Two-Digit Addition and Subtraction Time to assess kids will be inserted when we know what time that will occur!

Solve the following problem:28 + 16 = ? Without paper and pencil (please) After you solve the problem, find a partner and show them how you solved the problem using the cubes as a model Get them to see reorganizing mentally.

Solve the following problem:28 + 16 = ? 38 +16 = 58 +16 = 28 +26 = 28 + 66= 48 +36 = Have participants solve mentally. Say: If our starter problem is 28 +16… how do the other problems relate. 48 + 36 = 28 +20+ 16+20 Steer them toward a mentally math combinations and reorganizing the tens and ones.

How do these tasks connect to the Grouping Tens videos? Move around … add activity

Discussing the Video Video for 69+87 What did you notice? What is the connection to the work that we have been doing?

Reading about 2-digit addition Read p. 102-105 in the red book What is the connection between place value understanding and addition work? What mathematical understandings do students need to have in place to be successful? goal here- help them connect math concepts from previous assessments to the 2-digit addition work

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

Activities Containers Building Stacks Roll and Add Participants will look at each of the activities Whole Group one at a time and then discuss. Discuss: How does it connect with tens and ones work, reorganizing numbers, addition and subtraction work. To save time, can separate into 3 group. Have each group do 1, then share out.

Let’s watch Cooper! Click the picture to get to the video http://www.youtube.com/watch?v=ynPSrj3bNds

Here is what the teacher asks. Discuss why use this language Here is what the teacher asks. Discuss why use this language? What is the focus?

Discuss how the strategies change and identify what the strategies look like. Stress that you need to have students explain what they are thinking/ strategies used to solve their problem. Delve into the difference between all of these.

What would Cooper need now? Compare the strategies for 28+16 and 26 +27. He got 2 correct answers. So he was a P+ and not an A. LOOK AT THE STRATEGIES!!!

Let’s try the Two-Digit Addition and Subtraction Assessment Log into amcanywhere.com Complete the assessment as we watch Brian Two-digit addition and subtraction assessment

Let’s Assess Brian http://www.youtube.com/watch?v=ZfHNVJOY8N0 Click on the picture to view the video Have participants record Brian’s responses in the demo mode of AMC anywhere.

What evidence was there about his mathematical understanding? Brian What did he score? What evidence was there about his mathematical understanding? What questions do you have about Brian’s understanding? whole class brief discussion….

What comes next for Brian? Using the blue book, read p. 214-215 Using the charts on p. 215- 217 Can you find which activities Brian needs at this point? Brian “Needs Practice.” Teachers will find the answer on pg. 218 **Explain that the first number refers to the book number and the second number is the chapter, and the third number is the activity. For example activity Two Ten Shapes: Addition Station is in Book 2 (2-3:34) while Partner Add-It is in Book 3 (3:1-48)

Now find Roll and Add in your Developing Number Concept Books Roll and Add is Book 3, Chapter 1, Activity 50 (3:1-50) pg. 121

Station Time! Partner Add-It Add ‘Em up- Yarn Shapes Add ‘Em Up - Lots of Lines Partner Add-It Use the matrix. Add ‘Em up- Yarn Shapes

Time for lunch 11:30-12:45

Time for math 52-24= Now we want you to come up with 6 related subtraction problems. Two of them should include the number 52. Two of them should include the number 24. Two of them should include neither 52 or 24.

Reading- Subtraction Read p. 106-107 “Subtracting Numbers to 100” Discuss: What struggles do students have when subtracting larger numbers?

Your turn….. Read your assigned strategy. Be prepared to share with the group: 1. What is the strategy? 2. Show an example 3. How does it relate to the assessment? Assign tables one of the 3 strategies (pg 107-111)

Subtraction specific games… Roll and Subtract Two Ten Shapes Subtraction Partner Take Away Use the matrix. At the end, have teachers reference page 223 and talk with their partner about when Lots of Lines and Yarn stations can be used

agree/disagree… By the end of 2nd grade students need to have basic facts memorized (2 seconds or less). By the end of 2nd grade students need to have multiple strategies and ways to think about subtracting 2-digit numbers. By the end of 2nd grade students need to be proficient with the standard algorithm for subtraction. By the end of 2nd grade, getting the answer to a 2-digit addition or subtraction problem efficiently (in a few quick steps) is a reasonable expectation. use if needed- in case students are late or don’t come

Connections to Investigations What are the addition/subtraction strategies that students typically work with in 2nd grade? How can this last assessment and the concepts in it support students’ strategies? if time

Moving Forward Assess your students…. Grant requires- Hiding Assessment 3 times By Oct 15, By Jan 30, By May 30 Other assessments based on students’ needs Complete online modules Due dates- Oct 15, Jan 30, April 30 On-line modules are all classroom-based and based on collecting data

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Be Awesome!!! To teachers https://www.youtube.com/watch?v=RwlhUcSGqgs (click school bus)