1. Day 3 APLUS Grant Grade 2

2. LET’S DO MATH! JAR JINGLE - JINGLE JAR JINGLE - MEMO JAR JINGLE - JAR JAR TORQUE - NIM JAR TORQUE - TORQUE JAR TORQUE - JAR SEIZE

3. Schedule Introduction/Opening/Review HW (9:00-9:30) Critical Learning Phase Connection (9:30-10:15) Video (10:00-10:15) Model Grouping Tens Assessment (10:00-10:30) Practice (10:30-10:45) Stations (10:45-11:30) LUNCH (11:30-12:45) Stations (12:45-1:15) Assess LIVE students! /Discussion(1:15-2:00) Benchmark Report (2:00-2:15) Organizational Tips/Connections (2:15-3:00)

4. Review Homework p. 87-91 How do children demonstrate an understanding of the questions “how many groups” or “how many altogether?” Sometimes children appear to understand the structure of a two-digit number but actually do not. How can you tell if they fully understand? How do these critical learning phases help students understand the structure of number to assist in knowing 10 more/less?

5. Critical Learning Phase Cont… (Chapter 4) p.91 Understanding the Structure of Tens and Ones Using Symbols LET’S DISCUSS!

6. Video Assessment 8 Grouping Tens Assessment/Kathy Richardson

7. Grouping Tens Assessment What are we trying to determine in 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?

8. What does the Assessment look like?

15. Go to www.amcanywhere.comwww.amcanywhere.com Log-in information: District ID: Teacher : Password: Materials Needed: cubes or counters Let’s try the Grouping Tens assessment with a partner!

16. Grouping Tens Stations Lots of Lines Race to 0 Yarn Shapes Grab and Add Race to 100

17. Fuel your brain by station exploration! (before and after lunch)

18. Grouping Tens Stations Lots of Lines Race to 0 Yarn Shapes Grab and Add Race to 100

19. ASSESS Time! You will now get the opportunity to assess LIVE CHILDREN!!! Please feel free to ask questions and please take your time.

21. Understanding the Instructional Levels Ready to Apply (A) The student can already do a particular task and is ready to use this skill in other settings. Needs Practice (P) The student can do a particular task with some level of effort but still needs more experiences to develop facility and consistency. Needs Instruction (I) The student has some idea of what a task is about but needs support Needs Prerequisite (N) The student does not yet understand the concept and needs to work with mathematical ideas that precede the concept being assessed

22. Access CC and Discuss Access the Common Core Standards and identify which standards the Grouping Tens Assessment addresses. Discuss with your table mates the correlation between the assessment and these standards. Next, discuss how Investigations links to this assessment as well as the CC standards.

23. How does this assessment link to your second grade standards? 2.NBT.1 Understand that the three digits of a three digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:(See 2.NBT.1a & b) a.One hundred can be thought of as a bundle of tens called “hundred” b.The numbers 100-900 refer to one, two, three etc…hundreds and 0 tens and 0 ones

24. MORE! 2.NBT.3 Read and write numbers to 1000 using base- ten numerals, number names, and expanded form. 2.NBT.4 Compare 2 three digit numbers based on meaning of the hundreds, tens and ones digits

25. Link it! 2.NBT.8 Mentally add 10 or 100 to any number 100-900 and mentally subtract 10 or 100 from a given number 100-900

26. Setting up for Success What would a plan for success look like in your room? What insights do you have about how you can organize your room effectively?

27. How might this fit into your day? Structure 1-Math Workshop with Daily Workstations Focus mini lesson Independent stations/Guided math groups Group share

28. How might this fit into your day? Structure 2-Half and Half Investigations/Common Core Skills, Math Talk, Problem Solving AMC work stations/small group / conferencing *This model can be split into thirds

29. How might this fit into your day? Structure 3-Workstation Day Initial introduction of AMC stations; workstation day once per week Other days are common core and Investigations work

30. How might this fit into your day? Structure 4-Flexible Grouping Create flexible groups based on student needs Outside of the regular instruction time Make a clear intention for the groups based on AMC data to teach a skill

31. Ways to Introduce New Stations! Teach new activities during whole group or small group Only introduce one or two stations at a time Eventually, you can have 8-10 stations at a time Stations can stay in place for 8-10 weeks or longer depending on your instructional goals

32. Sample Schedule Whole Group Number talk 5-10 minutes Concepts/Skill Mini Lesson 10-15 minutes Independent Work 30-40 minutes Students begin activities; teacher checks in with students Small group/Happens concurrently Teacher keeps a small group for instruction Teacher observes students in workstation after small group No more than one small group a day Reflective Thinking 5-10 minutes

33. The End…. Homework for tonight: In your blue book, please read p. 199-203

34. EXIT