Math+-+7th+Grade+-+Meeting+Notes

=__**School Year 2010-2011**__=

June 2, 2011

Discussed the Probability Carnival Game Project. Suzanne will email her guidelines and rubric from last year.

Accelerated: What Do you Expect? Mike:Start 1.3 tomorrow Sarah: Finishes Investigation 2, will retake the partner quiz tomorrow, Checkbook challenge next week. Suzanne: Finished 1.3 (went over problem and ace) today and gave the Check-up 1 quiz

Regular: What Do you Expect? Mike: Start 1.3 tomorrow Sarah: Just started 2.1 today Suzanne: Finished 1.3 today and gave the Check-up 1 quiz

May 26, 2011

Make a list of students from our accelerated class that will move on to Algebra, 8th grade Accelerated (if available), or regular 8th grade math next year.

Look through possibilities for Algebra placement test. We will all give this on Tuesday/Wednesday next week (May 31 & June 1). We will give the 7th grade mathematics test that Cynthia sent us.

May 19, 2011

Suzanne was absent

May 12, 2011

Accelerated: Moving Straight Ahead Mike: Started 4.1 today. Sarah: In the first investigation of What Do You Expect? Suzanne: Unit test tomorrow (5/13)

Regular: Accentuate the Negative Mike: Has spent this week on Order of Operations. will do 4.2/4.3 next week. Sarah: Took the Unit Test today Suzanne: Problem 4.3 yesterday/today. Giving a quiz over Order of Operations & Distributive Property tomorrow. Review and do a unit test next week.

May 5, 2011

Accelerated: Moving Straight Ahead Mike: will do Problem 3.5 on Monday Sarah:Testing over the unit next week Suzanne: Will start Problem 4.3 on Monday

Regular: Accentuate the Negative Mike: Will start Investigation 4 - Order of Operations on Monday Sarah: Will have the unit test next week. Suzanne: Started Problem 4.1 yesterday. Will do more with order of operations on Monday and then hopes to start 4.2 (distributive property) on Tuesday. Have a unit test later in the week or early the following week.

April: We have missed several meetings because Suzanne was out sick, had math curriculum, and MLTI meeting.

March 31, 2011

Accelerated: Moving Straight Ahead Mike: ? Sarah: Did 3.1 today Suzanne: Finished 2.4 today and will give the Partner Quiz tomorrow (or Monday if we have a snow day).

Regular: Accentuate the Negative Mike: ? Sarah:Started 2.5 today Suzanne: Started 2.2 today

March 24, 2011

Accelerated: Moving Straight Ahead Mike: Test on Accentuate the Negative today Sarah: Finished 2.3 today Suzanne: Finished 2.2 today

Regular: Accentuate the Negative Mike: Finished 1.4 today Sarah: Finished 2.2 today Suzanne: Finish 1.4 today

March 17, 2011

Accelerated: Starting Moving Straight Ahead Mike: Test on Accentuate the Negative next week. Sarah:Finish 1.4 tomorrow, Give Check-up next Tuesday, Give Check-up 1 early next week. Suzanne: Finish 1.3 tomorrow. Investigation 1-3 in Filling and Wrapping Then do part of What Do you Expect?

Regular: Accentuate the Negative Mike: Started 1.2 today Sarah: Started1.4 today Suzanne: Started 1.2 today

March 10, 2011

Accelerated: Starting Moving Straight Ahead Mike: Start Moving Straight Ahead middle of next week Sarah: Finish MSA 1.2 tomorrow Suzanne: Started 1.1 in MSA today Investigation 1-3 in Filling and Wrapping Then do part of What Do you Expect?

Regular: Stretching and Shrinking/ Accentuate the Negative Mike: Start Accentuate next week Sarah: Started Accentuate this week finished 1.2 today Suzanne: Start Accentuate next week

March 3. 2011 Accelerated: Accentuate the Negative Mike: Start Inv 3 Monday Sarah: Unit test next Tuesday or Wednesday Suzanne: Testing Tuesday or Wednesday

Regular: Stretching and Shrinking Mike: Finish up early/middle of next week Sarah: Will start Accentuate the Negative on Monday Suzanne: Finish up early/middle of next week

Took a look at Moving Straight Ahead for the accelerated group Investigation 1: Linear relationships with walking rates and money. DO ALL Investigation 2: Combine 2.1 and 2.2 Investigation 3: Combine 3.2 and 3.3 Investigation 4: Use Grapher on the laptop for section 4.3

After Moving Straight Ahead we will do What Do You Expect? and then do some of Filling and Wrapping if there is time.

