1. Day 3
APLUS Grant
Grade 2

2. LET’S DO MATH! JAR JINGLE - JINGLE JAR JINGLE - MEMO JAR JINGLE - JAR
JAR TORQUE - NIM
JAR TORQUE - TORQUE
JAR TORQUE - JAR SEIZE
JAR, ROMP, JINGLE, JAR NUDGE, JAR, MEMO

3. Schedule Introduction/Opening/Review HW (9:00-9:30)
Critical Learning Phase Connection (9:30-10:15)
Video (10:00-10:15)
Model Grouping Tens Assessment (10:00-10:30)
Practice (10:30-10:45)
Stations (10:45-11:30)
LUNCH (11:30-12:45)
Stations (12:45-1:15)
Assess LIVE students! /Discussion(1:15-2:00)
Benchmark Report (2:00-2:15)
Organizational Tips/Connections (2:15-3:00)
Day 3 in class is p.82-92; Day 3 HW p *

4. Review Homework p
How do children demonstrate an understanding of the questions “how many groups” or “how many altogether?”
Sometimes children appear to understand the structure of a two-digit number but actually do not. How can you tell if they fully understand?
How do these critical learning phases help students understand the structure of number to assist in knowing 10 more/less?

5. Critical Learning Phase Cont… (Chapter 4) p.91
Understanding the Structure of Tens and Ones
Using Symbols
LET’S DISCUSS!
Discuss the points under each critical learning phase on pages 91-93 *

6. Video
Assessment 8
Grouping Tens Assessment/Kathy Richardson

7. Grouping Tens AssessmentWhat are we trying to determine in 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?

8. What does the Assessment look like?

15. Let’s try the Grouping Tens assessment with a partner!
Go to
Log-in information:
District ID:
Teacher :
Password:
Materials Needed: cubes or counters
Teachers should go through this assessment with a partner. *

16. Grouping Tens Stations
Lots of Lines
Grab and Add
Race to 0
Race to 100
Also remind participants about paper shapes activity being the same as lots of lines and yarn shapes with different levels of participation.
Yarn Shapes *

17. Fuel your brain by station exploration! (before and after lunch)
“What would you look for as students work in stations?”
What questions would you ask?”
Break for Lunch!!!!
station, think about… *

18. Grouping Tens Stations
Lots of Lines
Grab and Add
Race to 0
Race to 100
Yarn Shapes *

19. ASSESS Time!
You will now get the opportunity to assess LIVE CHILDREN!!!
Please feel free to ask questions and please take your time.

20. Remind participants how to access the reports on amc anywhere.*

21. Understanding the Instructional Levels
Ready to Apply (A)
The student can already do a particular task and is ready to use this skill in other settings.
Needs Practice (P)
The student can do a particular task with some level of effort but still needs more experiences to develop facility and consistency.
Needs Instruction (I)
The student has some idea of what a task is about but needs support
Needs Prerequisite (N)
The student does not yet understand the concept and needs to work with mathematical ideas that precede the concept being assessed

22. Access CC and Discuss
Access the Common Core Standards and identify which standards the Grouping Tens Assessment addresses.
Discuss with your table mates the correlation between the assessment and these standards.
Next, discuss how Investigations links to this assessment as well as the CC standards.

23. How does this assessment link to your second grade standards?
2.NBT.1
Understand that the three digits of a three digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:(See 2.NBT.1a & b)
One hundred can be thought of as a bundle of tens called “hundred”
The numbers refer to one, two, three etc…hundreds and 0 tens and 0 ones *

24. MORE!
2.NBT.3
Read and write numbers to 1000 using base- ten numerals, number names, and expanded form.
2.NBT.4
Compare 2 three digit numbers based on meaning of the hundreds, tens and ones digits

25. Link it!
2.NBT.8
Mentally add 10 or 100 to any number and mentally subtract 10 or 100 from a given number

26. Setting up for Success
What would a plan for success look like in your room?
What insights do you have about how you can organize your room effectively?
Have participants count off using tribal counting seize to romp to complete this discussion time.

27. How might this fit into your day?
Structure 1-Math Workshop with Daily Workstations
Focus mini lesson
Independent stations/Guided math groups
Group share

28. How might this fit into your day?
Structure 2-Half and Half
Investigations/Common Core Skills, Math Talk, Problem Solving
AMC work stations/small group / conferencing
*This model can be split into thirds

29. How might this fit into your day?
Structure 3-Workstation Day
Initial introduction of AMC stations; workstation day once per week
Other days are common core and Investigations work

30. How might this fit into your day?
Structure 4-Flexible Grouping
Create flexible groups based on student needs
Outside of the regular instruction time
Make a clear intention for the groups based on AMC data to teach a skill

31. Ways to Introduce New Stations!
Teach new activities during whole group or small group
Only introduce one or two stations at a time
Eventually, you can have 8-10 stations at a time
Stations can stay in place for 8-10 weeks or longer depending on your instructional goals

32. Sample Schedule Whole Group Number talk 5-10 minutes
Concepts/Skill Mini Lesson minutes
Independent Work minutes
Students begin activities; teacher checks in with students
Small group/Happens concurrently
Teacher keeps a small group for instruction
Teacher observes students in workstation after small group
No more than one small group a day
Reflective Thinking minutes

33. In your blue book, please read p. 199-203
The End….
Homework for tonight:
In your blue book, please read p

34. EXIT
WRITE ONE THING YOU LEARNED TODAY AND WRITE ONE CONCERN OR QUESTION YOU STILL HAVE.