Second Grade AMCProfessional Development

Day 2

Introduction/Opening Critical Learning Phases Tied to CCSS and Investigations Tens Frame AssessmentLunch 11:30-12:30

Stations Using reports Organization

Schedule

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 Elementary12:30-3:30 Dilworth Elementary? Ni’Kia

jingle + romp =

nudge + groan + memo=

torque + jingle + nim =

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

Understanding Tens as a UnitCounts ten as a single unit

Understanding the structure of one ten and some onesCombines 1 ten with any number of ones up to 9 without

counting

Critical Learning Phases

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 correlateto the Common Core standards for 2nd gradeand our work in Investigations?

Write down your thoughts on a sticky note and put it on the poster in the front of the room

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 countingWhen 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

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.

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.

◆We will first watch a video of 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

AMC Anywhere

www.amcanywhere.com

Log in informationDistrict ID: 9001Teacher ID: Password:

Part 1, AdditionAdding 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.

Knows Parts of Numbers

Initial Problem: 8 + 7

Other problems: 7 + 6

without ten frames:8 + 5 18 + 5

8

+ 7

Making a Ten and Adding Ones

(8 +2) + 5

Other problems: (7 + 3) +3 (8 +2) + 3(8 + 5) + 10

+7

8

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

Problem: 15-7

Can they easily break the 7 into 5 +2

Knows parts of numbersCan they take the 2 away from 10

Making a ten and subtracting ones

Other problems: 14-8, 13-6, and 23-6

11:30-12:30

LUNCH TIME

∗ 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

✓What ideas are targeted in this task?✓How could you differentiate this task?✓What preparation is required? (student

independence)

Group Posters

What questions would you ask your students in each station?

Explore the Stations….

∗ Take a gallery walk among the posters.

∗ Share out your thoughts

Gallery walk

∗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

✓What games/ routines from Investigations are similar to the tasks you have found?

Investigations tie in….

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

Reports

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.

Second grade assessment outline

Timeline

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”