1. Two-Digit Addition and Subtraction
Time to assess kids will be inserted when we know what time that will occur!

2. Solve the following problem:28 + 16 = ?
Without paper and pencil (please)
After you solve the problem, find a partner and show them how you solved the problem using the cubes as a model
Get them to see reorganizing mentally.

3. Solve the following problem:28 + 16 = ?= = = = =
Have participants solve mentally. Say: If our starter problem is … how do the other problems relate =
Steer them toward a mentally math combinations and reorganizing the tens and ones.

4. How do these tasks connect to the Grouping Tens videos?
Move around … add activity

5. Discussing the Video Video for 69+87 What did you notice?
What is the connection to the work that we have been doing?

6. Reading about 2-digit addition
Read p in the red book
What is the connection between place value understanding and addition work?
What mathematical understandings do students need to have in place to be successful?
goal here- help them connect math concepts from previous assessments to the 2-digit addition work

7. Two-Digit Addition and Subtraction Assessment
Can the student use the concept of tens and ones to add two-digit numbers, by mentally breaking them apart and reorganizing them into the total numbers of tens and ones, when the problem is present:
Level 1: With a model
Level 2: Without a model
Level 3: Symbolically

8. Activities Containers Building Stacks Roll and Add
Participants will look at each of the activities Whole Group one at a time and then discuss. Discuss: How does it connect with tens and ones work, reorganizing numbers, addition and subtraction work. To save time, can separate into 3 group. Have each group do 1, then share out.

9. Let’s watch Cooper! Click the picture to get to the video

10. Here is what the teacher asks. Discuss why use this language
Here is what the teacher asks. Discuss why use this language? What is the focus?

12. Discuss how the strategies change and identify what the strategies look like. Stress that you need to have students explain what they are thinking/ strategies used to solve their problem. Delve into the difference between all of these.

13. What would Cooper need now?
Compare the strategies for and He got 2 correct answers. So he was a P+ and not an A. LOOK AT THE STRATEGIES!!!

14. Let’s try the Two-Digit Addition and Subtraction Assessment
Log into amcanywhere.com
Complete the assessment as we watch Brian
Two-digit addition and subtraction assessment

15. Let’s Assess Brian http://www.youtube.com/watch?v=ZfHNVJOY8N0
Click on the picture to view the video
Have participants record Brian’s responses in the demo mode of AMC anywhere.

16. What evidence was there about his mathematical understanding?
Brian
What did he score?
What evidence was there about his mathematical understanding?
What questions do you have about Brian’s understanding?
whole class brief discussion….

17. What comes next for Brian?
Using the blue book, read p
Using the charts on p
Can you find which activities Brian needs at this point?
Brian “Needs Practice.” Teachers will find the answer on pg. 218
**Explain that the first number refers to the book number and the second number is the chapter, and the third number is the activity. For example activity Two Ten Shapes: Addition Station is in Book 2 (2-3:34) while Partner Add-It is in Book 3 (3:1-48)

18. Now find Roll and Add in your Developing Number Concept Books
Roll and Add is Book 3, Chapter 1, Activity 50 (3:1-50) pg. 121

19. Station Time! Partner Add-It Add ‘Em up- Yarn Shapes
Add ‘Em Up - Lots of Lines
Partner Add-It
Use the matrix.
Add ‘Em up- Yarn Shapes

20. Time for lunch
11:30-12:45

21. Time for math
52-24=
Now we want you to come up with 6 related subtraction problems.
Two of them should include the number 52.
Two of them should include the number 24.
Two of them should include neither 52 or 24.

22. Reading- Subtraction Read p. 106-107 “Subtracting Numbers to 100”
Discuss: What struggles do students have when subtracting larger numbers?

23. Your turn….. Read your assigned strategy.
Be prepared to share with the group:
1. What is the strategy?
2. Show an example
3. How does it relate to the assessment?
Assign tables one of the 3 strategies (pg )

24. Subtraction specific games…
Roll and Subtract
Two Ten Shapes Subtraction
Partner Take Away
Use the matrix.
At the end, have teachers reference page 223 and talk with their partner about when Lots of Lines and Yarn stations can be used

25. agree/disagree…
By the end of 2nd grade students need to have basic facts memorized (2 seconds or less).
By the end of 2nd grade students need to have multiple strategies and ways to think about subtracting 2-digit numbers.
By the end of 2nd grade students need to be proficient with the standard algorithm for subtraction.
By the end of 2nd grade, getting the answer to a 2-digit addition or subtraction problem efficiently (in a few quick steps) is a reasonable expectation.
use if needed- in case students are late or don’t come

26. Connections to Investigations
What are the addition/subtraction strategies that students typically work with in 2nd grade?
How can this last assessment and the concepts in it support students’ strategies?
if time

27. Moving Forward Assess your students….
Grant requires- Hiding Assessment 3 times
By Oct 15, By Jan 30, By May 30
Other assessments based on students’ needs
Complete online modules
Due dates- Oct 15, Jan 30, April 30
On-line modules are all classroom-based and based on collecting data

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29. Be Awesome!!!
To teachers
(click school bus)