1. Presented by: Stacy Hunter & Stephanie Miller

2. Today’s Agenda Icebreaker Video (4:Number Arrangements), Overview Assessment, & Practice Demo Games 1:30-2:00 Social Studies & Science Overview Video (5:Combination Trains), Overview Assessment, & Practice Demo Games Video (6:Hiding Assessment), Overview Assessment, & Practice Demo Games Closure: Assessment Questions, Sharing Resources, & Closing Comments

3. Looking beyond the “I” in the rush to get our job done Based on the work of Susan Dellinger, Ph.D.

4. TRIANGLE BOX RECTANGLE CIRCLE SQUIGGLE Which Shape Best Describes You as a Person?

5. Box’s Motto If you want a job done right……. DO IT YOURSELF

6. Triangle’s Motto I did it my way…….. And you will do it my way, too

7. Rectangle’s Motto I know you think that what I said was what I meant, but are you sure that what I meant was what I said?

8. Circle’s Motto Forget your troubles and just get happy. I’m gonna chase all your cares away.

9. The Squiggle’s Motto If it feels good, do it!

10. How Many Picked the Right Shape? 86% pick right the first time Can you identify with 2 shapes? Rectangles and squiggles may be all 5 shapes Knowing your shape and others is described by Dr. Dellinger as Flexing

11. Each of you embodies every shape Use it to your advantage!

12. http://youtu.be/aJqNLcOkwhw Lost in the Sea of Assessment

13. Assessing Math Concepts It is not enough to know if the child can get right answers. We need to know what mathematics the child knows and understands. ©Math Perspectives Teacher Development Center, Bellingham, WA www.mathperspectives.com

14. Counting, Comparing & Pattern Addition & Subtraction The assessments lead you to resources that will help provide appropriate instruction for each child. ©Math Perspectives Teacher Development Center, Bellingham, WA www.mathperspectives.com AMC Assessments Inform instruction Documents growth Uncover the child’s edge of understanding Help us understand how children construct mathematical understandings

15. Number Arrangements Assessment Four Watch the video of James for Number Arrangements:

16. Number Arrangements Assessment Think about James with a partner… Which numbers did James feel comfortable with and discuss where he needs more practice. www.amcanywhere.com

17. Go to www.amcanywhere.comwww.amcanywhere.com Log-in information: District ID: Demo Teacher ID: Demo Password: Demo Materials Needed: Assessment Dot Cards Let’s Try an Assessment for Number Arrangements

18. Click “Start Assessment” at the top of the page

20. Where does James need instruction? Use your Blue Book Spiral starting on page 84 to determine his Instructional Level.

21. Instructional Levels NNeeds Prerequisite (The child is not yet able to learn this concept. Something else is needed first) INeeds Instruction (The child has a beginning understanding of this but needs support) PNeeds Practice (The child is developing insight and competence and needs to work at this level longer) AReady to Apply (The child has facility with the idea and needs to apply it and move on to other concepts) ©Math Perspectives Teacher Development Center, Bellingham, WA www.mathperspectives.com

22. Let’s Work with a Partner! These learning activities will be used to support the student at their instructional need. Learning Activities: 2: 2-14 Number Arrangements: Using Cubes 2: 2-18 Counting Boards: Making Up Number –Combination Stories 2: 2-22 Number Train Arrangements 2: 2-27 Building and Rebuilding

23. Combination Trains Assessment Learning Number Combinations Children need to see the basic facts as a set of interrelated concepts. Children need to be able to look for relationships between the facts they know and other larger, more complex numbers or problems. Emphasis needs to be on learning number composition and decomposition and number relationships – not just on getting the right answers. Common Core Alignment: 1.OA.3; 1.OA.5; 1.OA.6

24. Combination Trains Assessment Five Watch the video of Isaiah for Combination Trains:

25. Assessment Practice 1. Find a Partner 2. Arrange the three combination trains Go to Start Assessment Practice Combinations Trains with partner This assessment in on pg. 105-106 in blue book

26. Go to www.amcanywhere.comwww.amcanywhere.com Log-in information: District ID: Demo Teacher ID: Demo Password: Demo Materials Needed: Blue & Yellow Cubes Let’s Try an Assessment for Combination Trains

27. Click “Start Assessment” at the top of the page

29. Instructional Levels NNeeds Prerequisite (The child is not yet able to learn this concept. Something else is needed first) INeeds Instruction (The child has a beginning understanding of this but needs support) PNeeds Practice (The child is developing insight and competence and needs to work at this level longer) AReady to Apply (The child has facility with the idea and needs to apply it and move on to other concepts) ©Math Perspectives Teacher Development Center, Bellingham, WA www.mathperspectives.com

30. Let’s Get to Work with a Partner! These activities will be used to support the student at their instructional need. Activities: 1-12 Find a Match/ Investigations Counters in a Cup G4 2-4 Bulldozer 2-21 Number Shapes using spinners 3-36 Roll And Double

31. Thinking about Math… How did he solve the problem?

32. What are we trying to determine with this assessment? To determine if the student knows parts of number to 10 quickly, without counting to figure them out. Can the student use what they know about parts of numbers to solve subtraction problems. Hiding Assessment

33. What did you notice about Sally’s counting? Let’s Take a look at the Hiding Assessment

34. What did you notice about Tatiana‘s responses? Let’s Take a look at the Hiding Assessment

35. Go to www.amcanywhere.comwww.amcanywhere.com Log-in information: District ID: Demo Teacher ID: Demo Password: Demo Materials Needed: Cubes Let’s Try an Assessment for Hiding Assessment

36. Click “Start Assessment” at the top of the page

38. Turn to page 136/137 in your blue book. Read the indicators for (A) Ready to Apply and (P) Needs Practice Tatiana’s Results

39. She’s an “A” on 4…now what?

40. Working Level Board Example

41. As you move to each station….. 1.Read the teacher directions. 2.ENGAGE in the work like a student. 3.Discuss with your partner/group which games would be beneficial for each student according to their data and record on your matrix. 4.Use the following questions to help guide your thinking.

42. Let’s do some work! These learning activities will be used to support the student at their instructional need. Activities: 3-25 Snap-It 3-22 Grab Bag 3-16 Apartment Buildings 3-26 What’s Missing

43. THANK YOU! Questions, comments, and concerns feel free to contact us! Stephanie Miller  StephanieL.Miller@cms.k12.nc.usStephanieL.Miller@cms.k12.nc.us Stacy Hunter  Stacy.Hunter@cms.k12.nc.usStacy.Hunter@cms.k12.nc.us Don’t forget…**Go to the stage to get your Card Box! (Just for classroom teachers!) You will be emailed by AMC Anywhere when your class list is available online.