Kindergarten AMC
Professional Development
Day 2
 Introduction/Opening
 Changing
Numbers Assessment
 Stations
 Lunch
 More/Less
Trains Assessment
 Reports Overview
 Class Instruction Report/Stations
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”
Changing Numbers Assessment


Can the student change one number to another number?
Does the student understand how one number is related to another
number?
Common Core Alignment
Kindergarten
Counting & Cardinality
Knows the Count Sequence
K.CC.2 - Count forward beginning from a given number within the known
sequence (instead of having to begin at 1).
Adds correct group Student can add on a
group; understands number relationships.
Counts on Student changes it by counting
on (or counting back).
Adds some, checks and fixes Student
guesses an amount to add and check and
guess again until they arrive at the number
asked.
Counts all, adds on by ones Students
know they need to add some, but have to
count the whole pile.
Can’t/Makes new pile/Adds total Students
isn’t able to start with original number. May
make a new pile to get to number requested.
Says number added Student is able to correctly
tell you the number of counters they added.
Says number, but checks Student is able to
correctly tell you the number of counters they
added, but checks to make sure.
Figures out number added Student is able to
tell you the correct number of counters added,
but has to figure it out first.
Says total number Student says the number of
counters in the pile, instead of the number
added/taken away.
Doesn’t say number Student says something
such as, “I put more" or "I made the number”.
Changing Numbers Assessment
Aaron
Changing Numbers Stations
Build It, Change It
Explore the Stations….

What questions would you ask your students
in each station?
Video
More/Less Train Assessment
What are we trying to determine with this
assessment?
Can students compare two groups, in a variety of settings, and
determine which is more and which is less? And, by how many?
Identify instructional needs for children of varying abilities from figuring
out how to use one train in determining the length of the other, to
knowing the difference between a pile of 12 objects and a pile of 9
objects.
Kindergarten
Counting & Cardinality
Compare Numbers:
K.CC.6 - Identify whether the number of objects in one group is greater than,
less than, or equal to the number of objects in another group, e.g., by using
matching and counting strategies.
Part 1 –

Uses one train to determine quantity in the other train
• Finds the difference between the trains
For example:
Part 2 –
• Finds the difference between groups (combination train and
disorganized pile).
For example:
Grab your materials and make trains:
 7 brown , 8 blue, 11 yellow, 9 green
 Yellow and red combination train:
YYYRRRYYYR
 9 blue, 12 orange
Interpreting & Using Assessment Results
•
Use AMC Anywhere reporting to view student results.
Select Reports
Select from a variety
of reports.
Select Downloads
Select Linking Assessment