1. Second Grade AMC Professional Development Day 2

2.  Introduction/Opening  Critical Learning Phases Tied to CCSS and Investigations  Tens Frame Assessment Lunch 11:30-12:30  Stations  Using reports  Organization Schedule

3. Getting Your Room Ready! Make and Take Session on August 20th - bring card set (box 2) - organize your box - make several activities to use right after you do the Hiding Assessment :) 8:30-11:30 Smithfield Elementary 8:30 - 11:30 Mountain Island Elementary 12:30-3:30 Dilworth Elementary? Ni’Kia

5. jingle + romp = nudge + groan + memo= torque + jingle + nim =

6. Mix/Pair/Share Pick one of the scenarios that you read. What did you notice about students’ understanding of place value? What questions would you ask next?

7. 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 Critical Learning Phases

8.  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

9. 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

10. What will my students be asked to do during the Ten Frames Assessment? Using ten frames, students answer a series of addition and subtraction questions. Assesses whether students know parts of numbers and can break numbers apart to complete the ten to solve the problem. To complete assessment, students solve “what if” questions without the support of the ten frame.

11. Overview of Ten Frames Assessment ∗ Part 1 – Addition Part 2 – Subtraction Each part divided into four areas: Adding/Subtracting Ten and Ones Knows Parts of Numbers Making a Ten and Adding/Subtracting Ones Recognizes Ten More Note: Ten frames to use during assessment are available in download section.

12. ◆ We will first watch a video of Grace.Grace. ✓ Take notes as you watch the video. ✓ What evidence do you see of the concept we just read about? What questions do you have about Grace’s understanding? 10’s Frame Assessment

13. AMC Anywhere www.amcanywhere.com Log in information District ID: 9001 Teacher ID: Password:

14. Part 1, Addition Adding Ones to a Ten (10 +9 and 6 +10): Trying to assess if student can easily add the ones to the ten without counting on or counting all. These strategies are self-explanatory. If “N” assessment will end.

15. Knows Parts of Numbers Initial Problem: 8 + 7 Other problems: 7 + 6 without ten frames: 8 + 5 18 + 5 8 + 7

16. Making a Ten and Adding Ones (8 +2) + 5 Other problems: (7 + 3) +3 (8 +2) + 3 (8 + 5) + 10 +7 8

17. Part 2 - Subtraction To determine if the student can decompose a teen number into a ten and leftovers. To determine if the student can subtract by breaking up a number in order to get to ten and then subtracting what is left from 10. Practice Problem: 12-3

18. Problem: 15-7 Can they easily break the 7 into 5 +2 Knows parts of numbers Can they take the 2 away from 10 Making a ten and subtracting ones Other problems: 14-8, 13-6, and 23-6

19. 11:30-12:30 LUNCH TIME

20. ∗ Rotate to as many activities as you can. You and your partner should discuss: Activities: For students ready to Apply ✓ Working with Ten Shapes-Addition (teacher directed) ✓ Number Shape Pairs ✓ Two Ten Shapes- Addition and Subtraction ✓ A Ten-Shape and More- Subtraction Station ✓ Wipe Out Work Stations

21. ✓ What ideas are targeted in this task? ✓ How could you differentiate this task? ✓ What preparation is required? (student independence) Group Posters

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

23. ∗ Take a gallery walk among the posters. ∗ Share out your thoughts Gallery walk

24. ∗ Discuss the set of Questions in the Blue Book which relate to this concept. (page 156-157) Which questions do you already use in your classroom? Which questions have you not used and what are your thoughts on it? Facilitating Student Learning

25. ✓ What games/ routines from Investigations are similar to the tasks you have found? Investigations tie in….

26. Let’s look at a couple of reports. ∗ Class Instruction report ∗ Student Progress report Reports

27. Discuss how these students are grouped on the report. What data determined these groups? What is your next step/plan? Work in your small group to : ❑ Use the Linking Assessment and Instruction Suggestions to choose activities ❑ Read about the activities in your Number Concepts Activity Book ❑ Find the activities in your card kit Developing Plans ✓ Plan a guided group for students who need Pre-Requisites ✓ Plan two independent work stations for students who need Practice ✓ Plan one independent work station for students who are ready to Apply.

28. Second grade assessment outline Timeline

30. 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”