Todays Agenda Icebreaker/Tribal Counting/Overview How Children
Learn Concepts Video, Discussion, Intro to Combination Trains,
Assessment 11:30-12:30 Lunch Videos continued, Discussion,
Assessment Practice AMC Blue Book Stations and Sharing
Slide 3
Looking beyond the I in the rush to get our job done Based on
the work of Susan Dellinger, Ph.D.
Slide 4
TRIANGLE BOX RECTANGLE CIRCLE SQUIGGLE Which Shape Best
Describes You as a Person?
Slide 5
Boxs Motto If you want a job done right. DO IT YOURSELF
Slide 6
Triangles Motto I did it my way.. And you will do it my way,
too
Slide 7
Rectangles Motto I know you think that what I said was what I
meant, but are you sure that what I meant was what I said?
Slide 8
Circles Motto Forget your troubles and just get happy. Im gonna
chase all your cares away.
Slide 9
The Squiggles Motto If it feels good, do it!
Slide 10
How Many Picked the Right Shape? 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
Slide 11
Each of you embodies every shape Use it to your advantage!
We 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?
Slide 15
http://youtu.be/aJqNLcOkwhw Lost in the Sea of Assessment
Slide 16
Why are we using these assessments?
Slide 17
Assessing Math Concepts It is not enough to know if the child
can get right answers. We need to know what mathematics the child
knows and understands. Math Perspectives Teacher Development
Center, Bellingham, WA www.mathperspectives.com
Slide 18
Assessing Math Concepts is: A cohesive look at the development
of childrens understanding of core math concepts. Math Perspectives
Teacher Development Center, Bellingham, WA
www.mathperspectives.com
Slide 19
Counting, Comparing & Pattern Addition & Subtraction
The assessments lead you to resources that will help provide
appropriate instruction for each child. Math Perspectives Teacher
Development Center, Bellingham, WA www.mathperspectives.com AMC
Assessments Inform instruction Documents growth Uncover the childs
edge of understanding Help us understand how children construct
mathematical understandings
Slide 20
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 order to
complete tasks and to get right answers.
Slide 21
Number Arrangements Assessment The goal of number arrangements
is to recognize the parts of numbers and to combine the parts of
numbers without counting all. Watch Number Arrangements VideoNumber
Arrangements Video How could this assessment help you to better
understand, our previous student, Isaiahs learning needs?
Slide 22
Go to www.amcanywhere.comwww.amcanywhere.com Log-in
information: District ID: Demo Teacher ID: Demo Password: Demo
Materials Needed: Assessment Dot Cards Lets Try an Assessment for
Number Arrangements
Slide 23
Click Start Assessment at the top of the page
Slide 24
Slide 25
How Children Learn Number Concepts Watch Harper Harper Read the
selection: Combining Parts of Numbers When finished, silently
reflect about Harper. Where does Harper fall within these critical
learning phases?
Slide 26
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
Slide 27
How Children Learn Number Concepts Watch IsaiahIsaiah Which
phase from the article would best help him to succeed? So where do
we go next?
Slide 28
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
Slide 29
Go to www.amcanywhere.comwww.amcanywhere.com Log-in
information: District ID: Demo Teacher ID: Demo Password: Demo
Materials Needed: Blue & Yellow Cubes Lets Try an Assessment
for Combination Trains
Slide 30
Click Start Assessment at the top of the page
Slide 31
Slide 32
Assessment Practice 1. Find a Partner 2. Arrange the three
combination trains
Slide 33
Please turn to pg. 86-89 in your blue book! On your sheet of
paper write one thing you took away from the article.
Slide 34
Slide 35
Please preview pages 101 111. What do you notice about the
information in the book? How can this book help you better
understand a students needs? AMC Blue Book
Slide 36
These learning activities will be used to support the student
at their instructional need. Lets Work with a Partner!
Slide 37
As you move to each station.. 1.Read the teacher directions.
2.ENGAGE in the work like a student. 3.Discuss with your
partner/group which games would be beneficial for each student seen
in the video clips.
