1. Assessing Math Concepts APLUS Cohort 2 2013-2014 Day 1 – CMS August 5, 2013 First Grade

2. 7/13/13 Looking beyond the “I” in the rush to get our job done Based on the work of Susan Dellinger, Ph.D.

3. 7/13/13 TRIANGLE BOX RECTANGLE CIRCLE SQUIGGLE

4. 7/13/13 If you want a job done right……. DO IT YOURSELF

5. 7/13/13 I did it my way…….. And you will do it my way, too

6. 7/13/13 I know you think that what I said was what I meant, but are you sure that what I meant was what I said?

7. 7/13/13 Forget your troubles and just get happy. I’m gonna chase all your cares away.

8. If it feels good, do it!

9. 7/13/13 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

10. 7/13/13 Use it to your advantage!

11. Music to My Ears

12.  Seize + jingle =  Seize + drift =  Romp – seize=  Romp – nudge = Adding and Subtracting to 10 Directions: Find each sum or difference.

13.  We were counting… (sort of)  Why can’t we quickly add and subtract? What’s Happening? Why is this difficult?

14. Turn and talk with your neighbor  What does it take to count accurately?  Why do some students struggle? What’s so Hard about Counting?

15. 7/13/13 http://youtu.be/aJqNLcOkwhw

16.  Consider how children construct mathematical concepts  Think about the mathematics undergirding developing number sense  Think about creating a community of learners  Learn to administer selected assessments  Begin to think about how the information gained from the assessments could be used to make instructional decisions Workshop Purposes/Goals

17.  Mathematical Instructional Practices ◦ How do we help our students successfully build foundational mathematical concepts?  Critical Learning Phases ◦ How do the Critical Learning Phases build mathematical understanding?  Assessing Math Concepts Anywhere ◦ How do we assess students to determine Critical Learning Phases? ◦ How do we use Critical Learning Phases to help us meet students’ instructional needs? ◦ Focus on Counting Goals for the Day

18. What do we know about Lily’s understanding of 2 digit addition? Bulletin Board

19.  Kindergarten (K.CC):  Counting and Cardinality  First Grade (1.OA):  Adding and Subtracting (to 10, within 20) CCSS and Core Concepts

20. “Mathematical competence develops in children who learn that mathematics makes sense and who learn to trust their own abilities to make sense of it.” - Kathy Richardson Are Right Answers Enough?

21. Too often students will end up with dead end skills and not the foundational understandings that will lead them to further understand the various aspects of mathematics. Are Right Answers Enough?

22.  In your table groups, consider this question.  As a group, develop a list of characteristics which indicate mathematical understanding.  Record your thoughts to post and share with the group. What determines a student’s success with mathematics?

23.  9 + 3  198 - 9  125 + 127 How would you think of these problems mathematically without using paper?

24. Why do children have such difficulty understanding the mathematics we want them to learn?

25. As educators we must: Understand how young children develop number sense. Provide developmentally appropriate learning tasks to support number sense development. Differentiate math instruction to meet the needs of all students wherever they are in their development of number sense. WE Have a Responsibility

26.  What concepts does this student understand?  What mathematical skills do you believe have helped him be successful? Justin- Grade 2

27. Why do children have such difficulty understanding the mathematics we want them to learn?

28.  They are the essential ideas that are milestones or hurdles in children’s growth in understanding.  They determine the way a child is able to think with numbers and use numbers to solve problems.  They are the understandings that must be in place to ensure that children are not just imitating procedures or saying words they do not really understand. (illusions of learning) http://www.assessingmathconcepts.com/amc_assessments.html Critical Learning Phases

29.  Read the Foreword and Introduction in Kathy Richardson’s How Children Learn Number Concepts.  Discuss with your table: ◦ What is the illusion of learning? ◦ Why are Critical Learning Phases important? ◦ What impacted your thinking in terms of your own classroom instruction? The Level of Thinking that Children have reached determines their ability to Learn.

30. Why Assessing Math Concepts? A cohesive look at the development of children’s understanding of core math concepts.

31.  Inform instruction  Document growth  Uncover the child’s edge of understanding  Guide us as to what is coming into view as children construct mathematical understandings The Assessments http://www.assessingmathconcepts.com/amc_assessments.html

32.  Enables teachers to select instructional tasks that coincide well with child’s current level of understanding  Provides an on going picture of child’s achievement progress  Provides data for measuring understanding of core number concepts Document Growth http://www.assessingmathconcepts.com/amc_assessments.html

33. The assessments are not about “helping children be right,” but about uncovering what they need regarding instruction. http://www.assessingmathconcepts.com/amc_assessments.html

34. The information you get tells you what you need to do for your students. What you learn can truly guide your instruction. The assessments are the beginning, not the end. http://www.assessingmathconcepts.com/amc_assessments.html

35. Lunch Reading: How Children Learn Number Concepts Chapter 1- Understanding Counting

36.  Based on your lunchtime reading, work with your group to create a list of what evidence you will look for to determine whether or not students are proficient counters. What does it mean to be a proficient counter?

