second grade amc professional development day 1. introduction/opening (9:00-10:30) ◦...
TRANSCRIPT
Second Grade AMCProfessional Development
Day 1
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
Schedule
Looking beyond the “I” in the rush to get our job done
Based on the work of Susan Dellinger, Ph.D.
TRIANGLE
BOX
RECTANGLE
CIRCLE
SQUIGGLE
Which Shape Best Describes You as a Person?
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 MottoForget 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
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?
How do we know when students are struggling in math?
What’s Happening? Why is this difficult?
Why are we using these assessments?
Assessing Math Concepts
It is not enough to know if thechild 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.
Counting,Comparing &
Pattern
Addition &Subtraction
Place Value,Multiplication &
Division
The assessments lead you to resources that will
help provide appropriate instruction for each child.
©Math Perspectives Teacher Development Center, Bellingham, WA www.mathperspectives.com
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.
Hiding Assessment
What did you notice about Sally’s counting?
Let’s Take a look at the Hiding Assessment
Go to www.amcanywhere.com
Log-in information:
District ID: DemoTeacher ID: DemoPassword: Demo
Materials Needed: cubes
Let’s try the Hiding Assessment with a
partner!
Click “Start Assessment” at the top of the page
Watch Tatiana
What did you notice about Tatiana‘s responses?
Turn to page 136/137 in your blue book. Read the indicators for (A) Ready to
Apply and (P) Needs Practice
Tatiana’s Results
She’s an “A” on 4…now what?
Working Level Board Example
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
How do I set up my room for AMC?
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.
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?
STATIONS
Parking Lot
Second Grade AMCProfessional Development
Day 2
Introduction/OpeningTens Frame AssessmentStationsLunch 11:30-12:30Grouping Tens AssessmentStationsDiscussion/Closing
Schedule
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”
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?
Ten Frames Assessment
Understanding Tens as a UnitCounts 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
Critical Learning Phases
Adding numbers to 20Adds 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, withoutcounting
When subtracting single-digit numbers, knows what part of the number needs to be taken away to get to ten, andwhat is still left to take away
Subtracts from numbers to 19 by breaking up the ten whennecessary, and knows how many left without counting
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 correlateto the Common Core standards for 2nd gradeand our work in Investigations?
Write down your thoughts on a sticky note and put it on the poster in the front of the room
Which Investigations Games correlate to AMC?
Let’s Try the Tens Frame Assessment
Go to www.amcanywhere.com
Log-in information:
District ID: DemoTeacher ID: DemoPassword: Demo
Tens Frame Stations
Addition and Subtraction Spin-It
Two Ten Shape Addition
Number Shape PairsWipe Out
What questions would you ask your students in each station?
Explore the Stations….
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?
Grouping Tens Assessment
hide
In your blue book, turn to pg. 174 and read“The Challenge of Learning to Think of Numbers as Tens and Ones”
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.
Learning about Tens and Ones
Go to www.amcanywhere.com
Log-in information:
District ID: DemoTeacher ID: DemoPassword: Demo
Materials Needed: cubes or counters
Let’s try the Grouping Tens assessment
with a partner!
Grouping Tens Stations
Lots of Lines
Paper Shapes
A Ten Shape and More Subtraction
Grab and Add
Race to 100/Race to 0
What questions would you ask your students in each station?
Explore the Stations….
Parking Lot
Second Grade AMCProfessional Development
Day 3
Introduction Two-Digit Addition and Subtraction
◦ View assessment◦ Complete an assessment
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
Schedule
Two-Digit Addition and Subtraction Assessment
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
Two-Digit Addition and Subtraction Assessment
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
No paper and pencil
Solve the following problem:
36 + 47 = ?
After you solve the problem, find a partner and show them how you solved the problem using the cubes as a model
Two-Digit Addition and Subtraction Assessment
In your blue book, read pgs. 200-203 (do not read the Student Interview)
What would Cooper need now?
Let’s try the Two-Digit Addition and Subtraction Assessment
Using the blue book, turn to pg. 215
Can you find which activities Brian needs at this point?
What prescription does Brian need?
Now find Roll and Add in your Developing Number Concept Books
Station Time!Building Stacks
Roll and Add
Partner Add-It
Containers
Add ‘Em Up - Lots of Lines
Add ‘Em Up – Paper Shapes
Pinching Paper Clips
Use AMC Anywhere reporting to view student results.
Interpreting & Using Assessment Results
Franco counted 46 pretzels in his bowl. Sally counted 58 pretzels in her bowl. How many pretzels do they have in all?
Solve the following problem…
Jake had 52 pennies. He spent 24 pennies on a new pencil. How many pennies does he have left?
Solve the following problem…
Visit any of the stations
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
CHOICES