1. By Kathy Richardson Assessment #8 Grouping Tens Overview & Description of Strategies

2. Learning about Numbers as Tens and Ones Children need to learn that numbers to 100 are composed of groups of tens and ones. Children must do more than label the digits in a number – they must understand that numbers are organized into groups of tens and ones. Children must recognize that a ten is both one ten and ten ones. This level of thinking is difficult for young children.

3. What are we trying to determine with this assessment? Do students understand that numbers to 100 are organized into groups of tens and ones. Can they add tens without counting. Can they take away tens without counting. Do they understand that counting by groups doesn’t change the total quantity?

4. Common Core Alignment Grade 1 Numbers and Operation in Base Ten Understand place value 1.NBT.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

5. Common Core Alignment continued Grade 1 Numbers and Operation in Base Ten Use place value understanding and properties of operations to add and subtract. 1.NBT.4. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten 1.NBT.5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 1.NBT.6. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

6. What will my students be asked to do during the Grouping Tens assessment? Students will be asked to identify tens and ones when presented with number cards. Note: Number cards available under downloads of www.amcanywhere.com.www.amcanywhere.com Using counters, student will identify groups of ten and leftovers. Student will use what they know about tens to find out how many altogether. Students will be asked to add and take away tens without counters.

7. Where can I learn more about the mathematics behind this assessment? The Assessing Math Concept series by Kathy Richardson contains important information for educators. It is recommended that teachers read the following information from Grouping Tens Concept 8. Learning to Count Example of Student Interview Grade Level Expectations Assessing Children at Work Linking Assessment to Instruction

8. Tips for “How Many Altogether?” Knows without counting: Student quickly knows the number combinations. Counts by 10s: A more advanced response than counting by ones, but student still not seeing relationship between tens/ones and the total. Counts All: Student not seeing numbers as tens and ones; counting by ones is their only strategy. Guess/No answer: Student not able to answer and has no strategy for figuring it out. Strategy Unknown: Prompts teacher to ask “How did you think about that?”

9. Tip for “How many are there?” This question is important to see whether the student has a sense of number conservation.

10. Assessment Results Summarized at end of assessment as: A – Ready to Apply P – Needs Practice I – Needs Instruction Complete descriptions included in assessment guide.

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

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