kindergarten amc professional development
DESCRIPTION
Kindergarten AMC Professional Development. Schedule. Introduction/Opening Counting Assessment Part 1 Lunch Data Counting Assessment Part 2 Stations Discussion/Breakdown. Insert Opening from Amy. Insert geometrics from Amy. Tribal Counting. two. One . three. - PowerPoint PPT PresentationTRANSCRIPT
Kindergarten AMC Professional Development
Introduction/OpeningCounting Assessment Part 1LunchDataCounting Assessment Part 2StationsDiscussion/Breakdown
Schedule
Insert Opening from Amy
Insert geometrics from Amy
Tribal Counting
One two
three
Seize + jingle = Seize + drift = Romp – seize= Romp – nudge =
Tribal addition and subtraction
We were counting… (sort of) Why can’t we quickly add and subtract?
What’s Happening? Why is this difficult?
Turn and talk with your neighbor
- What does it take to count accurately?- Why do some students struggle?
What’s so Hard about Counting?
Take a moment to read the handout, when you finish, reflect on the following…
… a child you know is struggling with conservation of number. How do you know he/she is struggling? What might you do to support this child?
Counting is as easy as 1, 2, 3…
http://www.youtube.com/watch?v=PjFL-X3vrVU&sns=em
What did you notice about Abigail’s counting?
Let’s Take a look at Abigail
Watch CoreyWhen
presentedwith 32
http://youtu.be/SMjAyVYpnyo
-what does he estimate?
-how does he count?
When presentedwith 21
http://youtu.be/HYufHbyOaSs
-what does he estimate?
-how does he count?
When presentedwith 12
http://youtu.be/KXYA0QEVyBk
-what does he estimate?
-how does he count?
Look again at the article, Counting is More Than 1, 2, 3. Talk with your partner about Corey- what
skills/concepts should he be working on?
Counting is More Than 1, 2, 3
What did you notice about the manipulatives used during Corey’s assessments?
Teacher Tools
Turn to page 28 in your blue book.
Read the indicators for (A) Ready to Apply
Corey’s Results – Instructional Level A
Turn to page 16 in your blue book. What does an “A” mean?
Discuss how to read and where to go for instruction
He’s an “A”…now what?
Insert Aaron video- watch Insert video of struggler- teachers assess
Insert Part 2
As you move to each station…1. Read the teacher directions2. ENGAGE in the work like a student3. Reflect with your partner using your reflection matrix
Station Name
How would you know a student was struggling with this work?
How would you know if a student is ready to move on?
While observing students at work, you want to know if they are connecting numbers to quantities. What questions might you ask to determine this?
Station Name
How would you know a student was struggling with this work?
How would you know if a student is ready to move on?
While observing students at work, you want to know if students are able to conserve a quantity. What questions might you ask to determine this?
Station Name
How would you know a student was struggling with this work?
How would you know if a student is ready to move on?
While observing students at work, you want to know how they are keeping track. What will you watch for? What questions might you ask to determine
this?
Stickys and charts…where would they go?
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”