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: 9-11-17 Grade Level: 4th Members in attendance: Angela VanWoerkom, Darin Wooters,
Katie Tyler, Bailey Swearngin, 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 1, we want students to learn how to use place value We will have repeated assessments - formative in class,
in multi-digit numbers to round, add, and subtract with fluency. participation, big textbook class work, individual practice
workbook, exit tickets, and final assessment.
How will we respond if some students dont learn? How will we enrich/extend learning?
We will use math workshops to target these skills that students The problem solving areas at this point provide enrichment for the
are struggling with. We will also use small groups in class time for majority of students. There is also opportunity for using the
immediate and targeted reteaching and reinforcement as needed. intervention books in small group or reteach and enrich
workbooks for extra practices. We will also use math workshop
time to build upon mastered skills and enrich students.

SMART Goal: 80% of 4th grade students will earn at least

80% on the chapter 1 math test.

Was the Goal met?

Yes the goal was met. We had 84.4% of students earn at least
80% on the chapter 1 math 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:
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.
1. Based on the GoMath! pacing guide, they suggest 1 lesson per day. We have found in
4th grade that we need at least 2 days per lesson. There are 8 lessons in this chapter, we
are adding in perimeter skills, and will have our BOY Math test in this timeline as well. We
have agreed to complete this chapter by September 26th.

2. SMP and Content Standards:

What standards of mathematical practice and 2. SMP: Reason abstractly and quantitatively, attend to precision. GLCS: Uses place value
grade level content standards will be addressed understanding and properties of operations to perform multi-digit arithmetic, generalize place
in the unit? value understanding for multi-digit whole numbers.

3. Essential Learning
3. How can you use place value to compare, add, subtract, and estimate whole numbers?
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.

4. We will use Exit Slips after each lesson to collect data as well as gain an understanding of
4. Assessment/How will we know
how well our students are mastering the content. We will use 10 problem assessments after
they learn it?
Identify how you will know if students master the designated lessons. We will also use the final chapter assessment to help us collect data on
learning called for in the essential question for each student.
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. Unit Instructional Plan:
List the unit number or title from your text. Next,
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.
5. Chapter 1: Place Value, Addition, and Subtraction to One Million (as well as the chapter
13 skill of perimeter)
We will use the text and GoMath! resources to complete lessons 1.1, 1.2, 1.3, 1.4, 1.5, 1.6,
1.7, 1.8. We will assess after 1.3, 1.4, and 1.7. We will be doing various formative
assessments to see which strategies of place value they can complete successfully. We will
finish with 1.8, we will also use perimeter skills to apply addition and problem solving, then
the chapter review, and the chapter assessment.

6. Possible challenges/ How will we
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. How will we extend/enrich
6. Students who have difficulty reading large numbers and rounding will struggle with the
initial concepts. Students who dont know their basic addition and subtraction facts will
struggle with this chapter. We will continue small group interventions to help improve this as
well as encouraging them to work on them at home. This will really be the focus and drive of
our math workshops at this time. The students who are not mastering these skills will have
focused math workshops and will be assessed. As students show improvements and develop
mastery, they will be moved to different groups.
7. Students who are showing mastery will be placed into workshops groups that provide
enrichment opportunities. We will be building on the skills that students have already
mastered. There are also some enrichment pages in this chapter from GoMath! We may
learning for those that need it?
Reflections:
How did the lesson go?
What are the team's next steps?
What adjustments should be
considered for next year?
utilize these, as well as 5th grade place value resources from Think Central if needed.
VanWoerkom: This chapter went really well for my students. It was a little rough starting off,
and getting the hang of place value again, but once they got the hang of it and we got back in
a routine they did a very nice job. We worked a lot on adding and subtracting 6 digit numbers
which was the most difficult thing in this chapter for my students. They struggled with
subtraction the most and we spent a lot of time practicing these skills. Overall 22/24 of my
students scored 80% or above and I am very happy with that. The two students that did not
score that the first time were able to go back and correct some of their mistakes and learn
from their own errors. I hope that this chapter is a window into what math will be like for my
class this year!
Smith:
Tyler: This was my first time teaching this chapter and I think it went really well! We started
the year off with place value. We had to review what each digit meant and where commas
belong. Adding and subtracting 6 digit numbers was difficult at first for most of the students. It
was hard for students to keep their digits lined up. In order to keep them organized, we
worked with graph paper daily. We discussed that one number belongs in each box. This
really helped keeping their place values lined up. On the assessment, I had 20/23 students
score at or above 80% before test corrections. Chapter one went really well in my classroom
and I think the students will continue to build on these skills throughout the year!
Swearngin: This chapter went very well for the students in my class. I had to adjust my
lessons this year, but because of the adjustments, I think my students succeeded. We started
with place value and took a lot of time to review this. What surprised me the most was that
adding 6 digit numbers was more difficult that subtracting. We practiced both skills for many
days and when the test came, I was very proud of the work my students did. I made sure to
relate adding and subtracting to one another, and this helped my students a lot. I had 22/23
students score 80% or above before corrections. My students worked very hard on these
skills and I am hoping that this chapter is an insight to the hard work my kids will work in
math!
McDonald: My students did a nice job with this chapter. The addition seemed to go really
well. The subtraction part went pretty well, except for regrouping across zeros. When I gave
the students a 3 min. timed test in addition and in subtraction, they did very well. Most of the
students seem to know their addition and subtraction facts. Some of them had forgotten what
regrouping means, but after a quick review, they did fine. The scores on my test were very
good. Even those students who struggled with regrouping ended up passing the chapter test.
All 24/24 students passed the chapter test (with a score of 80% or higher!
Bruhn: Overall, this chapter went well for my students. The hardest part of this chapter is just
the amount of different information that is included. My student did struggle some with
 subtraction and the concept of regrouping. We spent a lot of time reviewing this skill and they
were able to feel comfortable with it. I had 16/21 students get an 80% or higher the first time
we took the assessment. Many of the mistakes were simple fac errors that they were able to
fix easily. After corrections I had all but one student sowing proficiency. The student that
struggled throughout the chapter. I gave her many additional supports to help her understand
concepts however she still struggled. I have decided that I need to take her to SST to help
figure out what I need to do to help her be successful. I feel that the success of my class in
this chapter will allow them to build on these skills as we continue this year.
Cornia: This chapter went pretty well for my class. I did a few lessons differently this year. I
used my place value blocks for several of the lessons and used them as a visual
representation of what we were working on in the textbook. I think this did help my students.
My students did great with adding the larger numbers and the majority did a good job with
subtracting these larger numbers as well. I had 19/23 students score 80% or higher before
corrections. One of the students who scored below 80% struggled significantly in this chapter
and the data gathered has shown me that I need to take her to SST. I feel that the chapter
went well and will continue to build on these skills.
Tegeler:
James: The kiddos I have during this time did a pretty good job. Place value, at first, was
pretty difficult, so we had to spend more lessons on this than I was expecting. I had to
change up and do lots of visuals and have the students physically move blocks for
subtraction and addition at first. Estimating was very difficult, so we spent a lot of time
discussing where the numbers would fall on a number line. After my kids took the test the first
time (with a substitute teacher), they did not do well (averaging about 4 problems correct).
Once I was in the room, without any help just rereading the tests outloud, all my kids scored
above 80%. They were proud of their scores, and I was proud of them!
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.