Presented by: Susan Outen & Stephanie Miller
Today’s 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
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!
Tribal Counting
three
Tribal addition and subtraction
Seize + jingle =
Seize + drift =
Romp – seize=
Romp – nudge =
What’s Happening?
Why is this difficult?
 We were counting… (sort of)
 Why can’t we quickly add and subtract?
 How do we know when students are
struggling in math?
Lost in the Sea of Assessment
 http://youtu.be/aJqNLcOkwhw
Why are we using these
assessments?
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
•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
Agree
Disagree
Take a Stand
Listentoo
to themany
statement.
Then, decide
you agree
or disagree
“Far
children
areifnever
given
the
with the statement and move to the corresponding side of the
opportunity
to learn that mathematics is
room. Be prepared to defend your stance.
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. “
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 Video
 How could this assessment help you to better
understand, our previous student, Isaiah’s learning
needs?
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
How Children Learn Number
Concepts
 Watch Harper
 Read the selection: Combining Parts of Numbers
 When finished, silently reflect about Harper. Where
does Harper fall within these critical learning phases?
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
How Children Learn Number
Concepts
 Watch Isaiah
 Which phase from the article would best help him to
succeed?
 So where do we go next?
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 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
Assessment Practice
Find a Partner
2. Arrange the three combination trains
1.
Please turn to pg. 86-89 in your blue book!
On your sheet of paper write one thing you
took away from the article.
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 student’s needs?
Let’s Work with a Partner!
These learning activities will
be used to support the student
at their instructional need.
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.
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
Parking Lot
Presented by: Susan Outen & Stephanie Miller
Today’s Agenda
 Let’s 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
Let’s 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.
“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.
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
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.
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?
Let’s Try an Assessing the
Hiding Assessment
 Go to www.amcanywhere.com
 Log-in information:
District ID: Demo
Teacher ID: Demo
Password: Demo
 Materials Needed: Cubes
Let’s 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?
Types of Subtraction Situations
 Read Investigations Teacher Notes Handout
 Act out the Squirrel Problem
 Which Mathematical Practices are evident?
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?
hide
Agree
Disagree
Take a Stand
Sometimes,
indicators
thatif you
reveal
Listen to the statement.
Then, decide
agree a
orchild’s
disagree
with the statement andare
move
to the corresponding
side of the
understanding
overlooked
because
room. Be prepared to defend your stance.
the child appears to know the
mathematics. Inaccurate assumptions are
made that more is comprehended than is
the case.
Video
Agree
Disagree
Take a Stand
to the does
statement.
decide to
if you
agree or disagree
IfListen
a child
notThen,
appear
understand
a
with the statement and move to the corresponding side of the
concept,room.
walking
them through the
Be prepared to defend your stance.
proper steps and having them repeat the
process over and over will help build the
foundational skills needed to increase
understanding.
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
Tens Frame Assessment
Ten Frames Assessment
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 it’s your turn to practice the assessment with a partner!
Learning Stations for the
Ten Frame Assessment
1. Ten Plus
2. Working with Ten Shapes
3. A Ten-Shape and More: Subtraction
4.What’s Missing
5. Number Shape Pairs
6.Two-Ten-Shapes: Addition
Parking Lot
Exit Ticket: On a sheet of paper please write one way
you can implement AMC Anywhere in your classroom.
Presented by: Susan Outen & Stephanie Miller
Today’s Agenda
 Let’s 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
Let’s 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?
Grouping Tens Assessment
Learning about Numbers as
Tens and Ones
•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:
Let’s look at Reggie
Grouping Tens Assessment
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.
How do I find appropriate activities
according to my data?
 Read pages 188 – 194 in your blue book called
“Guidelines for Providing Appropriate
Experiences”.
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.
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?
Grouping Tens Stations
Agree
Disagree
Take a Stand
to the statement.
decide if you agree
or disagree
IfListen
children
are to Then,
be successful
in the
with the statement and move to the corresponding side of the
study ofroom.
mathematics
throughout their
Be prepared to defend your stance.
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.
Interpreting & Using Assessment Results
•
Use AMC Anywhere reporting to view student results.
Select Reports
Select from a variety
of reports.
Use “Linking Assessment to Instruction” guides for instructional
support from Developing Number Concepts
Select Downloads
Select Linking Assessment
Agree
Disagree
Take a Stand
When
focused
on agree
the or disagree
Listen to children
the statement.are
Then,
decide if you
with the statement
and move
to thethe
corresponding
procedures
rather
than
numberside of the
room. Be prepared to defend your stance.
relationships, they are more equipped to
judge the reasonableness of their answer.
Graffiti Wall
 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
How do I set up my room for AMC?
 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.
Working Level
Board Example
Agree
Disagree
Take a Stand
IfListen
a child
notThen,
appear
understand
a
to the does
statement.
decide to
if you
agree or disagree
with the statement
and move
to thethrough
corresponding
concept,
walking
them
theside of the
room. Be prepared to defend your stance.
proper steps and having them repeat the
process over and over will help build the
foundational skills needed to increase
understanding.
Parking Lot