Transcript 6.Hiding - Elementary Math

By
Kathy Richardson
Assessment #6
Hiding Assessment
Overview &
Description of
Strategies
Learning to Decompose Numbers
• To subtract children need to know the parts of numbers
and see the relationship between composition and
decomposition.
• Children must recognize that one number is contained
within another number.
• Children must understand that the number stays the
same even when it is broken apart and recombined in
various ways.
What are we trying to determine with this assessment?
To determine if the student knows parts of
numbers to 10 quickly, without counting to figure
them out.
Can the student use what they know about parts
of numbers to solve subtraction problems.
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.4. For any number from 1 to 9, find the number that makes 10 when added to the given
number, e.g., by using objects or drawings, and record the answer with a drawing or equation
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
Understand and apply properties of operations and the relationship between addition and subtraction.
1.OA.4.Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by
finding the number that makes 10 when added to 8. Add and subtract within 20.
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
Hiding Assessment?
• Student hands you a particular number of counters. You will hide
some and show the rest, and ask student to identify how many are
hiding.
• The program will prompt you through the numbers to identify:
- the largest number the student knows quickly
(Ready to Apply)
- the smallest number(s) the student needs to work on
(Needs Practice)
- the smallest number the child needs support to work with
(Needs Instruction)
Note: specific rules for prompts are outlined in the Instructions
section of Hiding Assessment on www.amcanywhere.com.
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 Hiding Assessment Concept 6.
•
•
•
•
•
Learning to Count
Example of Student Interview
Grade Level Expectations
Assessing Children at Work
Linking Assessment to Instruction
Overview of Hiding Assessment
• Part 1 – Hiding with Counters
• Part 2 – Hiding without Counters
Note: Go to Part 2 after you have finished Part 1. Assess only the
numbers the student knew (Ready to Apply); this is confirm student
can identify parts of numbers mentally and are flexible in their
thinking about numbers.
Tips for “How many are hiding?”
Knows Quickly: Does not hesitate or
count to figure out.
Related Combinations: Uses what they
already know to figure out what they don't
know. Ex: I see 2. 4 and 2 is 6 so 4 are
hiding.
Counts On or back: Starts with what they
see and counts on or starts with the whole
number and counts back for each counter
they see. "I see 4...So, 5...6 are hiding.
Two are hiding."
Strategy Unknown: Prompts teacher to ask
“How did you think about that?”
Counts All: Uses fingers or visualizes the
whole number.
Guess/No answer: Unable to say missing
number; may say any number.
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