Feb 17, 2011

Accelerated: Accentuate the Negative Mike: 2.4 will do 2.5 after vacation. Sarah: will be done with Inv 3 by vacation Suzanne: will be done with Inv 3 by vacation

Regular: Stretching and Shrinking Mike: Will be done 2.2 this week Sarah: Will be done 2.2 this week. Suzanne: Done 2.1 this week....will do 2.2 after break We hope to wrap up Stretching and Shrinking the week after vacation and then start Accentuate the Negative.

After vacation we will look at the GLE's and Common Core and see how our books align with grade 6-8 material.

February 10, 2011 Hope to finish the first 2 investigations of Stretching and Shrinking the week after vacation. For accelerated, we will finish Accentuate the Negative a couple weeks after vacation. The next book for accelerated will be Moving Straight Ahead.

More discussion about the common core. Since 8th grade does not have as many books to cover for their common core maybe they can do some of our books. Stretching and Shrinking could be moved to 8th grade.

Next week will take a look Moving Straight Ahead and What Do You Expect?

Accentuate the Negative: regular math class...should we skip Problem 2.2? More discussion next week.

February 3, 2011

Discussion about the common core. What books do we teach from here on out? Stretching and Shrinking (first 2 investigations), Accentuate the Negative (all), What Do You Expect.

January 27, 2011

We did not meet last week because Suzanne and Mike were both out.

We looked through Stretching and Shrinking to see if there are Problems/Investigations we can skip. Do All of Investigation 1 Do Reflection 1 Do All of Inv 2 Skip 3.1 and 3.2 (reptiles) Do Problem 3.3 ?Do the getting ready for Problem 4.1 (maybe add a couple questions from 4.1/4.2) as a lesson. Do Problem 4.3 5.1 and 5.2 are the same concept for solving (one with shadow and ones with mirrors) Maybe do just 5.1 and not 5.2? Do 5.3 to sum things up.

We will work on coming up with some lessons tomorrow during our workshop PLC/differentiation time.

January 13, 2011

Take a look at the Grade 7 Common Core and use this to help us decide which book we should try and do next.

Ratios and Proportional Relationships **Comparing & Scaling** / **Stretching & Shrinking** • Analyze proportional relationships and use them to solve real-world and mathematical problems. The Number System **Accentuate the Negative** • Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Expressions and Equations **Variables and Patterns** • Use properties of operations to generate equivalent expressions. • Solve real-life and mathematical problems using numerical and algebraic expressions and equations. Geometry **Stretching & Shrinking** • Draw, construct and describe geometrical figures and describe the relationships between them. • Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. Statistics and Probability **What Do You Expect?** • Use random sampling to draw inferences about a population. • Draw informal comparative inferences about two populations. • Investigate chance processes and develop, use, and evaluate probability models.

The 7th grade books that reach these topics are listed in bold. Should these be the books we focus on next year? Should we drop Bits and Pieces III even though many of them can't do the operations with decimals?

It looks like we should do Stretching & Shrinking next. It will go over some of the Geometry topics as well a little bit of proportions.

January 6, 2011

Check-in...where are we? Sarah- **Regular Class** - Finish 2.3 tonight **Accelerated** - Investigation 3 Partner Quiz tomorrow Mike- **Regular Class** - Finish Investigation this week. **Accelerated** - Finish Problem 3.4 today. Work together on Partner Quiz for a review. Suzanne- **Regular Class** - Finish 2.3 tonight **Accelerated** - Finished Investigation 2 today. Review on Monday and Quiz on Tuesday.

We took a look at the Investigation 3 Partner Quiz for Comparing and Scaling. There are some very difficult parts to this quiz. We decided that we will let them work in partners for the entire class period and let them use their notebook as a resource.

