Second Grade AMC
Professional Development
Day 1
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Introduction/Opening
◦ Why AMC Anywhere Assessments?
◦ How do I set up my classroom for AMC?
Hiding Assessment Part 1
Lunch (11:30-12:30)
How to do an assessment
Hiding Assessment Part 2
Stations
Discussion/Breakdown
Looking beyond the
“I” in the rush to
get our job done
Based on the work of Susan Dellinger, Ph.D.
CIRCLE
BOX
TRIANGLE
SQUIGGLE
RECTANGLE
If you want a job done right…….
DO IT YOURSELF
I did it my way……..
And you will do it my way,
too
I know you think that
what I said was what I
meant, but are you
sure that what I meant
was what I said?
Forget your troubles
and just get happy.
I’m gonna chase all
your cares away.
If it feels good, do it!
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86% pick right the first time
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Can you identify with 2 shapes?
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Rectangles and squiggles may be all 5 shapes
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Knowing your shape and others is described by
Dr. Dellinger as Flexing
Use it to your
advantage!
three
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Seize +
Seize +
Romp –
Romp –
jingle =
drift =
seize=
nudge =
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We were counting… (sort of)
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Why can’t we quickly add and subtract?
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How do we know when students are
struggling in math?
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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
Assessing Math Concepts is:
A cohesive look at the
development of
children’s understanding
of core math concepts.
©Math Perspectives Teacher Development Center, Bellingham, WA
www.mathperspectives.com
AMC Assessments
•Inform instruction
•Document growth
•Uncover the child’s edge of understanding
•Help us understand how children construct
mathematical understandings
The assessments are not about
“helping children be right,” but
about uncovering what they
need regarding instruction.
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
Place Value,
Multiplication &
Division
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.
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What did you notice about Sally’s counting?
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Go to www.amcanywhere.com
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Log-in information:
District ID: Demo
Teacher ID: Demo
Password: Demo
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Materials Needed: cubes
Click “Start Assessment” at the
top of the page
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What did you notice about Tatiana‘s
responses?
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Turn to page 136/137 in your blue book.
Read the indicators for (A) Ready to
Apply and (P) Needs Practice
Working Level
Board Example
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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
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.
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What stations would best support the needs
of Sally or Tatiana?
How do you know?
How would you know a student was
struggling with this work?
How would you know if a student is ready to
move on?
Second Grade AMC
Professional
Development
Day 2
 Introduction/Opening
 Tens
Frame Assessment
 Stations
 Lunch 11:30-12:30
 Grouping Tens Assessment
 Stations
 Discussion/Closing
An egg salesman was asked how
many eggs he had sold that day.
He replied, “My first customer said,
“I’ll buy half your eggs and half an
egg more”. My second and third
said the same thing. When I had
filled all three orders I was sold out
and I had not had to break a single
egg all day”
Ten Frames Assessment
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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?
Understanding Tens as a Unit
Counts ten as a single unit
Understanding the structure of one ten and
some ones
Combines 1 ten with any number of ones up to 9 without
counting
Adding numbers to 20
Adds 10 to any number of ones to 9 without counting
Adds 2 single-digit numbers with sums larger than ten by
reorganizing them into one ten and leftovers
When adding 2 single-digit numbers that result in a ten
and some ones, knows what part of the number is needed
to make a ten, and what part will be left over
Subtracts 10 from any number from 11-20, without
counting
When subtracting single-digit numbers, knows what part
of the number needs to be taken away to get to ten, and
what is still left to take away
Subtracts from numbers to 19 by breaking up the ten when
necessary, and knows how many left without counting
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In your blue book turn to pg. 143 and read
The Challenges of Learning about Numbers
are One Ten and Some More
As you read think:
How does this correlate
to the Common Core
standards for 2nd grade
and our work in Investigations?
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Write down your
thoughts on a
sticky note and
put it on the
poster in the front
of the room
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Go to www.amcanywhere.com
Log-in information:
District ID: Demo
Teacher ID: Demo
Password: Demo
Tens Frame Stations
Wipe Out
Two Ten Shape Addition
Explore the Stations….
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What questions would you ask your students
in each station?
Grouping Tens Assessment
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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?
Video
hide
In your blue book, turn to pg. 174 and read
“The Challenge of Learning to Think of
Numbers as Tens and Ones”
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How can knowledge of place value impact a
student’s understanding of
addition/subtraction and
multiplication/division?
Use an index card to write down your take
from the reading.
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Go to www.amcanywhere.com
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Log-in information:
District ID: Demo
Teacher ID: Demo
Password: Demo
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Materials Needed: cubes or counters
Grouping Tens Stations
Paper Shapes
Explore the Stations….
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What questions would you ask your students
in each station?
Second Grade AMC
Professional Development
Day 3
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Introduction
Two-Digit Addition and Subtraction
◦ View assessment
◦ Complete an assessment
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How to prescribe activities for your students
Stations
Lunch (11:30-12:30)
How do I read data reports?
Link to Word Problems
Closing/Team Time
Thinking about Math…
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Can the student use the concept of tens and
ones to add two-digit numbers, by mentally
breaking them apart and reorganizing them
into the total numbers of tens and ones,
when the problem is present:
◦ Level 1: With a model
◦ Level 2: Without a model
◦ Level 3: Symbolically
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Can the student use the concept of tens and
ones to subtract two-digit numbers by
mentally breaking them apart and
reorganizing into the tens and ones that are
left, when the problem is presented:
◦ Level 1: With a model
◦ Level 2: Without a model
◦ Level 3: Symbolically
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No paper and pencil
After you solve the problem, find a partner
and show them how you solved the problem
using the cubes as a model
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In your blue book, read pgs. 200-203 (do not
read the Student Interview)
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Using the blue book, turn to pg. 215
Can you find which activities Brian needs at
this point?
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Now find Roll and Add in your Developing
Number Concept Books
Add ‘Em Up – Paper Shapes
Pinching Paper Clips
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Use AMC Anywhere reporting to view student results.
Franco counted 46 pretzels in his bowl.
Sally counted 58 pretzels in her bowl.
How many pretzels do they have in all?
Jake had 52 pennies. He spent 24
pennies on a new pencil. How many
pennies does he have left?
CHOICES
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Visit any of the stations
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Write on the graffiti walls:
◦ Share I-pad apps
◦ Share other resource ideas/websites
◦ Discuss and share management strategies for
workshop
◦ Discuss and share management strategies for
administering assessments