Kathy Richardson

APLUS GRANT Welcome Cohort 3!Write your name on the name plate.Fill out Pre-Workshop QuestionnaireBegin reading the article at your tableJot down four adjectives which you think describe a Numerically Powerful Child.

Tribal Counting One twothreeTape up the tribal counting numbers in a ten-frame fashion. Explain that researchers found some interesting tribal markings and realized that they were symbols for counting. They loosely translated them. So lets try some of this tribal counting. -Point to each symbol/word and ask participants to say aloud. Do this several times, -Have participants count on their fingers as they say the words aloud several timesTurn over the first and last numbers and have participants say sequence aloud again.Next ask a teacher from each table to get some cubes for their table. Tell everyone, show me memo cubes. Say, I saw some of you nodding your heads, what was that about? Talk about how students do the same thing when they arent sure of the quantity, they are really just determining a place on a number line. Now show me jar Ask, Why was that easier, what did you do Some will say they added on, others will say they knew ten. Mention that using relationships is very helpful when first learning how to count. Continue to next slide. -2Seize + jingle = Seize + drift = Romp seize=Romp nudge =

Tribal addition and subtractionAsk participants to solve the first equation with cubes, then record their number sentence on a post-it note.Continue with the second equation. Ask, Did anyone use what they knew about the first equation to solve the second? Why, why not? Participants will probably say the didnt make the connection because they were working hard to just determine the quantity of each.

Dont spend too long on this just long enough to get participants thinking about how hard it is to understand quantity then apply it to addition, subtraction, etc.

3We were counting (sort of)

Why cant we quickly add and subtract?

How do we know when students are struggling in math? Whats Happening? Why is this difficult?Have participants turn and talk Dont have participants share out their ideas. This is just to get them thinking about the complexity of counting.

4We can already expect that you will.

Establishing Norms

NORMSWhat do you need to support your own learning?What can you do to support the learning of others?

Disagree

AgreeTake a StandListen 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 childs understanding are overlooked because the child appears to know the mathematics. Inaccurate assumptions are made that more is comprehended than is the case.

If time permits, please complete prior to lunch.

Sometimes, indicators that reveal a childs understanding are overlooked because the child appears to know the mathematics. Inaccurate assumptions are made that more is comprehended that is the case. Explanation: For example, a child may have learned to line up counters and carefully touch each one and tell how many. However, if the child is not able to hold a number in mind, she will count past that number when asked that number of objects. A child may have memorized the chant, 6 and 6 is 12 but it must be assumed she doesnt really know the meaning behind what she is saying unless she can use what she knows to solve 6 + 7. 7

Disagree

AgreeTake a StandListen 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.

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. Explanation: Rather than repeating a process the child does not understand, it is important to determine what mathematics the child knows and what the child still needs to learn. 8Share the four adjectives you chose to describe a Numerically Powerful Child.

How do you envision that your work in this grant will help you develop numerical power for all students?

A Numerically Powerful Child

Have Sara write adjectives on chart paper. Discuss how this work will help develop these things in children.9Why are we using these assessments? The assessments are not about helping children be right, but about uncovering what they need regarding instruction.Student interviews in which you conduct to uncover understanding- not looking for right answers. You are simply finding out where to begin instruction. 11 AMC AssessmentsInform instruction

Document growth

Uncover the childs edge of understanding

Help us understand how children construct mathematical understandingsAPLUS Assessment Practices to Support Mathematics Learning and Understanding for StudentsA three year grant which links The Assessing Math Concepts Materials, Investigations Curriculum, and CCSS Grade Level GoalsYou are Cohort 3; mainly Second Grade teachers

Assessing Math ConceptsThe solution for managing students math progressAMC Anywhere WebDeveloping Number Concepts Activity Books

+Common Core State Standards and InvestigationsAMC--- DNC What the program is 14What is my role?Implement the assessments according to our CMS TimelineUse the assessment data to make instructional decisionsImplement independent work stations and guided groups which align with student needsComplete the online modules (stipends provided)

Sara15What do you notice?