37.  Know the correct counting sequence  Have one-to-one correspondence  Keeps track  Know how many when finished counting  Be consistent  Be efficient Counting is a complex concept…but a simple task What does it mean to be a proficient counter?

38. What will my students be asked to do during the Counting Objects Assessment?  Students will be asked to count a pile of objects.  Students will be asked to count out a particular quantity of objects.  Students will be asked to identify one more and one less than a particular number with and without counters.

39. 7/13/13 When presented with 32 http://youtu.be/ SMjAyVYpnyo http://youtu.be/ SMjAyVYpnyo -what does he estimate? -how does he count? When presented with 32 http://youtu.be/ SMjAyVYpnyo http://youtu.be/ SMjAyVYpnyo -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?

40. 7/13/13 Go to www.amcanywhere.comwww.amcanywhere.com

41. Login Screen District ID: demo Teacher ID: demo Password: demo

42. Welcome Screen

43. Start Assessment Tab

44. Select an Assessment

45. Where Do I Begin?

46. Keeping Records 7/13/13

47. Strategies for Part 1, Task 1 Tips for “Tells How Many” Remembers: Are able to tell you the number they counted. Recounts to find out: If they recount, this means they know they have a way of answering, but didn’t keep the number in their head the first time they counted. Doesn’t remember: They can’t remember because their attention wasn’t on quantity, but on the act of counting; the number they landed on has no meaning to them and they can’t remember it.

48. Strategies for Part 1, Task 1 Tips for “Counting Method” Strategies Moves – the child moves each counter as he or she counts it. Lines up first – lines counters up first, before they begin to count. Points – the child points at the objects without moving them. It may mean they don’t have a way of keeping track, or they could be able to keep track without moving anything. Looks – the child counts without touching counters; this may mean they don’t realize touching helps; or they are more sophisticated and can accurately count without touching or moving the counters.

49. Keeps track with ease – keeps track confidently and is accurate. Keeps track with difficulty – student might recount to be sure they are correct. Loses track – may count correctly at first, and then lose track. Can’t keep track – doesn’t always touch each object; doesn’t have a system for keeping track; may count some more than once. Lacks one-to-one – doesn’t touch one object for each number word. Strategies for Part 1, Task 1 Tips for “Keeping Track Strategies”

50. 7/13/13 When presented with 32 http://youtu.be/ SMjAyVYpnyo http://youtu.be/ SMjAyVYpnyo -what does he estimate? -how does he count? When presented with 32 http://youtu.be/ SMjAyVYpnyo http://youtu.be/ SMjAyVYpnyo -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?

51. 7/13/13 Turn to page 28 in your blue book. Read the indicators for (A) Ready to Apply

52. 7/13/13 Turn to page 16 in your blue book. What does an “A” mean? Discuss how to read and where to go for instruction

53. 7/13/13 Now let’s look at the article, Counting is More Than 1, 2, 3. Talk with your partner about Corey- what skills/concepts should he be working on?

54. 7/13/13 What did you notice about the manipulatives used during Corey’s assessments?

55. 7/13/13 What did you notice about Abigail’s counting?

56. Counting Objects:  Counts one item for each number (one-to-one correspondence)  Keeps track of an unorganized pile  Spontaneously checks by recounting to see if the result is the same  Knows ‘how many’ after counting  Notices when recounting a group results in a different number  Is bothered when counting a group results in the same number after some have been added or taken away.  Reacts to estimate while counting  Gets a particular number without counting past it Critical Learning Phases

57. One More / One Less:  Knows ‘one more’ in sequence without counting  Knows ‘one less’ in sequence without counting  Notices if a counting pattern doesn’t make sense (Ex: saying 20, 30, 40 instead of 21, 22, 23 or 13, 14, 15 instead of 13, 12, 11)  Knows one more without counting when numbers are presented out of sequence  Knows one less without counting when numbers are presented out of sequence Critical Learning Phases

58. Strategies for Part 1, Task 2 Tips for “Make a Pile” Counts to Number Correctly – has no problem counting out a quantity. Counts past, self corrects – number beginning to have meaning; recognize when they count past and correct. Counts with errors – Can count out the number of items, but there are errors in the sequence. Counts past, doesn’t notice - Quantity doesn’t have meaning yet; can only focus on the counting, not on the number itself.

