Dani Rose, Stephanie Spain, Suzanne Willey, Amy Lage, Lisa Snitker, Ann Deering, Barb Herzman, Erica Lea, Linda Hughes, Candis Frieden, Jenny Schutte

1.We practiced posting to the Wiki.  We discussed our requirements for our assignment.  We are to post our Base 10 problem to the Wiki and some of our students work samples.  

2.  We shared with Becky our success stories....or struggles

3.  We are going to discuss our "rock" problem and "Base 10" problems at our next meeting on Dec. 17.

Success Stories:  Lisa thought today was a good day...she was excited with how hard her students worked today on a problem.   

Struggles:  Students representing their work.  Vocabulary and comprehension is a challenge with our struggling readers and our language barriers.Some students are just automatically adding the two numbers in the word problem.

Problem 1:  Kevin has ____ boxes of rocks.  There are  _____ rocks in each box.  How many rocks does Kevin have?

Problem 2:  Base 10 problem developed in Elkader at our last CGI workshop.

Assignment:  Write another Base 10 problem per grade level and give it to your students after Winter Break.

*1st grader direct modeled by tens in the base 10 problem.

*Some 4th graders are still drawing picture, but now some are starting to skip count.

*Use unifix cubes vs. flats, longs, and cubes

*Erika leaves her unifix cubes in groups of 10s to help lead some of her higher students to start counting by 10s.

* Lisa shared that she is going to use the number line and hundreds chart to skip count.

*Jenny has seen the progression on base 10 problems with her 4th graders.  A large number of students today told her that the problem was to easy (7 x 10) + 4.

*Barb used a real life problem with pop cans.  3rd graders used repeated addition to solve a problem for the first time.

*Shared teaching strategies on how to help students who are not self-starters.  It feels like we are always helping the same students.  Strategies suggested:  lower number size, tell them to go and get a manipulative, write down what you know, take them "back" a strategy, partner work once in a while

Discussion about what exactly a base ten problem is.  At the kindergarten level, they may start with 5's and work towards base 10 by the end of the year.

Assignment problem: JCU: On Tuesday evening it was announced that France had on ______ gold medals .  During the week they earned more gold medals.  They now have ______ gold medals.  How many gold medals did they earn during the week?

Next meeting: February 18

*JCU Problem - Gold medal problem

*Becky Berry shared examples of students sharing from Gilbert

* Problem for next time...SRU...Nathan has 70 Pokeman cards.  He lost 41.  How many Pokeman cards does he have left?

Next meeting: Thursday, March 4

* number lines, pictures, start change model (Everyday Math)

*Use of Elmo, magnetic 10 strips

* Discussed how to cognitively guide the students without giving too much information.  Cognitively we are not convinced that JCU are age appropriate for kindergarten children.

*Presentation, guiding, group sharing are important components to the success

*Discussed ITBS and the need for correct answers

*SRU Problem - Pokemon card problem.

*Problem for next time...Each grade level will create their own CGI problem (age appropriate) using money.

*Next Meeting : March 18, 2010

* Algorithm is hard to get away from.  Equations are being introduced and tied together with the word problem.

*Number lines were used but talked about how to jump to skip counting.

*We need more base 10 manipulatives per student to help them represent large numbers.

A CGI money problem was created per grade level teachers.  

Example: Collin bought __ tractors at the John Deere shop.  Each tractor costs __ cents each.  How much did his purchase cost?

Patrick had 5 pennies.  Then he magically found __ under the rainbow.  How many pennies does Patrick have altogether?

Problem for next time: Each grade level will create their own CGI problem (age appropriate) using money.

Next meeting: April 8, 2010

3rd grade students solved a problem using doubles.

Direct Modeling

Used 100's chart

Used tens and ones

Students drew the number of tractors then drew dots in each tractor representing how many cents each tractor costs.

Counted out the number of tens and ones then took away or covered up what was spent.

* Discussed equity data and decided to email results by grade level to Sarah Henkels by Friday.

* Problem:  Money or counting change appropriate by grade level.

* Our next focus problem will be discussed at our CGI meeting in Elkader as will our next meeting date due to our conflict with our spring concert on April 22.

* algorithm, number line, picture

* 3rd graders reverted directly to algorithm

*  1st graders used number lines, drew very wonderful pictures

* We discussed how we would like to see where our kids are in a few years after being introduced counting change in a different way.

* Ann shared a wonderful story of a student who wrote a word problem using counting back change with the answer being the number of the day.

* Questions about what is expected for the CGI paper due at the end of April.

*Do we have enough math manipulatives?  More are needed if our school is going to continue doing CGI.  Is it be possible to purchase one "Title 1" cart filled with manipulatives.  The cart could be brought from room to room for use.

*Our next focus problem:  Grade level problem will be created using fractions.

*Next meeting: 5/6/10

*Discussion of Everyday Math.

*Discussion of Fraction problems.

*Discussion of challenges of CGI this year.

Example:  Each teacher posed a problem that contained a fraction.

* A third grade student did not understand the concept of half.  Teachers had a discussion that with our new series will help.

*Teachers have expressed that they have given students problems that they may have never attempted before.

*Challenges include classroom management, logistics, questioning, encouraging confidence.