Regular Math We will not be doing the last investigation of Variables and Patterns. Sarah and Suzanne will quiz on Inv2 next week. It looks like Inv 3 will take about 2 weeks then we will review and have a unit test.

Next week we will discuss what book we will do next with the regular classes and develop/review the unit test for Variables and Patterns.

December 16, 2010

The last two weeks we worked on budget.

Discussion about how kids are doing...how can we get less kids failing? Interventions we have tried: study hall and after school help, math lab, lighten the work load

Is there a way to get more information about how kids are progressing in math lab. There is a disconnect between the lab and the classroom. Is there a way we can get a report about what skills have been covered and what areas they have met and or need more help in.

Next week we can start looking at the assessments we have planned and break them down into standards that need to be met for each question...look at grading these assessments differently.

November 18, 2010

Budget...what do we need? A supply of 1.5 inch binders for kids that don't have one (30 or so) Graph Paper Calculators document camera dry erase markers pencil eraser caps pencils rulers black and red chips cylinder container's with nets

Bits 3 7A- Testing on Investigation 4 this week 7B- Finish 4.2 this week 7L- Finish 4.2 this week

Stretching and Shrinking 7A- Finish 4.3 this week 7B- Finish 4.3 today 7L- Finished Inv 3 this week

November 11, 2010 No School

November 4, 2010 Bits 3 Division skill sheet for regular math class. Grade for quality. It seems like we are stuck in division of decimals because the kids can't divide whole numbers.

Stretching and Shrinking Review the quizzes...they do not align with the investigations in the book. We need to create a quiz to give after Investigation 2. Suzanne will create a quiz with the following: Use the first page from Check-Up 1 Make a question with rectangle not a parallelogram stretching, shrinking, and moving Make a questions where they have write a rule Use all of Check-Up 2

Accelerated: Discuss Stretching & Shrinking Problem 1.3 We are all finishing Investigation 1 this week.
 * October 28, 2010**

Discuss Variables & Patterns Unit Test For which amount of cds is Buyer's Warehouse the best place to buy? For which amount of cd's is Taylor's Department Store the best place to buy?
 * 1) 4 c & d need to be worded better.

Regular Math, Bits & Pieces 3: Mike & Suzanne - on Problem 3.2...will start 3.3 next week.

Sarah - Investigation 3 Quiz Friday
 * We have noticed that this kids have trouble with regular whole number division so we have to spend time teaching that which delays our progress in this topic. Many kids have only learned the partial quotient method of division. how can we get the elementary program to spend more time teaching division?


 * October 21, 2010**

Investigation 3- Dividing decimals. The kids struggle to divide whole numbers. How long should we spend with this skill before getting into decimal division? We are realizing that many kids only know the partial quotient method, which does not work well with decimal division. How can we get more kids to come into 7th grade knowing this method. We don't time in our curriculum to teach this for what is the first time to many of the kids.

Accelerated: Suzanne is giving VP unit test today Sarah is giving the unit test on Monday Mike will be giving the unit test next week.

Regular Math: Suzanne will start Investigation 3 next week. Sarah will finish Investigation 3 by the end of next week.


 * September 30, 2010**

Looked at NECAP review packets and discussed strategies for reviewing questions.

Bits & Pieces 3 We have all given Check-up 1 for Investigation 1. The students had trouble with #3 part b. They all misread the question. "Who made the most over the week and by how much?"
 * September 23, 2010**

Decimal Times Investigation 2: Discuss the use of the word OF to multiply.

__Check-in....where is everyone at?....how is accelerated math going?__

Regular Math Investigation 1 Check-up today 9/23
 * Mike**:

Accelerated Just finished 2.1

Regular: Problem 2.3
 * Sarah:**

Accelerated: Working through 2.2

Gives additional practice worksheet before quiz/test.

