By Kathy Richardson Assessment #6 Hiding Assessment Overview & Description of Strategies

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.

What are we trying to determine with this assessment? To determine if the student knows parts of numbers to 10 quickly, without counting to figure them out. Can the student use what they know about parts of numbers to solve subtraction problems.

Common Core Alignment Kindergarten Operations & Algebraic Thinking Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. K.OA.4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation K.OA.5. Fluently add and subtract within 5 Grade 1 Operations & Algebraic Thinking Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.3. Apply properties of operations as strategies to add and subtract. 2 Examples: If = 11 is known, then = 11 is also known. (Commutative property of addition.) To add , the second two numbers can be added to make a ten, so = = 12. (Associative property of addition.)

Common Core Alignment continued Grade 1 Operations & Algebraic Thinking Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.4.Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Add and subtract within 20. Add and subtract within OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 1.OA.6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13).

What will my students be asked to do during the Hiding Assessment? Student hands you a particular number of counters. You will hide some and show the rest, and ask student to identify how many are hiding. The program will prompt you through the numbers to identify: - the largest number the student knows quickly (Ready to Apply) - the smallest number(s) the student needs to work on (Needs Practice) - the smallest number the child needs support to work with (Needs Instruction) Note: specific rules for prompts are outlined in the Instructions section of Hiding Assessment on

Where can I learn more about the mathematics behind this assessment? The Assessing Math Concept series by Kathy Richardson contains important information for educators. It is recommended that teachers read the following information from Hiding Assessment Concept 6. Learning to Count Example of Student Interview Grade Level Expectations Assessing Children at Work Linking Assessment to Instruction

Overview of Hiding Assessment 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.

Tips for “How many are hiding?” Knows Quickly: Does not hesitate or count to figure out. Related Combinations: Uses what they already know to figure out what they don't know. Ex: I see 2. 4 and 2 is 6 so 4 are hiding. Counts On or back: Starts with what they see and counts on or starts with the whole number and counts back for each counter they see. "I see 4...So, are hiding. Two are hiding." Counts All: Uses fingers or visualizes the whole number. Guess/No answer: Unable to say missing number; may say any number. Strategy Unknown: Prompts teacher to ask “How did you think about that?”

Assessment Results Summarized at end of assessment as: A – Ready to Apply P – Needs Practice I – Needs Instruction Complete descriptions included in assessment guide.

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

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