Mathematical competence develops inchildren who learn that mathematics makes sense and who learn to trust their own abilities to make sense of it.- Kathy Richardson

Are the Right Answers Enough?Kathyisms- Illusion of learning 17Read the introduction. (This is your Book!) Discuss the major ideas at your tableChoose two major ideas from your table to write on your piece of construction paper. In a few minutes, you will share your ideas with another table.Introduction to Critical Learning Phases

Critical Learning Phases These are the understandings that must be in place to insure that children are not just imitating procedures. They are the milestones or hurdles in childrens growth of understanding. They are insights rather than facts or procedures. 18Critical Learning PhasesIn your grade what critical learning phase(s) are most of your students working on?

In your grade what critical learning phase(s) are most aligned to the Standards at your grade level?

Read pages 1 -8 in the Blue Book.Each table has a poster. Each participant will grab one marker.As you read the pages in the Blue Book, graffiti ideas which pop out for you.After the group is done reading, discuss the writing on your poster.More About the Critical Learning Phases

sara20Use the documents on pages 4-6 in the Blue Book and your Unpacking Documents to make connections between the Number Concepts and the CCSS.Connecting to the Common Core

Hiding AssessmentLets look at students strategiesLeprechaun Traps video

As you watchWhat are the tasks that students are working on?What do you notice about students understanding of number sense?

12 + 19 + 18+ 17=

Mental Math

Parts of Numbers!How did knowing the parts of numbers help you make an easier problem to solve?How would you solve the following using your knowledge of parts of numbers?

12 + 19 + 18+ 17=

Parts of Numbers!What are the critical skills and knowledge needed for students to successfully work through this task?Make a list with people around you

12 + 19 + 18+ 17=

Lets read about this concept in the Red Book.Read about Michael, p. 48-51 in Red BookAfter reading talk with your neighbors about:How does the concept develop?What are the Critical Learning Phases?What mathematical ideas are embedded in this concept?How does the concept connect to your CCSS Grade Level Goals?Parts of NumbersAllow time for discussion of each question27Looking at some activitiesUse the chart on page 50-51 to help you. For each:How do these tasks develop students understanding of Parts of Numbers? What would you want to look for as students are working on these tasks?

Counters in a CupSnap It StationGrab Bag

28To 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.

Hiding Assessment: Learning to Decompose NumbersHiding AssessmentLearning to Decompose NumbersTo 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: What are we trying to determine with this assessment?If a student know parts of numbers to 10 quickly without having to count them to figure it outCan students use what they know about parts of numbers to solve a subtraction problem30Student hands you a particular number of counters. You will hide some and show the rest, and ask student to identify how many are hiding.

The program will prompt you through the numbers to identify:- the largest number the student knows quickly (Ready to Apply)- the smallest number(s) the student needs to work on (Needs Practice)- the smallest number the child needs support to work with (Needs Instruction)

What will my students be asked to do during this assessment?What did you notice about Sallys counting?Lets Take a look at the Hiding Assessment

http://www.youtube.com/watch?v=x_NsgRcjB88 (video is linked from picture)

Before showing the video say, As you watch this video, notice when the student is subtly counting on her fingers as well as how long it takes her to respond.

Pause after assessor asks Sally to count out a pile of 6. Ask, Why didnt she just hand her 6? Why have the student count it out? Talk with your partner for a moment.Pause after assessor says So how many do I have under here? Explain to participants its important to ask this because it shows if the child remembers the quantity.Assessor asks Sally to explain her thinking; notice how the assessor rephrases the childs thinking, tell teachers the teacher did that to show other teachers the relationship, but normally wouldnt do that with a child because we want to get the childs thinking, not the teachers.At the end of the video ask, What was different between the child when there were 6 cubes vs. 5? - have partners turn and talkThen ask What do you think that means? and have a few teachers respond aloud (they might say, Sally struggled with 6 & is more fluent with the 5s)

Begin a short discussion on fluency-Ask partners to get 8 cubes and play the hiding game with their partner- After a few moments, stop and ask, how is this different from showing a child flashcards?

BREAK FOR LUNCH AFTER THIS!

32Go to www.amcanywhere.com

Log-in information: Use your cms login

Materials Needed: cubes

Lets try the Hiding Assessment with a partner!