59. Strategies for Part 2, Task 3 & 4 Tips for “One More/One Less Knows without counting – knows the sequence, up and down, without counting. Says rote sequence – knows “one more” but is counting rote sequence. Counts all objects – need to go back and count from one. Incorrect – doesn’t know how many when one is added; may just say a number to answer the question. Note: for one more/one less tasks without counters strategy will be “Counts on Fingers” instead of “Counts all Objects”.

60.  Part 1 o Task One: Counting a Pile Assess methods for counting, keeping track and rote counting. o Task Two: Making a Pile  Part 2 o Task Three: One More/One Less o Task Four: One More/One Less Assess ability to add or take away one more or less with and without counters, and in and out of sequence. Summary of Counting Objects Assessment

61. N Needs Prerequisite The child is not yet able to learn this concept. Something else is needed first. I Needs Instruction The child has a beginning understanding of this but needs support. P Needs Practice The child is developing insight and competence and needs to work at this level longer. A Ready to Apply The child has facility with the idea and needs to apply it and move on to other concepts. Assessment Results Instructional Levels http://www.assessingmathconcepts.com/amc_assessments.htmlttp://www.assessingmathconcepts.com/amc_assessments.html Complete descriptions included in Assessing Math Concepts 2012 Edition – refer to pp. 15-19 and pp. 25–31.

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

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

64. Any Questions about the Counting Objects assessment?

65. SUMMARIZING THE DATA  Let’s look at the reports that can be run using the AMC software.  How could you use this information to inform instruction?  Linking Resources to Instruction - Resource on Assessing Math Concepts Anywhere Website

66.  Using the Number Concepts resource, you can create activities for students based on their level of understanding.  Stations can be organized in various methods and ways, which we will discuss on Thursday.  Today, we will spend time becoming familiar with the games so that you can ask any questions. Developing Number Concepts Books and Stations

67.  Focus – What is the purpose of these activities? The purpose for the counting stations is for students to have experience with counting. If you have students that are more advanced, they will be working on different stations with a different purpose.  For advanced students, you can begin to ask questions to make the task more thought provoking and rigorous.  Stations are questions to be answered, not task to be completed.  Manipulatives are not for getting answers but they are seeing the numbers and how to get the answers. (Be careful not to touch the manipulatives for the kids.) What is the purpose of the Stations?

68. 7/13/13

69.  How Children Learn Number Concepts Chapter 2 – Understanding Counting and Understanding Number Relationships Homework

70. 7/13/13 Presented by:

71. Quick Images 7/13/13

72. Book Talk

73.  After counting, we begin to establish meaning with the numbers. ◦ We begin to look at relationships between numbers, which generally means we need to start with smaller numbers in order to truly understand those relationships. ◦ Focusing on one number in relationship to another number. ◦ More and Less

74. Number Relationships

75. Changing Numbers:  Changes a number to a larger number by counting on, or adding on a group  Changes a number to a smaller number by counting back, or removing a group  After changing one number to another, is aware of how many were added or taken away  Knows how many to add or take away from a number to make another number Critical Learning Phases

76.  Students will be shown a series of numeral cards and asked to change a pile of counters from one number to another.  They will be assessed on numbers to 6, to 10, and to 20. Program will move to higher or lower numbers based upon students’ responses.  Note: Numeral cards to conduct assessment are available in downloads section of amcanywhere.com. What will my students be asked to do during the Changing Numbers Assessment?

77. Strategies to Change Counters “ Change these counters so there are….” Adds correct group Student can add on a group; understands number relationships. Counts on Student changes it by counting on (or counting back). Adds some, checks and fixes Student guesses an amount to add and check and guess again until they arrive at the number asked. Counts all, adds on by ones Students know they need to add some, but have to count the whole pile. Can’t/Makes new pile/Adds total Students isn’t able to start with original number. May make a new pile to get to number requested.

78. Strategies to Describe Relationships “ What did you have to do to change….?” Says number added Student is able to correctly tell you the number of counters they added. Says number, but checks Student is able to correctly tell you the number of counters they added, but checks to make sure. Figures out number added Student is able to tell you the correct number of counters added, but has to figure it out first. Says total number Student says the number of counters in the pile, instead of the number added/taken away. Doesn’t say number Student says something such as, “I put more" or "I made the number”.