Regular: Problem 2.1
 * Suzanne**:

Accelerated: Problem 2.3

//For next week...//

NECAP questions/review Come up with new ways to present the Mathematical Reflections

Steve is starting 2.4 and will give the Partner Quiz (again) next Tuesday. We will go over our Partner Quiz results next week. Sarah just started Problem 3.3. Suzanne did Problem 3.1 yesterday (today with one class).
 * November 5, 2009**
 * Present:** Ray, Pomelow, Bouchard

Variables and Patterns...can we scale some of this down? Accelerated math had a tough time. Discussion...about doing Accentuate the Negative next (more basic skill based book to do as we move to the new Middle School).


 * October 28, 2009**
 * Present:** Ray, Pomelow, Bouchard

Discussion of how students are doing with the group work. Steve mentioned that he is having trouble getting some kids to participate. Suzanne has been putting stamps on students papers as kids work well together and have good discussion.

Steve: Problem 2.2 (finish today) Suzanne: Problem 2.4 will be finished Friday. Quiz over Investigation 2 next week. Sarah: Partner Quiz for Investigation2 (has some of investigation 1)
 * Where are we at?**

We are all going to give the same Investigation 2 Partner Quiz and will review the results after we each of us is done.
 * What will we give for a common assessment?**

Sarah: Problem 2.3 Finding Decimal Products today. Suzanne: Problem 2.2 Missing Factors Steve: Quiz on Investigation 1
 * October 22, 2009**
 * Present:** Ray, Pomelow, Bouchard
 * Where is everyone at:**

Discussion on grading/percentages. Steve 40% Assessments, Suzanne 50% assessments 10% quality (reflections), Sarah relatively weighted with standards between 50-60% assessments Would it make sense for all math teachers to get the same weighting for assessments, homework, etc. so that grades from one year to the next are similar. Some students are coming from A's in 6th grade to 7th grade and getting lower grades. Maybe talk about this in next grade level meeting.?

Investigation 1 seems to take a long time for the concept of adding and subtracting decimal numbers. Most of the kids seem to understand the concept already. How can we rearrange or cut things out from this to allow more time for other concepts that they may have more difficulty with? Problem 1.3 has student turn decimals into fractions which is valuable in that they hope student pick up on the relation between finding a common denominator and lining up place values with addition and subtraction. Is there a way to combine problem 1.2 and 1.3 so that we are spending less time? Steve is getting ready to do Problem 1.3. He hopes to wrap up Investigation 1 early next week. Suzanne will sum up adding and subtracting decimals on Friday with Problem 1.4 A-C (skip D). She will give a quiz (Check-Up 1) on Monday over adding and subtracting decimal numbers. Sarah has a sub and her student will be testing over Investigation 1 on Friday.
 * October 15, 2009**
 * Present:** Ray, Pomelow


 * October 8, 2009**
 * No Meeting-Team Dirigo Field Trip**


 * October 1, 2009**
 * No Meeting**

We are all wrapping up fractions tomorrow and will start Bits 3 next week!
 * September 24, 2009**
 * Present:** Ray, Bouchard, Pomelow
 * Check in...where is everyone at?**

Monday we all give a scavenger hunt for the book Bits 3. Our goal is to be done Investigation 1 by Friday October 16th.

Sarah - Should wrap up fraction early next week. Steve - Should Finish fractions at the end of next week. Suzanne - Should finish fractions at the end of next week.
 * September 17, 2009**
 * Present:** Ray, Bouchard, Pomelow
 * Check in...where is everyone at?**

Finish essential outcomes:
 * June 11, 2009**
 * Present:** Bouchard, Ray, Makin
 * Bits and Pieces 3**
 * Operations with decimals.
 * Solve real world problems with decimal operations.
 * Solving problems with percents and finding percent of a number.
 * Variables and Patterns**
 * Write rules, analyze, and make predictions from numerical patterns.
 * Create linear equations and graph points on a coordinate plane.
 * Interpret and make predictions based on graphing trends (continuous vs. noncontinuous)

> lengths of similar figures > stretch and shrink those shapes > angle measures, perimeters, and areas > can’t measure
 * Stretching and Shrinking** //(still need to pair down)//
 * Identify similar figures by comparing corresponding parts
 * Use scale factors and ratios to describe relationships among the side
 * Construct similar polygons
 * Draw shapes on coordinate grids and then use coordinate rules to
 * Predict the ways that stretching or shrinking a figure affects lengths,
 * Use the properties of similarity to find distances and heights that you
 * Accentuate the Negative**
 * Graph points in the four quadrants.
 * Evaluate expression and word problems with integers using all four operations.
 * Use a number line to compare and order real numbers.
 * Write and use related fact families for addition/subtraction and multiplication/division to solve simple equations.
 * Evaluate expressions using the order of operations with with exponents, integers, parentheses, and brackets.
 * Understand and use the Commutative Property for addition and multiplication.
 * Apply the Distributive Property to simplify expressions and solve problems.


