Professional Development Documentation Log

Anderson Elementary-PLC Math Mondays

Date:

Please read and follow the instructions that are printed at the
bottom of this document before beginning your work for the day.
November 7, 2016
Grade Level: 4th Members in attendance:
Angela VanWorkoem, 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

1.
2.
3.
4.

What is it we want students to learn?

For chapter 5, we want students to gain
familiarity with factors and multiples and
generate and analyze patterns.

How will we know if they learn it?

We will have repeated assessments formative in class, participation, big
textbook class work, individual practice
workbook, final assessment.

How will we respond if some students

dont learn?
Reteach skills, using reteach pages,
intensive, and strategic workbooks. There
are also Quick Checks and Show What
You Know in the big textbook and Spiral
Review in the practice workbook to help
with us.

How will we enrich/extend learning?

The problem solving areas at this point
provide enrichment for the majority of
students. There is also opportunity for
using the intervention books in small
group or reteach and enrich workbooks
for extra practices.

SMART Goal:
There are several skills in this chapter.
We will look at exit slip data as well as the
final assessment to see if 80% of our
students were able to earn 80% or higher
in the following skill areas:
Identify factors of a number
Identify multiples of a number
Determine whether a number is prime or
composite
Determine a pattern and be able to tell
what the next number/figure in the pattern

should be.
Was the Goal met?
Yes, 84% of students were proficient.

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
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 to the 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

RECORDERS NOTES
1. GoMath! Suggests two days per lesson, however we have
found that not all lessons need two days and we wont be
including all of the lessons per the Achieve the Core
guidance. We are starting this chapter on December 12th
and are striving to finish it by December 22nd so we can
wrap it up before winter break.

2. SMP: Attend to precision and look for and make use of

structure. GLCS: Find all factor pairs for a whole number in
the range 1-100. Recognize that a whole number is a
multiple of each of its factors. Determine whether a given
whole number in the range 1-100 is a multiple of each of a
given one-digit number. Determine whether a given whole
number in the range 1-100 is prime or composite. Generate
a number or shape pattern that follows a given rule. Identify
apparent features of the pattern that were not explicit in the
rule itself..

Question/What should
students 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.

3. How can you find factors and multiples, and how can you
generate and describe number patterns?

4. We will use exit slips after each lesson that we teach. It is

a short chapter with us only teaching 5 lessons. We will also
4. Assessment/How
have a short chapter assessment after we complete the
will we know they learn chapter to assess student achievement.
it?
Identify how you will know if
students master the 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-WhatYou-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. Unit Instructional
Plan:

5. Chapter 5: Factors & Multiples

We will use the text and GoMath! resources to complete
lessons 5.1, 5.2, 5.4, 5.5, 5.6, and Chapter Assessment.

List the unit number or title

from your text. Next, develop
an overall plan for unit
instruction that includes PLCdetermined non-negotiables
for instruction in this unit. A
detailed plan for each lesson is
not necessary.

6. Possible challenges/
How will we respond if
some students dont
learn?

6. Students who dont know their basic multiplication,

subtraction, addition, and division facts will struggle with this
chapter. We will continue small group interventions and
morning workshops to help improve this as well as
encouraging them to work on them at home. Students also
tend to struggle with the difference between factors and
multiples. It is common for students to mix up these two
concepts.

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. How will we
extend/enrich learning
for those that need it?
Reflections:
1.How did the lesson
go?
2.What are the team's
next steps?
3. What adjustments
should be considered
for next year?

7. There are some enrichment pages in this chapter from

GoMath! We will utilize these, as well as 5th grade
factor/multiple resources from Think Central if needed.

VanWoerkom: This chapter was great for my students. We

went through the content pretty quickly and I was surprised
by how quickly they caught on. The biggest struggle my
students had was the difference between a factor and a
multiple. They understood these concepts separately but
once the chapter combined and asked if a certain number
was a factor or multiple they got mixed up. We practiced this
concept quite a bit and they were successful on the chapter
test. I think next year when I teach this chapter again I will
focus on the difference between the two more. Before
corrections I had 22/24 students proficient and after
corrections I had 24/24 students proficient.
Wooters: This chapter followed the learning that had
occurred in the previous chapter. Students found it easy to
generate multiples. We worked on building strategies for
generating complete sets of factor pairs for numbers. I
showed them some strategies that generate ALL the factor
pairs for a certain number, and my students found this
helpful. Students still needed reminders on the difference
between defining multiples vs. defining factors, even when
they could perform the skills with proficiency. Generating
factor pairs and multiples is definitely enhanced by solid
background knowledge gleaned from previous chapters in
multiplication skills. Planning wise, as a team, it was nice to
conclude this chapter before Winter Break, so that the
upcoming unit in fractions could begin in January.
Toot: This chapter went well for most of my students. They
did struggle with factors and multiples. We spent a lot of time
practicing each of theses. They did fine when working with
each skill separately, but when they were asked to find all of
the factor pairs they struggled to find all of them. When
asked to list the multiples they did a great job. Patterns were
somewhat difficult for my students. I think that is a question
we need to revisit and possible make it more like the
problems in the book. Most students improved their scores
after corrections.

Phares: This chapter went well for my students. I was

surprised by the fact that many students confused factors
and multiples, which is why I decided to focus on the
definitions of each and many examples. Before corrections,
my students scored an 86% (19/22 students) and after
corrections, my students scored a 95% (21/22 students). I
was very proud of my students. I did notice that many of my
students missed the same problem. It was the problem
where they had the pattern laid out for them, and had to fill in
a blank in the middle of the pattern. I think that with this
information, next year I will teach patterns in a different way,
in the hopes that this question wont be as tricky.
McDonald: This chapter went well for my students.
Factors seemed to be relatively easy for them. Multiples by
themselves seemed to be alright until we combined them
with factors. Then they seemed to confuse the two. Next
year, I think that we should test these two things separately.
Overall, students did well on the test. Some of them had
some problems remembering to list all of the factors. Once
they were reminded that there were more factors, they did
fine.
Bruhn: This chapter went pretty well for my students. I found
that the students that struggled were the students that
struggle with their basic facts struggled with finding the
factors and multiples. This year, I focused a lot on the
differences between factors and multiples. In the past, this is
the area my students tend to struggle. This proved
worthwhile as my students were all able to decipher between
factors and multiples on the assessment. They seemed to
struggle with taking their time to be sure that they find all of
the factors. This is something that we will continue to
practice as we continue into our fraction chapters.
Cornia: I wasnt present for the entire chapter, but I taught
the first 3 lessons and Tammy taught the last two. While I
was there my students who knew their facts were more
successful than the students who werent. My students did a
great job with factors until I added in the concept of
multiples. After we were working with both factors and
multiples in the same lesson, several students mixed them
up and struggled with the difference between the two. We
took extra time on these concepts to clear up the confusion.
Based on the chapter test scores, my class did well.
Maffin:

Please do this first!

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Unit 1 PLC 12/16/16
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