Agenda for 1/14/2008

Minutes: Watkins
Snacks: Chandler

1. ELOs for second semester.
2. SMART Goal for second semester.
3. Data analysis for 1st semester final exam.

12/3 PLC Minutes

1. Discussed finishing Bees
2. Final Exam
- use common parts: right triangle trig, Pythagorean Theorem, area, volume, systems, feasible region
- discuss difference between regular and honors IMP2
- discuss matrix finals

Tasks:
Eliz - Modify 1st round of Bees test, 2nd round right triangle trig and Pyth Th
Megan - Modify 2nd round of Bees test
Chris - Systems, feasible region

Grading:
Right Triangle Trig
4 - on Area/ Volume

3 - on Right Triangle trig

2 - identify correct trig function

1 - use a trig function

Pythagorean Theorem
4 - correct use

3 - accurately applies Pythagorean Th with incorrect start value or set up correct with minor arithmetic error

2 - incorrectly identify legs and hypotenuse or reports answer without taking square root

1 - writes Pyth Th on paper


Area
4-minor arithmetic errors in base calculation with correct lateral surface area

3-the process is correct but an embedded error in base calculations applies correct formula for lateral surface area

2-when finding area of base inaccurate application of trig, pyth th or includes area of half of triangle (significant errors) and partial lateral surface area found or recognizes formula and doesn't follow through with calculations

1-breaks base into triangles with minimal additional work reports lateral surface area as l*w*h

Volume
4 - correct application of formula and solution

3 - correct application of formula and with wrong base area

2 - recognize formula but not applied

1 - reports volume as l*w*h

Minutes 9/24

*Share out how are things going?

--Elizabeth peer editing and POW drafts created great POWs but regular IMP 2 is not going as well as she would like.
--Marchetti is reteaching lessons regarding intercepts and rule of four concepts
--Chandler focusing on their interpretation "how many lines will there be?" "what are the constraints?" doing lots of summative quizzes throughout the week.
--Megan Honors classes doing well with the Rule of 4, students need more practice and lessons regarding graphing the constraints and feasible region.

We agree that the regular class needs a lot more direct instruction and scaffolding.
In the regular class our focus is for studnets to be able to solve systems, it is okay if the regular class doesn't get to the later linear programming problems.

Share RULE of 4 data

Marchetti -- has more Partially Proficient
Elizabeth -- the honors kids are doing okay with rule of 4
Chandler -- Going from the Rule to Table went pretty well, however they are not labeling the axes. 70% can make up an appropriate situation.
Megan -- Honors kids almost all proficient

Share Teaching Strategies
* Students can use a situation that just pertains to the 1st and 4th quadrant.
* Need practice rearranging equations
* Chandler is focusing on the Rule. (Rule to table, Rule to situation, Rule to graph) -- this seems to be successful.
* Elizabeth's class discussed the y-intercept as the "starting out" value, the slope is the rate of change which is either increasing or decreasing.

* What happened with HW 6? Do they not read the text?
--Maybe we should have a graphing quiz where the inequalities are graphed but they must shade the correct feasible regions...

Discuss the end of COOKIES UNIT
Assessment should include a skills section and a conceptual section with a linear programming problem. We will scaffold the linear programming problem for the regualr IMP 2.
Skills section should include y intercept form and standard form, graphing lines and finding intersection point, solving systems, substitution and elimination, and rule of 4.

We will test the week after Parent Teacher Conferences.
UNIT FINAL
Megan -- honors linear programming problem
Elizabeth -- IMP 2 regular linear programming (scaffolded) problem
Chandler -- Skills and rule of 4 section
Marchetti -- CCC focusing on student growth and the big ideas of the unit.

Agenda 10/8

Snacks: Chandler

Minutes: Me

Timer: Megan

1. Check in about Cookies
2. Rule of Four – How is the process working?
3. Cookies Assessment – Sharing the pieces
4. Break
5. Meet with IS 3-4

Thanks.

Agenda 9.10.2008

Agenda

Elizabeth – Snacks
Chandler – Minutes
Churchley - Timer

1. Check in 10 min
2. ELO semantics 15 min
3. Rule of 4 Pre test 45 min
Break
4. Teaching strategies for Rule of 4 30 min
5. RTI 15 min

Minutes 8/27/08

• Discussed PLC Norms and approved (Chris has the list of the norms)
• Reviewed ELOs for Cookies and Bees - made distinctions between expectations for regular and honors IMP2 (Chris posted these on the blog)
• Cookies - Smart Goal

By the end of the Cookies unit, the student will move fluidly through multiple representations (situation, graph, table and rule) for a linear function. (Honors?)

All students will move from any representation of a linear function to at least two others by the end of the Cookies unit. (Regular?)

• Formative assessment - Chandler provides pre-test to be given week of 9/1. Formative assessements on each representation are to be given 1 per week for 4 weeks, followed by a comprehensive assessment similar to the pre-test. Other unit assessment questions will be given during the following class.
• Next meeting: Bring pretest given and scored; Make a formative assessment - Elizabeth= equation (mix up form of original equation and make up new equation), Megan = table, Chris = graph, Chandler = situation; Be ready to discuss what you do toward RTI.
  

Norms and ELOs for 2008-2009

ELOs

1. Students will be able to communicate mathematically effectively, both orally and in the written form.
2. Students will be able to use and apply the Pythagorean theorem to solve problems in context
Honors will include Pythagorean triples and special right triangles.
3. Students will be able to solve problems involving area of circles, regular polygons and prisms.
Honors will include solving for a missing dimension if area is given.
4. Students will be able to find the volume of a right prism.
5. Students will be able to use and apply right triangle trigonometry to solve problems in context.
Honors will include inverse trigonometric functions and reciprocal relationships.
6. Students will be able to calculate the maximum or minimum using linear programming techniques. Honors will multiple representations.
7. Students will be able to graph and solve linear inequalities.
8. Students will be able to use multiple representations to solve linear systems.
9. Students will be able to represent linear functions in multiple ways. This will include graphing, solving equations, and tables.

Norms List

1. Start and End on time
2. Have an Agenda
3. Establish roles for each meeting.
4. Have a break. (It is the only time you leave the meeting)
5. Everyone has a voice
6. Everyone contributes
7. Consensus is not 100%
8. Everyone is on the same page and does the will of the PLC.
9. Decision making process, fist or five.
10. Come prepared (Do your HW)
11. Minimize off task/topic conversations.