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Write your name on the name plate.
Fill out Pre-Workshop Questionnaire
Begin reading the article at your table
Jot down four adjectives which you
think describe a “Numerically Powerful
Child”.
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?
Establishing Norms
We can already expect that
you will….
NORMS
What do you need to support your own
learning?
What can you do to support the learning
of others?
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.
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.
A Numerically Powerful Child
 Share the four adjectives you chose to
describe a Numerically Powerful Child.
 How do you envision that your work in
this grant will help you develop numerical
power for all students?
Why are we using these
assessments?
The assessments are not
about “helping children be
right,” but about
uncovering what they
need regarding
instruction.
AMC Assessments
•Inform instruction
•Document growth
•Uncover the child’s edge of understanding
•Help us understand how children construct
mathematical understandings
APLUS
 Assessment Practices to Support Mathematics
Learning and Understanding for Students
 A three year grant which links The Assessing Math
Concepts Materials, Investigations Curriculum, and
CCSS Grade Level Goals
 You are Cohort 3; mainly Second Grade teachers
Assessing Math Concepts
The solution for managing students’ math progress
AMC Anywhere Web
+
Developing Number Concepts
Activity Books
Common Core State Standards and Investigations
What is my role?
 Implement the assessments according to our CMS
Timeline
 Use the assessment data to make instructional
decisions
 Implement independent work stations and guided
groups which align with student needs
 Complete the online modules (stipends provided)
 What do you notice?
“Mathematical competence develops in
children who learn that mathematics
makes sense and who learn to trust their
own abilities to make sense of it.”
- Kathy Richardson
Are the Right Answers Enough?
Introduction to Critical Learning
Phases
 Read the introduction. (This is your Book!)
 Discuss the major ideas at your table
 Choose two major ideas from your table to write on
your piece of construction paper.
 In a few minutes, you will share your ideas with
another table.
Critical Learning Phases
 In your grade what critical learning phase(s) are most
of your students working on?
 In your grade what critical learning phase(s) are most
aligned to the Standards at your grade level?
More About the Critical Learning
Phases
 Read pages 1 -8 in the Blue Book.
 Each table has a poster. Each participant will grab one
marker.
 As you read the pages in the Blue Book, graffiti
ideas which pop out for you.
 After the group is done reading, discuss the writing on
your poster.
Connecting to the Common Core
Use the documents on pages 4-6 in the Blue Book and
your Unpacking Documents to make connections
between the Number Concepts and the CCSS.
Let’s look at students’ strategies
 Leprechaun Traps video
 As you watch…
 What are the tasks that students are working on?
 What do you notice about students’ understanding of
number sense?
Mental Math
12 + 19 + 18+ 17=
Parts of Numbers!
 How did knowing the parts of numbers help you make
an easier problem to solve?
 How would you solve the following using your
knowledge of parts of numbers?
12 + 19 + 18+ 17=
Parts of Numbers!
 What are the critical skills and knowledge needed for
students to successfully work through this task?
 Make a list with people around you
12 + 19 + 18+ 17=
Parts of Numbers
 Let’s read about this concept in the Red Book.
 Read about Michael, p. 48-51 in Red Book
 After reading talk with your neighbors about:
 How does the concept develop?
 What are the Critical Learning Phases?
 What mathematical ideas are embedded in this
concept?
 How does the concept connect to your CCSS
Grade Level Goals?
Looking at some activities
 Use the chart on page 50-51 to help you.
 For each:
 How do these tasks develop student’s understanding of
Parts of Numbers?
 What would you want to “look for” as students are
working on these tasks?
 Counters in a Cup
 Snap It Station
 Grab Bag
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.
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:
What will my students be asked to
do during this assessment?
 Student hands you a particular number of counters. You
will hide some and show the rest, and ask student to
identify how many are hiding.
 The program will prompt you through the numbers to
identify:
- the largest number the student knows quickly
(Ready to Apply)
- the smallest number(s) the student needs to work on
(Needs Practice)
- the smallest number the child needs support to work
with (Needs Instruction)
Let’s Take a look at the Hiding
Assessment
 What did you notice about Sally’s counting?
Let’s try the
Hiding Assessment with a partner!
 Go to www.amcanywhere.com
 Log-in information:
 Use your cms login
 Materials Needed: cubes
Click “Start Assessment” at the top
of the page
Hiding Assessment
 We will first watch a video of a student interview
 Take notes as you watch the video. What evidence do
you see of the concept we just read about?
 How is the interview organized?
Hiding Assessment
 Libby
 What did you think about the assessment overall?
 What did you notice about Ethan’s responses?
Tatiana’s Results
 Turn to page 134/135 in your blue book.
 Read the indicators for (A) Ready to Apply and
(P) Needs Practice
Indicators
 In your blue book read
 Determining the Instructional Level for Part One: with
counters (middle of p. 126 – 127)
 What is the difference between A, P+, and P?
 What do you think about the characteristics of P+? If
students can do these what should they be working
on?
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?
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.
More activities
 Look at page 134-136 in your blue book
 Number Arrangements: Using Color Tiles (p. 135)
 Number Arrangements: Using Toothpicks (p. 135)
 Number Shapes: Using Spinners (p. 135)
 Build-a-floor race (p. 136)
 Apartment buildings (p. 136)
 Grab-bag subtraction station (p. 136)
Discuss Activities
 For each:
 What are students doing to deepen their understanding
of Number Parts?
 What would you “look for” as students are working
through each task?
 What Standards in Grade 2 are addressed?
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
Teacher Guided Groups
Independent Work Stations
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
Parking Lot
REFLECTION and Questions
 For tomorrow: Read p. 65-71 in the red book
 Take a few minutes to write a reflection on your
work today on the EXIT card.
 Share one idea at your table.
 Any Questions or Feedback before you leave
today? Add to the Parking Lot!