 * Moving Straight Ahead**
 * Construct tables,graphs,and symbolic equations that express linear relationships
 * Use tables,graphs,and equations of linear relations to answer questions and solve problems.


 * What Do You Expect?**
 * Interpret experimental and theoretical probabilities and the relationship between them
 * Use lists, tree diagrams, charts, and area models to analyze situations
 * Analyze situations that involve binomial outcomes
 * Use probability and expected value to make decisions

Continue work on essential outcomes. Should be able to finish in next weeks meeting. Discussed the end of unit assessment for Accentuate the Negative. Sarah gave the unit test as well as the multiple choice questions. Suzanne will try giving the same next week.
 * June 4, 2009**
 * Present:** Bouchard, Ray

Continue working on essential outcomes under April 30th list. Looked at the dynamic reports on the NWEA website. We need to research more what the graphs are showing. Are they graphs of growth or RIT? Is the projection for what should of happened? what actually happened? what will happen in the future?
 * May 28, 2009**
 * Present:** Makin, Bouchard, Ray

Completed a packet for Brian about where we fall on the PLC Continuum.
 * May 14, 2009**
 * Present:** Makin, Bouchard, Ray


 * May 7, 2009**
 * Present:** Makin, Ray, Bouchard

Continue working on essential outcomes under April 30th list.


 * Thursday April 30, 2009**
 * Present:**Makin, Ray, Bouchard

Today we started combining the topics from each book into our essential outcomes.


 * Bits and Pieces 3**
 * Operations with decimals.
 * Solve real world problems with decimal operations.
 * Solving problems with percents and finding percent of a number.
 * Variables and Patterns**
 * Write rules, analyze, and make predictions from numerical patterns.
 * Create linear equations and graph points on a coordinate plane.
 * Interpret and make predictions based on graphing trends (continuous vs. noncontinuous)

> lengths of similar figures > stretch and shrink those shapes > angle measures, perimeters, and areas > can’t measure
 * Stretching and Shrinking** //(still need to pair down)//
 * Identify similar figures by comparing corresponding parts
 * Use scale factors and ratios to describe relationships among the side
 * Construct similar polygons
 * Draw shapes on coordinate grids and then use coordinate rules to
 * Predict the ways that stretching or shrinking a figure affects lengths,
 * Use the properties of similarity to find distances and heights that you


 * Accentuate the Negative**
 * Graph points in the four quadrants.
 * Evaluate expression and word problems with integers using all four operations.
 * Use a number line to compare and order real numbers.
 * Write and use related fact families for addition/subtraction and multiplication/division to solve simple equations.
 * Evaluate expressions using the order of operations with with exponents, integers, parentheses, and brackets.
 * Understand and use the Commutative Property for addition and multiplication.
 * Apply the Distributive Property to simplify expressions and solve problems.


 * Moving Straight Ahead**
 * Construct tables,graphs,and symbolic equations that express linear relationships
 * Use tables,graphs,and equations of linear relations to answer questions and solve problems.