33

Click Start Assessment at the top of the pageAs one leader shows participants how to click to the appropriate point, the other leader should be walking around and assisting those who need help.34

As one leader shows participants how to click to the appropriate point, the other leader should be walking around and assisting those who need help.35

Tell teachers to make sure they choose demo mode.

Tell them to choose any student to assess and click on their name.36

Tell participants to click start assessment37

Tell participants to click Part 1 w/counters

Ask everyone to choose 3 when select number appears38We will first watch a video of a student interviewTake notes as you watch the video. What evidence do you see of the concept we just read about?How is the interview organized?

Hiding AssessmentHiding Assessment

Libby

What did you think about the assessment overall?

What did you notice about Ethans responses?Watch video of Libby with Hiding Assessment then allow teachers to practice with each other.

40

Explain how to read an AMC report41Turn to page 134/135 in your blue book.Read the indicators for (A) Ready to Apply and (P) Needs PracticeTatianas Results

What instructional moves does the author suggest for a student like Tatiana?

42IndicatorsIn your blue book read Determining the Instructional Level for Part One: with counters (middle of p. 126 127)

What is the difference between A, P+, and P? What do you think about the characteristics of P+? If students can do these what should they be working on?

Lets DiscussBriefly discuss how the hiding assessment ties in with the math program you already using.

Discuss :How does the Hiding Assessment connect to specific units in Investigations?How does the Hiding Assessment correlate to the Common Core?How can the Hiding Assessment assist in the teaching of word problems?How does the Hiding Assessment correlate to the mathematical practice?

Questions:Post the following questions on Post-It Paper?How does the Hiding Assessment connect to specific units in Investigations?How does the Hiding Assessment correlate to the Common Core?How can the Hiding Assessment assist in the teaching of word problems?How does the Hiding Assessment correlate to the mathematical practice?

44As you move to each station..Read the teacher directions.ENGAGE in the work like a student.Discuss with your partner/group which games would be beneficial for each student according to their data and record on your matrix.Use the following questions to help guide your thinking.Explain that the assessment gives guidance as to what students should be working on. During the next 30 minutes or so, you will move around the room with a partner and experience some of this work.45More activitiesLook at page 134-136 in your blue book

Number Arrangements: Using Color Tiles (p. 135)Number Arrangements: Using Toothpicks (p. 135)Number Shapes: Using Spinners (p. 135) Build-a-floor race (p. 136) Apartment buildings (p. 136)Grab-bag subtraction station (p. 136) Discuss ActivitiesFor each:What are students doing to deepen their understanding of Number Parts? What would you look for as students are working through each task? What Standards in Grade 2 are addressed? Setting up workshop in InvestigationsPractice, practice, practice routinesUsing working levels to ensure students are working independently and quietlyMeet with one small group a day, use the rest of the time to assess or progress monitor 3-4 students in the classHow do I set up my room for AMC?

Pass out the Working Levels Handout Have participants read and discuss

Working levels you could use these levels for students to self-evaluate themselves after workshopwere you a 0, 1, 2, 3, or 4? (this comes from Kathy Richardsons book) One teacher had students self-evaluate themselves and then put the teachers number underneath. Everyone was a 3 unless I came around and let you know otherwise (during workshop you may have to talk to some students who are off task, too loud, etc.)48

Working Level Board Example

Working level board an example of a way you can show students working range of numbers49Teacher Guided Groups

Independent Work Stations

51Share 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 WallManagement procedures: Students and workshop: Discuss how to manage students behavior during workshop, expectations, student movement through workshop.

Troubles and Tweaks: What have you done that failed, what do you suggest to change it.

Discuss boards, pass out and discuss working level sheets

52Parking Lot

Have a piece of chart paper labeled Parking Lot by the door. This is for any unanswered questions/concerns/new ideas that teachers want addressed within the next two days.For tomorrow: Read p. 65-71 in the red book

Take a few minutes to write a reflection on your work today on the EXIT card.Share one idea at your table.Any Questions or Feedback before you leave today? Add to the Parking Lot! REFLECTION and Questions