1. Description of Strategies
By Kathy Richardson
Assessment #2
Changing Numbers
Overview &
Description of Strategies

2. Learning Beginning Number Relationships
Many students are successful at counting, but lack a sense of quantity for the amounts they are counting.
Children must move beyond counting to develop meaning for the numbers they work with.
As children begin to focus on the quantities they are counting, they begin to see how numbers are related to each other.

3. 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).

4. What will my students be asked to do during the Changing Numbers Assessment?
Students will be shown a series of numeral cards and asked to change a pile of counters from one number to another.
They will be assessed on numbers to 6, to 10, and to 20. Program will move to higher or lower numbers based upon students’ responses.
Note: Numeral cards to conduct assessment are available in downloads section of amcanywhere.com.

5. 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 Changing Numbers Concept 2.
Learning to Count
Example of Student Interview
Grade Level Expectations
Assessing Children at Work
Linking Assessment to Instruction

6. 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.

7. 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”.

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

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

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