2.  Introduction/Opening  Counting Assessment Part 1  Lunch  Data  Counting Assessment Part 2  Stations  Discussion/Breakdown

5.   

6.  Seize + jingle =  Seize + drift =  Romp – seize=  Romp – nudge =

7.  We were counting… (sort of)  Why can’t we quickly add and subtract?

8. Turn and talk with your neighbor - What does it take to count accurately? - Why do some students struggle?

9.  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?

10.  http://www.youtube.com/watch?v=PjFL-X3vrVU&sns=em http://www.youtube.com/watch?v=PjFL-X3vrVU&sns=em  What did you notice about Abigail’s counting?

11.  Go to www.amcanywhere.comwww.amcanywhere.com

12. When presented with 32 http://youtu.be/SMj AyVYpnyo http://youtu.be/SMj AyVYpnyo -what does he estimate? -how does he count? When presented with 32 http://youtu.be/SMj AyVYpnyo http://youtu.be/SMj AyVYpnyo -what does he estimate? -how does he count? When presented with 21 http://youtu.be/HYu fHbyOaSs -what does he estimate? -how does he count? When presented with 21 http://youtu.be/HYu fHbyOaSs -what does he estimate? -how does he count? When presented with 12 http://youtu.be/KXYA 0QEVyBk -what does he estimate? -how does he count? When presented with 12 http://youtu.be/KXYA 0QEVyBk -what does he estimate? -how does he count?

13. 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?

14.  What did you notice about the manipulatives used during Corey’s assessments?

15.  Turn to page 28 in your blue book.  Read the indicators for (A) Ready to Apply

16.  Turn to page 16 in your blue book. What does an “A” mean?  Discuss how to read and where to go for instruction

17.  Insert Aaron video- watch  Insert video of struggler- teachers assess

18. Station Name How would you know a student was struggling with this work? How would you know if a student is ready to move on? While observing students at work, you want to know if they are connecting numbers to quantities. What questions might you ask to determine this? Station Name How would you know a student was struggling with this work? How would you know if a student is ready to move on? While observing students at work, you want to know if students are able to conserve a quantity. What questions might you ask to determine this? Station Name How would you know a student was struggling with this work? How would you know if a student is ready to move on? While observing students at work, you want to know how they are keeping track. What will you watch for? What questions might you ask to determine this?

19.  Stickys and charts…where would they go?

21. An egg salesman was asked how many eggs he had sold that day. He replied, “My first customer said, “I’ll buy half your eggs and half an egg more”. ` My second and third said the same thing. When I had filled all three orders I was sold out and I had not had to break a single egg all day”