 * What Do You Expect?**
 * Interpret experimental and theoretical probabilities and the relationship between them
 * Use lists, tree diagrams, charts, and area models to analyze situations
 * Analyze situations that involve binomial outcomes
 * Use probability and expected value to make decisions

Over the past 4 weeks or so we have been numbering, stamping, and sorting through the new books. Today should be our last day. After vacation we will go back and work on the new essential outcomes that go with the CMP2 program. The list of topics that are mastered in the books we plan to teach are listed under January 29th meeting. The next step will be to combine some of the topics into our essential outcomes. This process should take us through the end of the school year. We have developed some common assessments and given them to students but because of the nature of the pilot we are not teaching the same topics at the same time and therefore have not been able to do the discussion part. Next year we will be able to give the assessments around the same time and able to discuss how students did.
 * Thursday April 16, 2009**
 * Present:** Makin, Ray


 * Thursday March 5, 2009**
 * Present:** Makin, Bouchard, Ray
 * MEA week...no meeting


 * Thursday February 26, 2009**
 * Present:** Makin, Bouchard, Ray
 * Started stamping and numbering 7th grade books!
 * Thought for next time...should we stamp them with the new schools address and name??


 * Thursday February 19, 2009**
 * Vacation!**


 * Thursday February 12, 2009**
 * Present:** Makin, Bouchard, Ray
 * Finish up going through the scope and sequence and list the topics below.
 * Go down and take a look at the new books that came in. Try to find the 7th grade CDs so that Suzanne can use it for the next unit.
 * Sarah will grab all of Accentuate the Negative and number them 09-1, 09-2, etc.


 * Thursday February 5, 2009**
 * Suzanne went home sick. No meeting.


 * Thursday January 29, 2009**
 * Present:** Makin, Bouchard, Ray
 * Revamp our essential outcomes to go with CMP2
 * We are looking at the mastered topics for each book taught in 7th grade next year.
 * Left off at page 47...finish next week!
 * Bits & Pieces 3**
 * Operations with decimals
 * Finding (and solving x% of y=z)
 * Percent of a Number
 * Solving problems with percents
 * Variables and Patterns**
 * data representation with coordinate graphs and tables
 * numerical patterns
 * pattern rules
 * analyzing and making predictions from patterns
 * writing linear equations
 * exploring shapes of graphs
 * graphing ordered pairs
 * graphing using a table
 * graphing with a graphing calculator
 * graphing systems of equations
 * Stretching and Shrinking**
 * Equivalent Ratios
 * Scaling/Scale Factors Stretching & Shrinking
 * angles of similar polygons
 * relationships of sides and perimeters of similar figures
 * relationships of area of similar figures
 * finding missing lengths of similar figures using ratios or scale factor
 * indirect measurement of similar triangles
 * solving problems with indirect measurement of similar triangles
 * complimentary and supplementary angles
 * similar polygons
 * enlarging and shrinking polygons
 * drawing polygons on a coordinate grid
 * dilations
 * Accentuate the Negative**
 * Integer models
 * Integer opposites/inverse operartions
 * absolute value
 * comparing and ordering integers
 * integers on a number line
 * operations with integers
 * solving problems with integers
 * order of operations with real numbers
 * distributive & cummutative properties
 * Moving Straight Ahead**
 * rates of change
 * patterns with functions
 * dependent and independent variables
 * coefficients of of variables and expressions
 * like, constant, and linear terms
 * evaluating expressions
 * factored form vs expanded form
 * relationships continuous/discrete/linear
 * slopes of perpendicular and parallel lines
 * tables, graphs, and fitted lines for linear equations
 * solving equations with tables, graphs, and symbolically
 * solving equations with a graphing calculator
 * formulate an equation given a problem situation and vise versa
 * graphing equations
 * graphing slope, x-intercepts, and y-intercepts
 * What Do You expect?**
 * independent and dependent events
 * expected value
 * lists, charts, tree diagrams, area models
 * counting techniques
 * Date Distributions**
 * comparing data
 * data representation with scatter plots
 * describing the shape of data, data distribution, maximum and minimum
 * describing the shape of data, data distribution, maximum and minimum

