1. By Kathy Richardson Assessment #3 More/Less Trains Overview & Description of Strategies

2. Learning to Compare Numbers Can children compare actual quantities in a variety of settings. Children need to understand “how many more” and “how many less,” initially by counting, but then because they’ve mastered the number relationships. Children need to learn to compare quantities of objects in an organized (lined-up) and a disorganized setting.

3. What are we trying to determine with this assessment? Can students compare two groups, in a variety of settings, and determine which is more and which is less? And, by how many? Identify instructional needs for children of varying abilities from figuring out how to use one train in determining the length of the other, to knowing the difference between a pile of 12 objects and a pile of 9 objects.

4. Common Core Alignment Kindergarten Counting & Cardinality Compare Numbers: K.CC.6 - Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

5. What will my students be asked to do during the More/Less Trains Assessment? Students will be asked to compare the number of cubes in two trains. Students will be asked to use what they know about one train to determine how many more or less cubes in another train. Students will be asked to compare two unorganized groups of counters.

6. 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 More/Less Trains Concept 3. Learning to Count Example of Student Interview Grade Level Expectations Assessing Children at Work Linking Assessment to Instruction

7. Overview of More/Less Trains Assessment Part 1 – Uses one train to determine quantity in the other train Finds the difference between the trains For example: Part 2 – Finds the difference between groups (combination train and disorganized pile). For example:

8. Strategies for Part 1 Tips for “Uses Relationships” “How many cubes do you think there are…?” Knows/Counts back: Student uses number relationships to compare one train to the other. Counts All: Student not understanding relationships between numbers; sees each number as a separate entity. Guess/No answer: Student not able to answer and has no strategy for figuring it out.

9. Strategies for Part 1 Tips for “Finding the Difference” Strategies “How many more/less in one train than the other?” Tells how many: Child knows the difference between the two quantities without having to figure it out. Says either train: Child not understanding question and interprets as “How many in the train with more or less?” Guess/No answer: Child doesn’t understand what you are asking when you say “How many more” or “How many less”.

10. Strategies for Part 2 Tips for “Finding Difference Between Groups” “Are there more red than yellow” Knows/Counts On: Child knows the difference between the two quantities or is easily able to identify and count the extras. Matches 1 to 1: Student breaks cubes up (or touches to compare them) or organizes the pile to match the groups one-to-one, and then finds the extras. Says larger group: Child unable to compare groups and interprets question as “How many in the larger group?” Guess/No Answers: Child doesn’t understand what you are asking when you say “How many more.” Strategy unknown - Prompts teacher to ask “How did you think about that?”

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

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

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