Slide 38
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
Slide 39
Slide 40
Parking Lot
Slide 41
Presented by: Susan Outen & Stephanie Miller
Slide 42
Todays Agenda Lets Do Some Math Hiding Assessment Video,
Discussion, and Practice Hiding Assessment Activities 11:30- 12:30
Lunch Article and Discussion Tying it ALL together Ten Frames
Assessment Video, Discussion, and Practice Ten Frames
Activities
Slide 43
Lets 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.
Slide 44
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.
Slide 45
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
Slide 46
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.
Slide 47
Hiding Assessment vs. Combination Trains Review Combination
Trains How is the Hiding Assessment different from the Combination
Trains? What is the focus different for each?
Slide 48
Go to www.amcanywhere.comwww.amcanywhere.com Log-in
information: District ID: Demo Teacher ID: Demo Password: Demo
Materials Needed: Cubes Lets Try an Assessing the Hiding
Assessment
Slide 49
Lets Discuss Briefly discuss how the hiding assessment ties in
with the math program you already using. Discuss : 1. How does the
Hiding Assessment connect to specific units in Investigations? 2.
How does the Hiding Assessment correlate to the Common Core? 3. How
can the Hiding Assessment assist in the teaching of word problems?
4. How does the Hiding Assessment correlate to the mathematical
practice?
Slide 50
Types of Subtraction Situations Read Investigations Teacher
Notes Handout Act out the Squirrel Problem Which Mathematical
Practices are evident?
Slide 51
Learning Stations for Hiding Assessment 1.Roll and Add
2.Apartment Building 3.Grab-Bag Subtraction Station 4.Build-a-Floor
Race 5.Counting Boards: Think and Write 6.How Many Am I
Hiding?
Slide 52
Slide 53
Slide 54
Slide 55
hide
Slide 56
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 childs understanding are
overlooked because the child appears to know the mathematics.
Inaccurate assumptions are made that more is comprehended than is
the case.
Slide 57
Video
Slide 58
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.
Slide 59
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
Slide 60
Tens Frame Assessment
Slide 61
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 its your turn to
practice the assessment with a partner! Ten Frames Assessment
Slide 62
Slide 63
Learning Stations for the Ten Frame Assessment 1.Ten Plus
2.Working with Ten Shapes 3.A Ten-Shape and More: Subtraction
4.Whats Missing 5.Number Shape Pairs 6.Two-Ten-Shapes:
Addition
Slide 64
Parking Lot Exit Ticket: On a sheet of paper please write one
way you can implement AMC Anywhere in your classroom.
Slide 65
Presented by: Susan Outen & Stephanie Miller
Slide 66
Todays Agenda Lets Do Some Math: Plus-One and Minus-One
Game/Article Grouping Tens Video, Discussion, Practice Assessment
11:30- 12:30 Lunch Looking At Data Articles and Stations
Management/Organization Closing
Slide 67
Lets 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?
Slide 68
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
Slide 69
Grouping Tens Assessment: Lets look at Reggie
Slide 70
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
Slide 71
How do I find appropriate activities according to my data? Read
pages 188 194 in your blue book called Guidelines for Providing
Appropriate Experiences.
Slide 72
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.
Slide 73
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?
Slide 74
Grouping Tens Stations Lots of Lines Paper Shapes A Ten Shape
and More Subtraction Grab and Add Race to 100/Race to 0
Slide 75
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.
Slide 76
Use AMC Anywhere reporting to view student results.
Interpreting & Using Assessment Results Select Reports Select
from a variety of reports.
Slide 77
Slide 78
Slide 79
Slide 80
Slide 81
Slide 82
Use Linking Assessment to Instruction guides for instructional
support from Developing Number Concepts Select Downloads Select
Linking Assessment
Slide 83
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.
Slide 84
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
Slide 85
Setting up workshop in Investigations Practice, practice,
practice routines Using working levels to ensure students are
working independently and quietly Meet with one small group a day,
use the rest of the time to assess or progress monitor 3-4 students
in the class. How do I set up my room for AMC?
Slide 86
Working Level Board Example
Slide 87
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.