Present: Makin, Ray
 * Thursday January 22, 2009**
 * Present:** Makin, Bouchard, Ray
 * Report out on how things are going with CMP.
 * Sarah (Variables and Patterns)- Investigation 3...taking a table and a graph, writing and solving equations. Does a lot with distance, rate, and time. This investigation is very hard and is moving slow. Students are having trouble looking at a situation and applying the formula correctly. Figuring out which one is distance, time, speed, etc has been tough.
 * Mike (Bits and Pieces 3) Has just started investigation 1 adding and subtracting decimals.
 * Suzanne (Bits and Pieces 3) Just started Investigation 4 working with percents. Finding tax, tips, and discounts. Today was the first day and the kids did a nice job finding the tax of an item.
 * Discussed Interactive white boards and the new one that was presented after school yesterday. It would be awesome for math and graphing because of the precision.
 * Thursday January 15, 2009**
 * Looked at a quiz that Mike made for Bits and Pieces 2: Investigation 4. Discuss/compare how we would grade the quiz (how many points would each question be worth). We were very close in how we determined the credit.
 * Help Mike get up and running with the CMP2 CD so that he can pull up the book and all other resources on the computer.
 * We need more copies of the 7th grade CD...we only have 1 right now and you must have the resource CD in your laptop to get the resource documents.
 * Discuss summer training.

Present: Makin, Bouchard, Ray Present: Makin, Bouchard, Ray Present: Makin, Bouchard, Ray 6th Grade (8 teacher resource kits) 7th Grade (7 teacher resource kits) 8th Grade (7 teacher resource kits)
 * Thursday Jan 8, 2009**
 * Check in...where are we all. Sarah- Variables and Patterns Investigation 3, Mike Bits and Pieces 2- finishing up, Suzanne Bits and Pieces 3- almost done Investigation 3
 * What unit will we do next? Check with Cynthia about ordering more units (we only have Bits 3 & Variables and Patterns right now)
 * Discuss rubric for grading mathematical reflections.[[file:Bits 3 mathematical reflections 1.doc]]
 * Thursday Dec 11, 2008**
 * Come up with expectations for Mathematical Reflections
 * 1) Uses appropriate mathematical vocabulary.
 * 2) All parts of the question are answered correctly.
 * 3) Grammar/punctuation
 * Thursday Dec 4, 2008**
 * Thursday Dec 4, 2008**
 * Discuss CMP 2 units for next year.
 * Bits 1
 * Shapes & Design
 * Bits 2
 * Covering & Surrounding
 * How Likely Is It?
 * Data About Us
 * Bits 3
 * Variables & Patterns
 * Stretching & Shrinking
 * Accentuate the Negative
 * Moving Straight Ahead
 * What Do You Expect
 * Data Distribution
 * Comparing & Scaling
 * Filling & Wrapping
 * Thinking with Mathematical Models
 * Looking for Pythagoras
 * Growing, Growing, Growing
 * Say It With Symbols

Thursday November 13, 2008 Present: Makin, Bouchard, Ray Thursday November 6, 2008
 * Had good discussion on CMP2. Sarah is going to try some stuff from Variables and Patterns with her students.
 * Mike is working through multiplications and division with fractions from Bits and Pieces 2.
 * Suzanne has started Bits and Pieces 3: Operations with Decimals and working with Percents
 * Discuss homework, and how to correct it. Have kids make corrections on their homework.
 * Have kids compare 2 similar problems; Are they the same? How are they different? What operation would you do for each. Would they have the same answer?
 * Joe has 1 1/3 pounds of grapes. He eat 5/6 of them. How many grapes are left?
 * Joe has 1 1/3 pounds of grapes. He eats 5/6 pound of the grapes. How many grapes are left.

Thursday October 30, 2008
 * Talked about MEA improvement strategies. (kids can use their multiplications charts from the agenda books)
 * Have kids make up multiple choice questions and try to make options that would be common mistakes
 * Suzanne shared a review game called "Numbered heads"
 * We took a look at the Unit Test for Bits and Pieces 2 Suzanne gave in class today.
 * We had a discussion on test retake. We all agree that if a student retakes a test or quiz we give them the new grade. An average does not show how they did on the latest assessment. We feel our approach is more aligned with a standards based philosophy.
 * Have a chart for each assessment that breaks down the skills and the questions that cover those skills.
 * As we develop assessments for CMP2 we can make these charts to go along with each.

