Gr4+Teacher+Math+Inquiry+Team

=MINUTES=


 * Meeting Date 03/01/2012**

Looking at student work; Extended response question area and perimeter.


 * Attendance**
 * Griffiths: note taker
 * Rund : facilitator
 * Munchez: facilitator
 * Wilkerson: time keeper

G what do you notice? M : I noticed the student drew a rectangle R: a 9 by 5 rectangle W: I notice that he created a model to show 9 x 5 R: I notice that both questions have the same answer G: I notice that all the questions are answered
 * 1:50**

G what did the student do well? M: the students accurately drew a model R: the student solved the area correctly W: the student followed directions for part 1 G: the student wrote in a complete sentence
 * 1:55**

G what does the student need to improve on? W: interpreting the work R: determining the perimeter G: explaining answers in a detailed way R: using content specific vocabulary
 * 2:00**

R : I wonder what this student was thinking W: I've noticed that sometimes my kids don't read the question M: I wonder if they understood what the question was asking R: I wonder if the student knew that 45 was the answer for one of the questions but wasn't sure which on so they he just wrote 45 twice M: this kid knows how to multiply or count the boxes. I think they need to remember the vocabulary word
 * 2:05**

W so what's the strategy R underline the key word M review vocabulary concepts R use word wall with pictures, use linker cubes W use models with pictures
 * 2:10**

Attendance Prestonary: participant Munchez: facilitator Wilkerson: presenter Rund: time keeper Griffiths: note taker Kara: observer
 * Meeting Date**

Wilkerson presents student work on fractions. Shows work of 5 students W: this is a simple assignment after we learned that the smaller the denominator the larger the fraction. We had. It yet learned how to convert fractions
 * 9:45**

G: I notice that Diamond and Portfilio answer the questions but they did not show any work M: I notice that the students did not circle the correct answers they put in symbols instead W: I notice that Portfilio drew a model R: I notice that none of the students place the numbers in order correctly
 * 9:50**

M: no we can move on to our reflections W: I was surprised that more students didn't use models M: I wonder if the students read the directions. I also wonder if they understand the meaning of the signs G: I'm surprised that one student drew dots instead of writing numbers R:I wonder if the students really understand how to compare fractions. How did they really determine which fraction was greater? I think they may have made decisions based on which denominators were larger. P: they need to have more models
 * 955**

M: So what's our next step? W: I think the students still have some issues around understanding the vocabulary. We need to continue to work on models. P: I think models are necessary. You have to compare fractions to things they are familiar with, like cake R: we always use pizza....I think it's important that we use models when teaching. We use fraction sticks and circles M: I think we need to go back to the basics. They need to know that the denominator shows students how many pieces there are. G: I think that the students may not have been ready to complete this task yet. Maybe they need to practice comparing unit fractions first, then fractions with common denominators, then you can show them how to find equivalent fractions, and then they will be ready to compare any fractions W: what resources should we use for this? R: fraction sticks, circles and other materials that model fractions G: we can use the coach books, and the measure up books, the chapters that are useful are on the math matrix W: okay, great M: the meeting is Adjourned
 * 10:02**