Todays Agenda 9:00-10:30 Icebreaker/Tribal
Counting/Overview/How Children Learn Concepts 10:35-10:45 Break
10:45-11:30 Video, Discussion, Into to Combination Trains,
Assessment 11:30-12:30 Lunch 12:30-2:00 Videos continued,
Discussion, Assessment practice 2:00-2:10 Break 2:10-2:20 AMC Blue
Book 2:20-3:00 Stations and Sharing
Slide 3
How Children Learn Number Concepts Watch Harper Harper Read the
selection: Combining Parts of Numbers When finished, silently
reflect, about Harper. Where does Isaiah fall within these critical
learning phases?
Slide 4
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 5
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 6
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 7
Number Arrangements 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 8
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.
Slide 9
Assessment Practice 1. Find a Partner 2. Arrange the three
combination trains
Slide 10
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. If time allows, practice Number
Arrangements
Slide 11
AMC Blue Book 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?
Slide 12
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 13
Presented by:
Slide 14
Todays Agenda 9:00- 9:30 Lets Do Some Math 9:30-10:45 Hiding
Assessment Video, Discussion, and Practice 10:45-11:00 Break
10:45-11:30 Article and Discussion 11:30- 12:30 Lunch 12:30- 1:00
Tying it ALL together 1:00-2:30 Ten Frames Assessment Video,
Discussion, and Practice 2:00- 2:10 Break 2:10- 3:00
Activities
Slide 15
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 16
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 17
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 18
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 19
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 20
Types of Subtraction Situations Read Investigations Teacher
Notes Act out the Squirrel Problem Which Mathematical Practices are
evident?
Slide 21
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 that is
the case.
Slide 22
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.
Slide 23
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 24
Slide 25
Tens Frame Assessment
Slide 26
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 27
Activities How Many Am I Hiding? Ten Plus Working With Ten
Shapes A Ten-Shape and More: Subtraction Grab Bag: Subtraction
Slide 28
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 29
Presented by:
Slide 30
Todays Agenda 9:00- 9:30 Lets Do Some Math: Plus-One and
Minus-One Game/Article 9:30-10:45 Grouping Tens Video, Discussion,
Practice Assessment 10:45-11:00 Break 11:00-11:30 Graffiti Wall
11:30- 12:30 Lunch 12:30- 1:15 Looking At Data 1:15 1:50 Articles
and Stations 1:50- 2:00 Break 2:00- 3:00 Closing, Team Time,
Slide 31
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 32
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 33
Grouping Tens Assessment: Lets look at Reggie
Slide 34
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 35
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 36
Use AMC Anywhere reporting to view student results.
Interpreting & Using Assessment Results Select Reports Select
from a variety of reports.
Slide 37
Use Linking Assessment to Instruction guides for instructional
support from Developing Number Concepts Select Downloads Select
Linking Assessment
Slide 38
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 39
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 40
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 41
Grouping Tens Stations Lots of Lines Paper Shapes A Ten Shape
and More Subtraction Grab and Add Race to 100/Race to 0
Slide 42
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 43
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 44
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.