Thursday October 23, 2008 Thursday October 16, 2008 We will continue this next week and look at geometry, data, and algebra.
 * No PLC meeting. Suzanne attends MEA workshop.
 * Looked through the WSD math curriculum and match each part with CMP2
 * Number**
 * A1: Bits 2 (i), Accentuate the Negative (i/m), Data Distribution (r)
 * A2: Order of Operations w/ signed rational numbers. Accentuate the Negative (i/m), Moving Straight Ahead (r)
 * A3: Ratios and Proportions it seems to be in all books but in Comparing and Scaling, Stretching and Shrinking they seem to master or reinforce.
 * A3: Mulitply and Divide Mixed Numbers. Bits and Pieces 2 teaches this concept (i/m). It si reinforced in all of the 7th grade books.
 * A4: Solve practical problems using percents. Is introduced and mastered in Bits 3. Is reinforced/applied in Stretching and Shrinking, Comparing and Scaling, What Do You Expect, Data Distribution.

Friday October 10, 2008 Workshop

Pre Test

Midpoint Assessment



End of Unit This test includes multiplying and dividing decimals as well as some percents. The questions 1c, 1d, 2b, 3 & 4 (embedded in percentage problem), 6, 7b, 8



__Step 1: Pick an Essential Understanding Unpack Standards__


 * Multiplying and Dividing Decimals**

__Step 2: Create a Graphic Organizer__

Concepts
 * place value
 * multiplying by powers of 10
 * relationships between fractions and decimals
 * estimation to assess the reasonableness of an answer
 * inverse relations and operations in decimal situations
 * repeating and terminating decimals

Skills
 * estimate the results of operations on decimals
 * recognize real world situations where people often choose to use decimals instead of fractions
 * perform mathematical operations with decimals
 * developing and applying algorithms for decimal calculations
 * solve problems involving inverse relations and operations in decimal situations

Topics


 * In each investigation you look at situations involving measurement date and money written as decimals.

__Step 3: Determine Key Understandings__





__Step 4: Formulate essential questions__


 * In what situations should we multiply decimals? In what situations should we multiply?
 * How can our understanding about operations with fractions help us with decimals
 * What happens to the size of a number when we multiply by a fraction or decimal smaller than 1? What happens to a number when we divide by a decimal less than one?
 * How can we use multiplying by powers of ten to make decimals division easier/
 * How can we use estimation to make sense of possible answers?


 * See Pre-Assessment, Midpoint Assessment, and Unit Assessment above.**

Summarize what we noticed:
 * Thursday October 9, 2008**
 * We are behind the state in percent and ratios which we knew because Math Thematics does not get to that until late in the book!
 * We rock on Order of Operations #3 - WJHS 50% correct State had 29% correct. The majority of the kids in the state went from left to right solving the expression (46%).
 * We scored 11% higher than the state on #6 solving a 2-step equation. Though the state and WJHS were not very high with a best of 2 points and we had an average of 0.7. Two-step equations are not taught until after March!
 * #7 plus 7 above the state. Balance scale...algebra concept.
 * #10 converting liters to milliliters and dividing.
 * We did better on constructed response question #19 than on #6 and #18. Questions 19 requires multiplying decimals and finding the percent off of a price. We averaged 1.6 out of 2 and the state was 1.83. we probably did better on the multiplying decimal part than the percentage off part.
 * #20 area in square feet of an irregular figure and then use the measurements in feet to find the area in square yards. We averaged 0.5 and the state 0.68
 * Our students seem to have a harder time with the multi-step problems.
 * We did better than the state on 8 out of 16 multiple choice questions. Data, Analysis, and Statistics questions were low for us. Most questions were reading a graph and using the data to find mean, mode, etc.
 * Did better than the state on the multiple choice measurement questions but worse on the constructed response for measurements
 * We did pretty well on Patterns, Relations, and Functions.
 * We did better than the state on 3 of the Algebra questions and worse on one of them.

Outcome Report:**

Three questions that stand out as one that we do a good job preparing our students in.
 * #3: B1- Computations (order of operations problem) We did 21% than than the state (WJHS: 50%, State:29%)
 * #7: H6- Algebra Concepts (balance problem representing and algebra problem). We did better than 7% (WJHS: 83%, State: 75%)
 * #14: E3- Geometry (coordinate graphing) We were 8% better than the state. (WJHS: 54%, State: