Presented by: Stacy Hunter & Stephanie Miller
Today’s Agenda
 Icebreaker
 Video (4:Number Arrangements), Overview Assessment, &
Practice Demo
 Games
 1:30-2:00 Social Studies & Science Overview
 Video (5:Combination Trains), Overview Assessment, &
Practice Demo
 Games
 Video (6:Hiding Assessment), Overview Assessment, &
Practice Demo
 Games
 Closure: Assessment Questions, Sharing Resources , &
Closing Comments
Looking beyond the
“I” in the rush to get
our job done
Based on the work of Susan Dellinger, Ph.D.
Which Shape Best Describes You
as a Person?
CIRCLE
BOX
TRIANGLE
SQUIGGLE
RECTANGLE
Box’s Motto
If you want a job done right…….
DO IT YOURSELF
Triangle’s Motto
I did it my way……..
And you will do it my way,
too
Rectangle’s 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?
Circle’s Motto
Forget your troubles
and just get happy. I’m
gonna chase all your
cares away.
The Squiggle’s Motto
If it feels good, do it!
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
Each of you embodies every shape
Use it to your
advantage!
Lost in the Sea of Assessment
 http://youtu.be/aJqNLcOkwhw
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
AMC Assessments
•Inform instruction
•Documents growth
•Uncover the child’s edge of understanding
•Help us understand how children construct mathematical understandings
The assessments lead you
to resources that will
help provide appropriate
instruction for each child.
Counting,
Comparing &
Pattern
Addition &
Subtraction
©Math Perspectives Teacher Development Center, Bellingham, WA www.mathperspectives.com
Number Arrangements
Assessment Four
•Watch the video of James for Number Arrangements:
Number Arrangements Assessment
Think about James with a partner…
Which numbers did James feel comfortable with
and discuss where he needs more practice.
www.amcanywhere.com
Let’s Try an Assessment for
Number Arrangements
 Go to www.amcanywhere.com
 Log-in information:
District ID: Demo
Teacher ID: Demo
Password: Demo
 Materials Needed: Assessment Dot Cards
Click “Start Assessment” at
the top of the page
Where does James need instruction?
 Use your Blue Book Spiral starting on page 84 to
determine his Instructional Level.
Instructional Levels
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)
©Math Perspectives Teacher Development Center, Bellingham, WA www.mathperspectives.com
Let’s Work with a Partner!
 These learning activities will be used to support the
student at their instructional need.
 Learning Activities:




2: 2-14 Number Arrangements: Using Cubes
2: 2-18 Counting Boards: Making Up Number –Combination
Stories
2: 2-22 Number Train Arrangements
2: 2-27 Building and Rebuilding
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
Combination Trains
Assessment Five
•Watch the video of Isaiah for Combination Trains:
Assessment Practice
Find a Partner
2. Arrange the three combination trains
1.
 Go to Start Assessment
 Practice Combinations Trains with partner
 This assessment in on pg. 105-106 in blue book
Let’s Try an Assessment for
Combination Trains
 Go to www.amcanywhere.com
 Log-in information:
District ID: Demo
Teacher ID: Demo
Password: Demo
 Materials Needed: Blue & Yellow Cubes
Click “Start Assessment” at
the top of the page
Instructional Levels
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)
©Math Perspectives Teacher Development Center, Bellingham, WA www.mathperspectives.com
Let’s Get to Work with
a Partner!
 These activities will be used to support the student at their
instructional need.
• Activities:
•
1-12 Find a Match/ Investigations Counters in a Cup G4
•
2-4 Bulldozer
•
2-21 Number Shapes using spinners
•
3-36 Roll And Double
Thinking about Math…
•How did he solve the problem?
Hiding Assessment
What are we trying to determine with this assessment?
To determine if the student knows parts of number to
10 quickly, without counting to figure them out.
Can the student use what they know about parts of
numbers to solve subtraction problems.
Let’s Take a look at the Hiding
Assessment
 What did you notice about Sally’s counting?
Let’s Take a look at the Hiding
Assessment
 What did you notice about Tatiana‘s responses?
Let’s Try an Assessment for
Hiding Assessment
 Go to www.amcanywhere.com
 Log-in information:
District ID: Demo
Teacher ID: Demo
Password: Demo
 Materials Needed: Cubes
Click “Start Assessment” at
the top of the page
Tatiana’s Results
 Turn to page 136/137 in your blue book.
 Read the indicators for (A) Ready to Apply and
(P) Needs Practice
She’s an “A” on 4…now what?
Working Level
Board Example
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
according to their data and record on your
matrix.
4.Use the following questions to help guide
your thinking.
Let’s do some work!
 These learning activities will be used to support the student
at their instructional need.
• Activities:
•
3-25 Snap-It
•
3-22 Grab Bag
•
3-16 Apartment Buildings
•
3-26 What’s Missing
THANK YOU!
 Questions, comments, and concerns feel free to
contact us!
 Stephanie Miller  StephanieL.Miller@cms.k12.nc.us
 Stacy Hunter  Stacy.Hunter@cms.k12.nc.us
 Don’t forget…**Go to the stage to get your Card
Box! (Just for classroom teachers!)
 You will be emailed by AMC Anywhere when
your class list is available online.