1. Assessing what “Counts”

2. 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.

3. 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 …

4. 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 …

5. 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?

6. Do our Current Assessments… …tell us if our K-2 student have missed critical understandings?

7. 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

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

9. From Counting to Seeing/Using Groups

10. As you watch the video, consider… … does the student see groups? … how does he determine the total? http://www.youtube.com/watch?v=UdLNTikXmIc&app=desktop Start at 1:26, End at 2:33 Moving Away from Counting All

11. Number Arrangements Assessment The goal of number arrangements is to recognize the parts of numbers and to combine the parts of numbers without counting all. How could this assessment help you to better understand, our previous student, Isaiah’s learning needs?

12. Let’s Try an Assessment Log on to www.amcanywhere.com District ID: 9001 User Name: Your 5-digit CMS ID Password:

13. Click “Start Assessment” at the top of the page

15. What Can the Reports Tell Us?

17. From Seeing/Using Groups, to Knowing Combinations

18. Combination Trains Assessment Learning Number Combinations Children need to see the basic facts as a set of interrelated concepts. Children need to be able to look for relationships between the facts they know and other larger, more complex numbers or problems. Emphasis needs to be on learning number composition and decomposition and number relationships – not just on getting the right answers. Common Core Alignment: 1.OA.3; 1.OA.5; 1.OA.6

19. How Children Learn Number Concepts Watch Harper Harper Read page 102 (second paragraph) & 103 (second paragraph) When finished, silently reflect about Harper. Prepare to give this assessment in demo mode.

20. How Children Learn Number Concepts Watch IsaiahIsaiah

21. Assessment Practice 1. Find a Partner 2. Arrange the three combination trains

22. From Using the Relationship Between Known Combinations to Knowing & Using Parts of Many Numbers.

23. Hiding Assessment Learning to Decompose Numbers To subtract children need to know the parts of numbers and see the relationship between composition and decomposition. Children must recognize that one number is contained within another number. Children must understand that the number stays the same even when it is broken apart and recombined in various ways. Common Core Alignment: 1.OA.3, 1.OA.4, 1.OA.5, 1.OA.6

24. How is this different from flashcards or timed tests? Hiding Assessment

25. Watch Emily : Hiding Assessment When presented with 6 http://www.you tube.com/wat ch?v=7VgYCu mqAIc -What are her counting behaviors? When presented with 6 http://www.you tube.com/wat ch?v=7VgYCu mqAIc -What are her counting behaviors? When presented with 5 http://www.you tube.com/wat ch?v=7VgYCu mqAIc -What changes do you notice? When presented with 5 http://www.you tube.com/wat ch?v=7VgYCu mqAIc -What changes do you notice?

26. Let’s Try an Assessment Log on to www.amcanywhere.com District ID: 9001 User Name: Your 5-digit CMS ID Password:

27. Click “Start Assessment” at the top of the page

29. Hiding Assessment Libby Part 1 – Hiding with Counters Part 2 – Hiding without Counters Note: Go to Part 2 after you have finished Part 1. Assess only the numbers the student knew (Ready to Apply); this is confirm student can identify parts of numbers mentally and are flexible in their thinking about numbers. Part 3 – Log into demo mode and practice the Hiding Assessment with a partner.

30. Using Parts of Numbers to Determine 10 and Some More

31. Ten Frames Assessment Learning about Numbers as One Ten and Some More Understanding that numbers are made up of “ten and some ones” is a foundational skill students must learn to work with larger numbers. To solve more challenging problems student must move beyond counting on strategies and be able to solve problems by using relationships and understanding the underlying structure of numbers to 20. Common Core Alignment: 1.OA.3 & 1.NBT.2

32. Tens Frame Assessment

33. 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? Now it’s your turn to practice the assessment with a partner! Ten Frames Assessment

37. Putting all the Pieces Together to Add Larger Numbers

38. Children need to learn that numbers to 100 are composed of groups of tens and ones. Children must do more than label the digits in a number – they must understand that numbers are organized into groups of tens and ones. Children must recognize that a ten is both one ten and ten ones. This level of thinking is difficult for young children. CC Alignment: 1. NBT.2; 1. NBT.4; 1. NBT.5; 1. NBT.6 Grouping Tens Assessment Learning about Numbers as Tens and Ones

39. Grouping Tens Assessment: Let’s look at Reggie

40. What are we trying to determine with this assessment? Can the student decompose numbers to 20 into tens and ones, by showing the value of the 1 in the tens place in teen numbers and by telling the number leftover when ten is removed from the teen number? Can the student tell how many in a quantity if the number of tens and ones is known and if the student can add and take away ten without counting? Can the student add and take away groups of ten to 2-digit numbers? Log into demo mode and practice Grouping Tens with a partner. Grouping Tens Assessment

41. How do I find appropriate activities according to my data? Read pages 188 – 194 in your blue book called “Guidelines for Providing Appropriate Experiences”.

42. 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?

43. Working Level Board Example