have a few students who struggled with the chapter. One student is an ELL who has only
been in here for about a month and a half. Other students who struggled typically had
difficulty with converting when they had to divide. Overall the chapter was successful and we
will continue to review these topics and apply the skills throughout the remainder of the
school year.
Maffin:

Please do this first!


Directions for saving your own version.
1. Open the template (Template: Math PLC Planning Log Template )
2. Click file under the title and select Make a copy
3. Your copy should open. Click on the title and rename it. For example: 3nd Grade Math Unit 1 PLC 12/16/16
Directions for sharing your document.
1. Click on the blue button on the top right of the document labeled share.
2. In the box that opens type in Mr. Hewitts email address and the email addresses of the people in your math PLC.
3. Select the privileges you would like for each person you are sharing with. (Edit, Comment, Can View. I suggest you allow
everyone to edit).
4. Click on the blue button labeled Done.
5. Close the template shared with you and begin work on your copied document.