JACKSON ELEMENTARY AGENDA AND TEMPLATE FOR EQUITY PLCs

Date and Time of PLC 2/12/15

1

Grade Level

Attendees_ Marylou Oland-Wong, Clara Jessica Garay, Maria Camarena, Victoria Piper, Janna
Edward

1. DATA: Looking Back

-Review which students did or did not meet the standard for the last focus of our
PLC.
-What strategies were the focus of the last cycle? 2 digits in a 2 digit number
represent amounts of tens and ones. What did we learn about those strategies? We
need to explicitly teach the vocabulary of value and digit.
-What types of questions did students miss on our assessment? The value of the
digit in the tens place
2. INSTRUCTION: Looking Forward
-Identify the standard/s of focus
Operations and algebraic thinking
Work with addition and subtraction equations
1.0A.8 Determine the unknown whole number in an addition or subtraction
equation relating to three whole numbers. For example, determine the
unknown number that makes the equation true in each of the equations 8+?
=11, 5=?-3, 6+6=?

-Deconstruct the standard/s to the skill level (what skill or skills are being
addressed in the standard/s).
Understanding an equation and representing an equation in various ways. Visual familiarity.
Representing an equation with manipulatives.

-Determine the pre-requisites of the skill/s you will be addressing

Fluency in adding and subtracting to 20.
Understanding mathematical symbols.

-Identify the key academic vocabulary

Prove
Analyze for precision
Use reasoning to defend your equation

Form Adaption #2 by J. Newell 4/2014 from the original document: PLC/Collaborative Template ED Equity Educational
Consultants www.edequity.com

-What sentence frame/s (from Levels 3 or 4 on DOK) will you use?

The strategy I used to prove my equation was:_______________________.
Another equation that shows this is:
La estrategia que use para probar mi ecuacion fue
______________________.
Otro ecuacion que demuestra que el valor es igual sera ______________

JACKSON 5
1. Structured
oral
language
practice
2. Academic
vocabulary

-Describe the ways you will explicitly teach this content/skill

Creating subtraction equations by using addition equations.
Use a variety of manipulatives beyond pencil and paper.
Relate quick practice to ticket out the door.
Expose them to equations in various orders and with various missing
parts both horizontally and vertically.

3. Think-PairShareWrite
4. Positive
descriptive
feedback
5. Culturally
conscious
instruction
al
strategies

-Determine the assessment you will use (formative)

Ticket out the door and anecdotal records. Quick quizzes as needed. Classroom work.

-Develop an instructional plan for students who will have trouble grasping the
content or skill.
Tier 2 explicit instruction whenever possible.
Support of weak concepts through quick practice and ticket out the door.

-Develop an instructional plan for students will grasps the content, to broaden or
deepen their learning.
Push them to addition and subtraction with double digits, games additional support activities.

When will each member of your team be teaching these standards/skills?

Teacher

Days and Times

1.__________Camarena__________
_____12:301:30_______________________
2._________ Garay_____ ___________11:45-1:00______________
3.___________Finerfrock_________
______11:45-1:00___________________
Form Adaption #2 by J. Newell 4/2014 from the original document: PLC/Collaborative Template ED Equity Educational
Consultants www.edequity.com