1. Assessing what “Counts” Math Facilitator Session August 2013

2. Agenda- just for us: 1 hour Amy- 10 minutes -Identifying gaps -Current assessment practices TEACHERS -30 minutes - practical use in the classroom, when do we do this? How do we use the reports, does work on Ipads -How it’s changed their teaching -How does it correlate to the Common Core and Investigations ADMINISTRATORS– 15 min -Reports; teacher, admin reports -Makes better teachers - Q&A - Amy- 5 minutes – reminder to send teachers to pd

3. http://youtu.be/aJqNLcOkwhw Lost in the Sea of Assessment

4. Things to Consider -What information does this give teachers -What if teachers “can’t fit it in”? Should the facilitator assess? -How does it fit with Investigations?

5. Hunter at the end of Kindergarten He can count to 100 and he knows all of his shapes. His teacher says, “He’s doing great in math”. What Hunter’s teacher doesn’t know … Hunter can’t accurately count out a pile of 32 objects.

6. Hunter at the End of 1 st Grade Hunter can add and subtract and Can solve word problems His teacher says, “His math skills are strong” Hunter doesn’t see groups, he still thinks of everything as one. What Hunter’s teacher doesn’t know …

7. Hunter at the End of 2 nd Grade Look at Hunter now! By the end of 2 nd grade, Hunter can add and subtract two-digit numbers. His teacher says he needs more work with addition and subtraction because he’s not always accurate. Hunter doesn’t understand how to compose and decompose numbers. What Hunter’s teacher doesn’t know …

8. Hunter at the End of 3 rd Grade By the end of 3 rd grade, Hunter is really struggling in math. He’s having a very hard time understanding the concept of multiplication, and often tries to hid the fact that he’s counting on his fingers to add and subtract. What happened to Hunter?

9. Do our Current Assessments… …tell us if our K-2 student have missed critical understandings? …help teachers understand how children learn number concepts?

10. CMS Assessment Survey What do you use to assess students in mathematics? Of the 697 teachers that responded to the survey, 87% said they use teacher made assessments and/or common assessments

11. What do Teacher-Made Common Assessments Look Like?

14. Assessing Math Concepts It is not enough to know if the child can get right answers. We need to know what mathematics the child knows and understands. ©Math Perspectives Teacher Development Center, Bellingham, WA www.mathperspectives.com

15. Assessing Math Concepts is: A cohesive look at the development of children’s understanding of core math concepts. ©Math Perspectives Teacher Development Center, Bellingham, WA www.mathperspectives.com

16. AMC Assessments Inform instruction Document growth Uncover the child’s edge of understanding Help us understand how children construct mathematical understandings

17. Tribal Counting   

18. Seize + jingle = Seize + drift = Romp – seize= Romp – nudge = Tribal addition and subtraction

19. We were counting… (sort of) Why can’t we quickly add and subtract? How do we know when students are struggling in math? What’s Happening? Why is this difficult?

20. Take a moment to read the handout, when you finish, reflect on the following… … a child you know is struggling with conservation of number. How do you know he/she is struggling? What might you do to support this child? Counting is as easy as 1, 2, 3…

21. Watch CoreyCorey When presented with 32 http://youtu.be/SMjAyVY pnyo http://youtu.be/SMjAyVY pnyo -what does he estimate? -how does he count? When presented with 32 http://youtu.be/SMjAyVY pnyo http://youtu.be/SMjAyVY pnyo -what does he estimate? -how does he count? When presented with 21 http://youtu.be/HYufHb yOaSs -what does he estimate? -how does he count? When presented with 21 http://youtu.be/HYufHb yOaSs -what does he estimate? -how does he count? When presented with 12 http://youtu.be/KXYA0 QEVyBk -what does he estimate? -how does he count? When presented with 12 http://youtu.be/KXYA0 QEVyBk -what does he estimate? -how does he count?

22. Look again at the article, Counting is More Than 1, 2, 3. Talk with your partner about Corey- what skills/concepts should he be working on? Counting is More Than 1, 2, 3

23. Go to www.amcanywhere.comwww.amcanywhere.com Log-in information: District ID: Demo Teacher ID: Demo Password: Demo Let’s Try an Assessment

24. What did you notice about Abigail’s counting? Let’s Take a look at Abigail

25. Find the Counting Assessment in your blue book. -What resources are provided in this book? -Choose 1-2 pages you think would be the most valuable for your kindergarten team to read and discuss. Be ready to share We Know Where They Are… Now What Do We Do About It?

