Oct+30,+2009

 Understanding = U Informing = I Recommending = R Deciding = D ||
 * =**Grade 4 Team Meeting **= || Date: Thursday, 30 October 2009 || Starting/ Ending Time: 7:35 - 8:35 || Place: Sheena's Room ||
 * Facilitator/Timekeeper: Ralph || Recorder: Steve || Purpose:

focus: yellow box on page 10! 1. Computational Fluency breaking apart numbers...smaller arrays from bigger arrays. Big Idea: the distributive property. Representation of the property, but students will break apart numbers in ways that make sense to them.Use page 16/17 will help a lot.
 * < Math: Where are we? ||< I ||< What Unit and Investigation are you on? ||< A quick check to see how we are doing with our pacing.
 * where are we?
 * ralph/kristin: end of unit 2; peach/cheryl/steve: unit 3 ||< Ralph/5 Min ||
 * Differentiation strategies and systems || **UI** || Differentiation strategies, samples, and systems || Look at how we can improve differentiation for both high and low learners.
 * Troy: we need to chunk parts of the book.

2. Whole Number Operations Using divisors, looking at numbers that make sense If they know 10's, 2's, 5's....these will help. Students should see that it goes both ways.

3. Whole Number Operations: Reasoning Justifying their thoughts; can they represent their thinking in different ways? Are they really showing that they understand the distributive property (this is important). If they 'say' it's easy, let's push them to work with larger numbers. Can they mentally work through this property? Also: look at multiples of bigger numbers that come up quite often (13, 15 for example).

4. Representation of Operations Breaks it down for students who really need pictures to help visualize Making connections Halving is MUCH easier than doubling...page 16. The kids that struggle will still be working with halving, while the kids that need to be challenged should be looking at doubling/halving.
 * teacher's notes: are important!

Show their thinking, using the strategies from previous lessons/units

DIFFERENTATION Games: Practicing with Multiplication Cards Factor Pairs How to Make Array Cards || Troy/40 Min ||
 * On page 22, it lists where there are intervention/extensions for differentiation.
 * Ongoing Assessments: Observing Students at Work: Use a chart to simply check where students are at How can we use this effectively?
 * See Ya! || **UI** || Bye Bye! || Starting next month, I (Steve) will be facilitator, and Ralph will be recorder. || Ralph/5 Min ||
 * PARKING LOT ||  ||   ||   ||   ||
 * 1. ||  ||   || Investigations: Metric vs Imperial. When is it important? ||   ||
 * 2. ||  ||   ||   ||
 * 2. ||  ||   ||   ||