1. Presented by: Susan Outen & Stephanie Miller

2. Today’s Agenda Icebreaker/Tribal Counting/Overview How Children Learn Concepts Video, Discussion, Intro to Combination Trains, Assessment 11:30-12:30 Lunch Videos continued, Discussion, Assessment Practice AMC Blue Book Stations and Sharing

3. Looking beyond the “I” in the rush to get our job done Based on the work of Susan Dellinger, Ph.D.

4. TRIANGLE BOX RECTANGLE CIRCLE SQUIGGLE Which Shape Best Describes You as a Person?

5. Box’s Motto If you want a job done right……. DO IT YOURSELF

6. Triangle’s Motto I did it my way…….. And you will do it my way, too

7. Rectangle’s Motto I know you think that what I said was what I meant, but are you sure that what I meant was what I said?

8. Circle’s Motto Forget your troubles and just get happy. I’m gonna chase all your cares away.

9. The Squiggle’s Motto If it feels good, do it!

10. How Many Picked the Right Shape? 86% pick right the first time Can you identify with 2 shapes? Rectangles and squiggles may be all 5 shapes Knowing your shape and others is described by Dr. Dellinger as Flexing

11. Each of you embodies every shape Use it to your advantage!

12. Tribal Counting   

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

14. 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?

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

16. Why are we using these assessments?

17. 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

18. 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

19. Counting, Comparing & Pattern Addition & Subtraction The assessments lead you to resources that will help provide appropriate instruction for each child. ©Math Perspectives Teacher Development Center, Bellingham, WA www.mathperspectives.com AMC Assessments Inform instruction Documents growth Uncover the child’s edge of understanding Help us understand how children construct mathematical understandings

20. Disagree Agree Take a Stand Listen to the statement. Then, decide if you agree or disagree with the statement and move to the corresponding side of the room. Be prepared to defend your stance. “Far too many children are never given the opportunity to learn that mathematics is a sense-making process. For them, the study of mathematics requires memorizing rules and procedures in order to complete tasks and to get right answers. “

21. 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. Watch Number Arrangements VideoNumber Arrangements Video How could this assessment help you to better understand, our previous student, Isaiah’s learning needs?

22. Go to www.amcanywhere.comwww.amcanywhere.com Log-in information: District ID: Demo Teacher ID: Demo Password: Demo Materials Needed: Assessment Dot Cards Let’s Try an Assessment for Number Arrangements

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

25. How Children Learn Number Concepts Watch Harper Harper Read the selection: Combining Parts of Numbers When finished, silently reflect about Harper. Where does Harper fall within these critical learning phases?

26. 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

27. How Children Learn Number Concepts Watch IsaiahIsaiah Which phase from the article would best help him to succeed? So where do we go next?

28. Instructional Levels NNeeds Prerequisite (The child is not yet able to learn this concept. Something else is needed first) INeeds Instruction (The child has a beginning understanding of this but needs support) PNeeds Practice (The child is developing insight and competence and needs to work at this level longer) AReady to Apply (The child has facility with the idea and needs to apply it and move on to other concepts) ©Math Perspectives Teacher Development Center, Bellingham, WA www.mathperspectives.com

29. Go to www.amcanywhere.comwww.amcanywhere.com Log-in information: District ID: Demo Teacher ID: Demo Password: Demo Materials Needed: Blue & Yellow Cubes Let’s Try an Assessment for Combination Trains

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

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

33. Please turn to pg. 86-89 in your blue book! On your sheet of paper write one thing you took away from the article.

35. Please preview pages 101 – 111. What do you notice about the information in the book? How can this book help you better understand a student’s needs? AMC Blue Book

36. These learning activities will be used to support the student at their instructional need. Let’s Work with a Partner!

37. As you move to each station….. 1.Read the teacher directions. 2.ENGAGE in the work like a student. 3.Discuss with your partner/group which games would be beneficial for each student seen in the video clips.

38. Activities 2-22 Number-Train Arrangements 1-12 Find a Match 2-4 Bulldozer 2-21 Number Shapes using spinners 3-36 Roll And Double

40. Parking Lot

41. Presented by: Susan Outen & Stephanie Miller

42. Today’s Agenda Let’s Do Some Math Hiding Assessment Video, Discussion, and Practice Hiding Assessment Activities 11:30- 12:30 Lunch Article and Discussion Tying it ALL together Ten Frames Assessment Video, Discussion, and Practice Ten Frames Activities

43. Let’s Do Some Math: A man buys a horse for 50 dollars. Decides he wants to sell his horse later and gets 60 dollars. He then decides to buy it back again and paid 70 dollars. However, he could no longer keep it and he sold it for 80 dollars. Did he make money? lose money? or break even? Explain why.

