Transcript 5.Combination trains

By
Kathy Richardson
Assessment #5
Combination Trains
Overview &
Description of
Strategies
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.
What are we trying to determine with this assessment?
To determine what number combinations the student knows and to find
out if they can use the answer to a combination they know to figure out
one they don't know.
Does student know the parts of numbers to 10?
Can student use efficient strategies to solve
problems to 20.
Common Core Alignment
Kindergarten
Operations & Algebraic Thinking
Understand addition as putting together and adding to, and understand subtraction as taking
apart and taking from.
K.OA.5. Fluently add and subtract within 5
Grade 1
Operations & Algebraic Thinking
Understand and apply properties of operations and the relationship between addition and
subtraction.
1.OA.3. Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 =
11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 +
4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12.
(Associative property of addition.)
Common Core Alignment continued
Grade 1
Operations & Algebraic Thinking
Add and subtract within 20.
1.OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.6. Add and subtract within 20, demonstrating fluency for addition and subtraction within
10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);
decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the
relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 –
8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the
known equivalent 6 + 6 + 1 = 12 + 1 = 13).
What will my students be asked to do during
the Combination Train assessment?
• Students will be presented with connecting cube trains of
different lengths – they will be asked to add a variety of
number combinations.
• Will assess their fluency with numbers to 6, to 10, and to
20.
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 Combination Trains Concept 5.
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Learning to Count
Example of Student Interview
Grade Level Expectations
Assessing Children at Work
Linking Assessment to Instruction
Tips for “Number Combinations”
“How many cubes?
Knows without counting: Student quickly
knows the number combinations.
Related Combinations: Student is
beginning to make connections; knows
3+3 =6, so knows 3+4=7.
Counts on or back: Student is able to
see one part of the number, but counts on
the remaining parts.
Strategy Unknown: Prompts teacher to ask
“How did you think about that?”
Counts All: Student isn’t able to combine
numbers, and counts all cubes.
Guess/No answer: Student not able to
answer and has no strategy for figuring it
out.
Assessment Results
Summarized at end of assessment as:
A – Ready to Apply
P – Needs Practice
I – Needs Instruction
Complete descriptions included in assessment guide.
Interpreting & Using Assessment Results
•
Use AMC Anywhere reporting to view student results.
Select Reports
Select from a variety
of reports.
Use “Linking Assessment to Instruction” guides for
instructional support from Developing Number Concepts
Select Downloads
Select Linking Assessment