79.  We are going to view a video twice: ◦ The first time, just take notes, based on what you understand about the Critical Learning Phases associated with this assessment – refer to p. 36 in your ‘Blue Book’  What does Loiter know?  What is s/he able to do?  What might be his/her next step? ◦ The second time, you will use the AMC Anywhere site – be sure you are in demo mode! Changing Numbers Assessment in Action

80. 7/13/13 AMC Anywhere Please use the following website to login. www.amcanywhere.com Log in information District ID: demo Teacher ID: demo Password: demo Go to Start Assessment Practice Combination Trains with partner.

81. Loiter Loiter (Kindergarten)

82. Summarized at end of assessment as: A – Ready to Apply P – Needs Practice I – Needs Instruction N – Needs Prerequisite Complete descriptions included in Assessing Math Concepts 2012 Edition – refer to pp. 39 – 41 and pp. 49-53. Assessment Results

83.  We are going to view a video twice: ◦ The first time, just take notes, based on what you understand about the Critical Learning Phases associated with this assessment – refer to p. 36 in your ‘Blue Book’  What does Aaron know?Aaron  What is s/he able to do?  What might be his/her next step? ◦ The second time, you will use the AMC Anywhere site – be sure you are in demo mode! Changing Numbers Assessment in Action

84.  In the Changing Numbers Assessment, counting on is sufficient for receiving A’s if the student knows how many he or she is adding on when they add. You will be ready to apply if you count on, and the second question will determine your level. Changing Numbers Assessment

85. Assessing Math Concepts 2012 Edition by Kathy Richardson contains important information. It is recommended that teachers read the following information from the Changing Numbers section:  Learning Beginning Number Relationships (p. 35)  The Challenges of Learning Number Relationships (p. 36)  The Student Interview (p. 37)  Guidelines for Providing Appropriate Experiences (p. 42)  Linking Assessment to Instruction (p. 47) Where can I learn more about the mathematics behind this assessment?

86.  Choose a partner.  Find the Changing Number assessment demo on your computer.  Click on Student A.  One of you be the student, the other the teacher, and go through the assessment on the computer.  Now change roles. The student becomes the teacher, the teacher is now the student.  Discuss what you learned. Let’s Practice

87. Summarized at end of assessment as: A – Ready to Apply P – Needs Practice I – Needs Instruction N – Needs Prerequisite Complete descriptions included in Assessing Math Concepts 2012 Edition – refer to pp. 39 – 41 and pp. 49-53. Assessment Results

88.  In the Changing Numbers Assessment, counting on is sufficient for receiving A’s if the student knows how many he or she is adding on when they add. You will be ready to apply if you count on, and the second question will determine your level. Changing Numbers Assessment

89. “Both the assessments and instruction should leave you with a question. It gives you something to watch for.” -Kathy Richardson

90. “Teachers are responsible for the learning not the teaching. Not just teaching but ensuring that they are learning the concepts as well.” – Kathy Richardson

91.  Blue Assessment Book: Number Arrangements Lunch Reading

92. 7/13/13 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 or to complete tasks and to get right answers. “

93. CountingRelationshipsComposition /Decomposition Place Value Counting Objects Goal is to move from count and land to develop meaning with numbers. Thinking about the quantity as you count. Count to 21 and then more advanced. Changing Numbers More or Less Trains If I know how much this amount is, then I can use it to figure out the other amount. Number Arrangements The Organization of Foundational Skills

94.  The goal of number arrangements is to recognize the parts of numbers and to combine the parts of numbers without counting all. Composition and Decomposition

95. 7/13/13 Number Arrangements Watch Number Arrangements VideoNumber Arrangements Video What students need to do in order to understand parts – Number Arrangements Can I see parts? Can I combine parts without counting? Can I use what I know about one combination of numbers to figure out what I don’t know?

96. 7/13/13 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

97. 7/13/13 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

98. 7/13/13 How Children Learn Number Concepts Watch Harper Harper Read the selection: Combining Parts of Numbers pg. 56-59 When finished, silently reflect, about Harper. What do you notice about the student’s understanding? What can we learn about the student’s instructional needs?

99. 7/13/13 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

100. 7/13/13 How Children Learn Number Concepts Watch IsaiahIsaiah Which phase from our previous reading would best describes Isaiah? So where do we go next?