26. Look at pages 25-31 in your blue book Use the information on this page to find 2 learning activities for either Cory or Abigail. (You will need to reference Developing Number Concepts books 1 and 2).

27. Stand and Deliver Brain Dump

28. Find the Hiding Assessment chapter in your blue book. Read to find out… What are we trying to determine with this assessment? Hiding Assessment What are we trying to determine with this assessment ?

29. What did you notice about Sally’s counting? Let’s Take a look at the Hiding Assessment

30. Go to www.amcanywhere.comwww.amcanywhere.com Log-in information: District ID: Demo Teacher ID: Demo Password: Demo Materials Needed: cubes Let’s try the Hiding Assessment with a partner!

31. Watch TatianaTatiana What did you notice about Tatiana‘s responses?

33. Turn to page 136/137 in your blue book. Read the indicators for (A) Ready to Apply and (P) Needs Practice Tatiana’s Results

34. Hiding Assessment Work Stations

35. What are we trying to determine with this assessment? Can the student combine a ten and some ones without counting and can the student combine numbers by making a ten and leftover ones? Can the student decompose a teen number into a ten and leftovers and can the student subtract by breaking up a number in order to get to ten, and then subtract what is left from 10? Ten Frames Assessment

37. Tens Frame Assessment

38. Understanding Tens as a Unit Counts ten as a single unit Understanding the structure of one ten and some ones Combines 1 ten with any number of ones up to 9 without counting Critical Learning Phases

39. Adding numbers to 20 Adds 10 to any number of ones to 9 without counting Adds 2 single-digit numbers with sums larger than ten by reorganizing them into one ten and leftovers When adding 2 single-digit numbers that result in a ten and some ones, knows what part of the number is needed to make a ten, and what part will be left over Subtracts 10 from any number from 11-20, without counting When subtracting single-digit numbers, knows what part of the number needs to be taken away to get to ten, and what is still left to take away Subtracts from numbers to 19 by breaking up the ten when necessary, and knows how many left without counting

40. In your blue book turn to pg. 143 and read The Challenges of Learning about Numbers are One Ten and Some More As you read think: How does this correlate to the Common Core standards for 2 nd grade and our work in Investigations? Write down your thoughts on a sticky note and put it on the poster in the front of the room

41. Which Investigations Games correlate to AMC?

42. Let’s Try the Tens Frame Assessment Go to www.amcanywhere.comwww.amcanywhere.com Log-in information: District ID: Demo Teacher ID: Demo Password: Demo

43. Tens Frame Stations Addition and Subtraction Spin-It Two Ten Shape Addition Number Shape Pairs Wipe Out

44. As you move to each station….. 1.Read the teacher directions. 2.ENGAGE in the work like a student. 3.Discuss with your partner -Does the work station support needs identified in the hiding assessment or the ten frames assessment?

45. Assessment Guidance Hand out grade level outlines

46. LOGISTICS When will teachers have TIME to administer these assessments? Helpful/harmful facilitator moves AMCanywhere exploration – Reports – Resources

47. Setting up workshop in Investigations Practice, practice, practice routines Using working levels to ensure students are working independently and quietly Meet with one small group a day, use the rest of the time to assess or progress monitor 3-4 students in the class How do I set up my room for AMC?

48. What stations would best support the needs of Sally or Tatiana? How do you know? How would you know a student was struggling with this work? How would you know if a student is ready to move on? STATIONS

49. Remember Hunter?

50. In your blue book, turn to pg. 174 and read “The Challenge of Learning to Think of Numbers as Tens and Ones” How can knowledge of place value impact a student’s understanding of addition/subtraction and multiplication/division? Use an index card to write down your take from the reading. Learning about Tens and Ones

52. Kathy Richardson learning activities are differentiated for each child but it is not noticeable to other students. They are very similar to Math Investigations curriculum and correlate with the AMC Anywhere testing objectives. Students enjoy these learning activities because they are working at their target level. Learning Activities

53. Working Level Board Example

54. Why is AMC Anywhere important to Smithfield Elementary's success? This program helps teacher's with planning instruction sequencing of number sense. It is a great conferencing tool with parents for deeper understanding of number sense. AMC automatically differentiates learning activities on target levels. Students are easily engaged in learning activities. Data can be taken easily in the classroom environment.

55. Overall Benefits -Parent communication of students’ areas of weakness and strengths -Makes teachers better, as it provides them with a better understanding of the foundations of mathematics -Seamless connections to Investigations

56. Student Report- Counting Objects

57. AMC Anywhere Reports