1. Second Grade AMC Professional Development Day 1

2.  Introduction/Opening (9:00-10:30) ◦ Introductions ◦ Tribal Counting ◦ Why AMC Anywhere Assessments? ◦ How do I set up my classroom for AMC?  Hiding Assessment Part 1(10:30-11:30)  Lunch (11:30-12:30)  How to do an assessment (12:30-1:00)  Hiding Assessment Part 2 (1:00-1:45)  Stations (1:45-2:30)  Discussion/Breakdown (2:30-3:00)

3.  Introduction/Opening ◦ Why AMC Anywhere Assessments? ◦ How do I set up my classroom for AMC?  Hiding Assessment Part 1  Lunch (11:30-12:30)  How to do an assessment  Hiding Assessment Part 2  Stations  Discussion/Breakdown

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

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

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

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

8. 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?

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

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

11. 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

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

13.   

14.  Seize + jingle =  Seize + drift =  Romp – seize=  Romp – nudge = Tribal addition and subtraction

15.  We were counting… (sort of)  Why can’t we quickly add and subtract?  How do we know when students are struggling in math? What’s Happening? Why is this difficult?

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

17. Why are we using these assessments?

18. 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

19. Assessing Math Concepts is: A cohesive look at the development of children’s understanding of core math concepts. ©Math Perspectives Teacher Development Center, Bellingham, WA www.mathperspectives.com

20. AMC Assessments Inform instruction Document growth Uncover the child’s edge of understanding Help us understand how children construct mathematical understandings

21. The assessments are not about “helping children be right,” but about uncovering what they need regarding instruction.

22. Counting, Comparing & Pattern Addition & Subtraction Place Value, Multiplication & Division 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

23. 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.

24.  What did you notice about Sally’s counting?

25.  Go to www.amcanywhere.comwww.amcanywhere.com  Log-in information: District ID: Demo Teacher ID: Demo Password: Demo  Materials Needed: cubes

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

31.  What did you notice about Tatiana‘s responses?

33.  Turn to page 136/137 in your blue book.  Read the indicators for (A) Ready to Apply and (P) Needs Practice

35. Working Level Board Example

36.  Setting up workshop in Investigations  Practice, practice, practice routines  Using working levels to ensure students are working independently and quietly  Meet with one small group a day, use the rest of the time to assess or progress monitor 3-4 students in the class

37. 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.

38.  What stations would best support the needs of Sally or Tatiana?  How do you know?  How would you know a student was struggling with this work?  How would you know if a student is ready to move on?

40. Second Grade AMC Professional Development Day 2

41. Schedule  Introduction/Opening (9:00-9:30)  Tens Frame Assessment (9:30-10:45)  Stations (10:45-11:30)  Lunch (11:30-12:30)  Grouping Tens Assessment (12:30-1:45)  Stations (1:45-2:30)  Discussion/Closing (2:30-3:00)

42.  Introduction/Opening  Tens Frame Assessment  Stations  Lunch 11:30-12:30  Grouping Tens Assessment  Stations  Discussion/Closing Schedule

43. 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”

44. What are we trying to determine with this assessment?  Can the student combine a ten and some ones without counting and can the student combine numbers by making a ten and leftover ones?  Can the student decompose a teen number into a ten and leftovers and can the student subtract by breaking up a number in order to get to ten, and then subtract what is left from 10? Ten Frames Assessment

47. Understanding Tens as a Unit Counts ten as a single unit Understanding the structure of one ten and some ones Combines 1 ten with any number of ones up to 9 without counting

48. Adding numbers to 20 Adds 10 to any number of ones to 9 without counting Adds 2 single-digit numbers with sums larger than ten by reorganizing them into one ten and leftovers When adding 2 single-digit numbers that result in a ten and some ones, knows what part of the number is needed to make a ten, and what part will be left over Subtracts 10 from any number from 11-20, without counting When subtracting single-digit numbers, knows what part of the number needs to be taken away to get to ten, and what is still left to take away Subtracts from numbers to 19 by breaking up the ten when necessary, and knows how many left without counting

49.  In your blue book turn to pg. 143 and read The Challenges of Learning about Numbers are One Ten and Some More  As you read think: How does this correlate to the Common Core standards for 2 nd grade and our work in Investigations? Write down your thoughts on a sticky note and put it on the poster in the front of the room

51.  Go to www.amcanywhere.comwww.amcanywhere.com Log-in information: District ID: Demo Teacher ID: Demo Password: Demo

52. Tens Frame Stations Addition and Subtraction Spin-It Two Ten Shape Addition Number Shape Pairs Wipe Out

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

54. What are we trying to determine with 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? Grouping Tens Assessment

55. Video

59. hide

60. In your blue book, turn to pg. 174 and read “The Challenge of Learning to Think of Numbers as Tens and Ones”  How can knowledge of place value impact a student’s understanding of addition/subtraction and multiplication/division?  Use an index card to write down your take from the reading.

62. Grouping Tens Assessment

63.  Go to www.amcanywhere.comwww.amcanywhere.com  Log-in information: District ID: Demo Teacher ID: Demo Password: Demo  Materials Needed: cubes or counters

64. Grouping Tens Stations Lots of Lines Paper Shapes A Ten Shape and More Subtraction Grab and Add Race to 100/Race to 0

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

67. Second Grade AMC Professional Development Day 3

68.  Introduction (9:00-9:20)  Two-Digit Addition and Subtraction (9:20- 10:00) ◦ View assessment ◦ Complete an assessment  How to prescribe activities for your students (10:00-10:30)  Stations (10:30-11:30)  Lunch (11:30-12:30)  How do I read data reports? (12:30-1:00)  Link to Word Problems (1:00-1:30)  Graffiti Walk (1:30-2:00)  Closing/Team Time (2:00-3:00) Schedule

69.  Introduction  Two-Digit Addition and Subtraction ◦ View assessment ◦ Complete an assessment  How to prescribe activities for your students  Stations  Lunch (11:30-12:30)  How do I read data reports?  Link to Word Problems  Closing/Team Time Schedule

70. Thinking about Math…

71.  Can the student use the concept of tens and ones to add two-digit numbers, by mentally breaking them apart and reorganizing them into the total numbers of tens and ones, when the problem is present: ◦ Level 1: With a model ◦ Level 2: Without a model ◦ Level 3: Symbolically

72.  Can the student use the concept of tens and ones to subtract two-digit numbers by mentally breaking them apart and reorganizing into the tens and ones that are left, when the problem is presented: ◦ Level 1: With a model ◦ Level 2: Without a model ◦ Level 3: Symbolically

73.  No paper and pencil  After you solve the problem, find a partner and show them how you solved the problem using the cubes as a model

74.  In your blue book, read pgs. 200-203 (do not read the Student Interview)

79.  Using the blue book, turn to pg. 215  Can you find which activities Brian needs at this point?

80.  Now find Roll and Add in your Developing Number Concept Books

81. Building Stacks Roll and Add Partner Add-It Containers Add ‘Em Up - Lots of Lines Add ‘Em Up – Paper Shapes Pinching Paper Clips

83.  Use AMC Anywhere reporting to view student results.

90. Franco counted 46 pretzels in his bowl. Sally counted 58 pretzels in her bowl. How many pretzels do they have in all?

91. Jake had 52 pennies. He spent 24 pennies on a new pencil. How many pennies does he have left?

92.  Visit any of the stations  Write on the graffiti walls: ◦ Share I-pad apps ◦ Share other resource ideas/websites ◦ Discuss and share management strategies for workshop ◦ Discuss and share management strategies for administering assessments CHOICES