44. “If the standards for mathematical practices are not in place, well then, you are not really using the common core.” -Phil Daro, Common Core author- Mathematics 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

45. 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

46. 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.

47. Hiding Assessment vs. Combination Trains Review Combination Trains How is the Hiding Assessment different from the Combination Trains? What is the focus different for each?

48. Go to www.amcanywhere.comwww.amcanywhere.com Log-in information: District ID: Demo Teacher ID: Demo Password: Demo Materials Needed: Cubes Let’s Try an Assessing the Hiding Assessment

49. Let’s Discuss Briefly discuss how the hiding assessment ties in with the math program you already using. Discuss : 1. How does the Hiding Assessment connect to specific units in Investigations? 2. How does the Hiding Assessment correlate to the Common Core? 3. How can the Hiding Assessment assist in the teaching of word problems? 4. How does the Hiding Assessment correlate to the mathematical practice?

50. Types of Subtraction Situations Read Investigations Teacher Notes Handout Act out the Squirrel Problem Which Mathematical Practices are evident?

51. Learning Stations for Hiding Assessment 1.Roll and Add 2.Apartment Building 3.Grab-Bag Subtraction Station 4.Build-a-Floor Race 5.Counting Boards: Think and Write 6.How Many Am I Hiding?

55. hide

56. Disagree Agree Take a Stand Listen to the statement. Then, decide if you agree or disagree with the statement and move to the corresponding side of the room. Be prepared to defend your stance. Sometimes, indicators that reveal a child’s understanding are overlooked because the child appears to know the mathematics. Inaccurate assumptions are made that more is comprehended than is the case.

57. Video

58. Disagree Agree Take a Stand Listen to the statement. Then, decide if you agree or disagree with the statement and move to the corresponding side of the room. Be prepared to defend your stance. If a child does not appear to understand a concept, walking them through the proper steps and having them repeat the process over and over will help build the foundational skills needed to increase understanding.

59. 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

60. Tens Frame Assessment

61. 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

63. Learning Stations for the Ten Frame Assessment 1.Ten Plus 2.Working with Ten Shapes 3.A Ten-Shape and More: Subtraction 4.What’s Missing 5.Number Shape Pairs 6.Two-Ten-Shapes: Addition

64. Parking Lot Exit Ticket: On a sheet of paper please write one way you can implement AMC Anywhere in your classroom.

65. Presented by: Susan Outen & Stephanie Miller

66. Today’s Agenda Let’s Do Some Math: Plus-One and Minus-One Game/Article Grouping Tens Video, Discussion, Practice Assessment 11:30- 12:30 Lunch Looking At Data Articles and Stations Management/Organization Closing

67. Let’s do some math! Plus-One and Minus-One Game Helps to teach children a particular process for forming and counting groups. Read over the game directions, silently to yourself. How does this activity help you to see how your students learn? What could you do to better help your struggling students?

68. 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

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

70. 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

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

72. Where is Reggie? Use your blue book starting on page 188. What activities would you pull for Reggie and why? Use Developing Number Concepts books to help you.

73. Understanding Regrouping: The Process and the Patterns Begin reading at the Goals paragraph. How does this help narrow your thinking when making informal observations of students in stations? As you participate in the activities think back to what you saw your students do this year. How can you use this resource in your classroom?

74. Grouping Tens Stations Lots of Lines Paper Shapes A Ten Shape and More Subtraction Grab and Add Race to 100/Race to 0

75. Disagree Agree Take a Stand Listen to the statement. Then, decide if you agree or disagree with the statement and move to the corresponding side of the room. Be prepared to defend your stance. If children are to be successful in the study of mathematics throughout their schooling, it is vital that the mathematics they learn be meaningful to them. It is only then that they can build on these early experiences.

76. Use AMC Anywhere reporting to view student results. Interpreting & Using Assessment Results Select Reports Select from a variety of reports.

82. Use “Linking Assessment to Instruction” guides for instructional support from Developing Number Concepts Select Downloads Select Linking Assessment

83. Disagree Agree Take a Stand Listen to the statement. Then, decide if you agree or disagree with the statement and move to the corresponding side of the room. Be prepared to defend your stance. When children are focused on the procedures rather than the number relationships, they are more equipped to judge the reasonableness of their answer.

84. Share on the graffiti walls: I-pad apps/resource ideas/websites Management procedures: students and workshop Time strategies for administering assessments Design tips for setting up your classroom Troubles and Tweaks Graffiti Wall

85. 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?

86. Working Level Board Example

87. Disagree Agree Take a Stand Listen to the statement. Then, decide if you agree or disagree with the statement and move to the corresponding side of the room. Be prepared to defend your stance. If a child does not appear to understand a concept, walking them through the proper steps and having them repeat the process over and over will help build the foundational skills needed to increase understanding.

88. Parking Lot