101. 7/13/13 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

102. 7/13/13 Assessment Practice Find a Partner Arrange the three combination trains

103. Linking Assessment to Instruction

104.  For the counting stations, you do not necessarily add additional activities to the stations.  You simply ask different questions so that students can think in different ways.  It is not about getting the answer, but it is about number relationships.  The rigor is in the thinking not the activities.  It is not the task to be completed, but it is the question to be solved. Changing Numbers Connection to Instruction

105.  Who is doing the thinking?  How many different ways can I present a concept? (When given different materials, can they still do the math?)  What questions can I ask to focus children's thinking and help them move forward.  What connections and relationships are they making to help them move forward? Questions come from what comes next to help them move their thinking. How can I change the question to meet the range of needs instead of changing the task?

106.  If I know the question before I ask it, I am not really asking a question. ◦ How do you know? ◦ Are you sure? ◦ How did you get that? Example of building meaning for numbers through using counting stations with questioning: Before you begin counting, do you have any idea where you might land? Ask questions during stations

107. 7/13/13 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

108. What is a Number Talk? 1. Classroom environment and community 2. Classroom discussions 3. The teacher’s role 4. The role of mental 5. Purposeful computation problems 7/13/13

109. See a Number Talk in Action 7/13/13 Kindergarten Ten-Frames and Dot Cards 2 nd Grade 8 +62 nd Grade: Addition 59 + 13

110. 7/13/13 Parking Lot

111. 7/13/13 Presented by:

112. 7/13/13 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.

113. 7/13/13 “ 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.

114. Who Is Hiding? 7/13/13

115. 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

116. 7/13/13 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.

117. 7/13/13 Hiding Assessment vs. Combination Trains Review Combination Trains How is the Hiding Assessment different from the Combination Trains? How is the focus different for each?

118. 7/13/13 Types of Subtraction Situations Read Investigations Teacher Notes Act out the Squirrel Problem Which Mathematical Practices are evident?

119. 7/13/13 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 that is the case.

120. 7/13/13 Tying it ALL together! Briefly discuss how the hiding assessment ties in with the math program you already using. Move around the room answering the questions written at the top of each post-it chart paper.

121. 7/13/13 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

122. 7/13/13

123. Tens Frame Assessment

124. 7/13/13 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

125. 7/13/13 Activities How Many Am I Hiding? Ten Plus Working With Ten Shapes A Ten-Shape and More: Subtraction Grab Bag: Subtraction

126. 7/13/13 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.

127. 7/13/13 Parking Lot

128. 7/13/13 Presented by:

129. 7/13/13 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?

130. 7/13/13 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

131. 7/13/13 Grouping Tens Assessment: Let’s look at Reggie

132. 7/13/13 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

133. 7/13/13 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.

134. 7/13/13 Use AMC Anywhere reporting to view student results. Interpreting & Using Assessment Results Select Reports Select from a variety of reports.

135. 7/13/13 Use “Linking Assessment to Instruction” guides for instructional support from Developing Number Concepts Select Downloads Select Linking Assessment

136. 7/13/13 How do I find appropriate activities according to my data? Read pages 188 – 194 in your blue book called “Guidelines for Providing Appropriate Experiences”.

137. 7/13/13 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.

138. 7/13/13 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?

139. 7/13/13 Grouping Tens Stations Lots of Lines Paper Shapes A Ten Shape and More Subtraction Grab and Add Race to 100/Race to 0

140. 7/13/13 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

141. 7/13/13 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.

142. 7/13/13 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.

143. 7/13/13 Math facilitators/contacts at each school will receive monthly professional development on supporting teachers at the school level

144. 7/13/13 Resources continuously added to www.elementarymathematics.org www.elementarymathematics.org All power points are linked to this site All videos used during these presentations are linked with more to come…! Ideas and resources shared by CMS teachers Managing the classroom environment Effectively using KR AMC assessments Reading and Using Reports 101 And more!

145. 7/13/13 Supporting teachers in your Professional Learning Community Aka… “How am I going to share this with my team?”

146. 7/13/13 Sometimes, messages get “lost in translation” or mis-communicated

147. 7/13/13 What’s the Message? http://www.youtube.com/watch?v=nhe0KSGoUgc

148. 7/13/13 At your table, divide your chart paper into 4 sections In 3 random sections… Communicate one way to support teachers in your PLC – you can draw a picture, use words, but be as descriptive as possible. In the unused section… Communicate one ineffective way to support (not) teachers in your PLC

149. 7/13/13 With your table-mates, peruse posters at other tables 1. Spot the non-example 2. Record ideas you might want to use with your PLC

150. 7/13/13 Please complete the survey before leaving

151. 7/13/13