Kindergarten AMC Professional Development Day 2

 Introduction/Opening (9:00 – 9:30)  Changing Numbers Assessment (9:30 – 10:00 ~ Instructing/Show video, 10:00-10:30 ~ Assessing the video)  Break (10:30 – 10:40)  Stations (10:40 – 11:30)  Lunch (11:30 – 12:30)  Funny Video (12:30 – 12:35)  More/Less Trains Instruction (12:35 – 1:00)  More/Less Trains video assessment (1:00 – 1:30)  Break (1:30 – 1:45)  Report Overview (1:45 – 2:00)  Class Instruction Report/Stations (2:00 – 3:00)

 Introduction/Opening  Changing Numbers Assessment  Stations  Lunch  More/Less Trains Assessment  Reports Overview  Class Instruction Report/Stations 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 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). Changing Numbers Assessment

Strategies to Change Counters “ Change these counters so there are….” 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.

Strategies to Describe Relationships “ What did you have to do to change….?” 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 Lotier

Changing Numbers Assessment Aaron

Changing Numbers Stations Counting Boards Changing Numbers Grow and Shrink Build It, Change It One More, One Fewer Give and Take

 What questions would you ask your students in each station? Explore the Stations….

Video

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. More/Less Train Assessment

Common Core Alignment 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.

Overview of More/Less Trains Assessment 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

Use AMC Anywhere reporting to view student results. Interpreting & Using Assessment Results Select Reports Select from a variety of reports.

Use “Linking Assessment to Instruction” guides for instructional support from Developing Number Concepts Select Downloads Select Linking Assessment