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Elizabeth Hall International School- PLC

Four Critical Questions of a


PLC:
1. What do we want students to
learn?
2. How will we know if they have
learned?
3. What will we do if they dont
learn?
4. What will we do if they already
know it?

PLC Team Present: Mathew, Louisa, Sam, Aneesa Start Date of Cycle: November 17, 2016

Essential Agreements:
1. Start on time. End on time
2. Bring your materials (computer, student data, assessments, etc.)
3. Speak your truth (respectfully agree to disagree)
Step 1: Analyze Data & Prioritize Needs

Date: 11/17/16 PLC Team: Samantha, Mathew, Louisa, Aneesa

Assessment Tool: Conceptual Place Value Assessment (CPV) Standard(s):


and the formative assessments for rational number unit. 3.1.2.1 Add and subtract multi-digit numbers, using efficient and
generalizable procedures based on knowledge of place value,
Math MCA Benchmark Analysis for all High Priority Sites shows including standard algorithms
that 3-5th grade students at Hall struggled with the following
vertically aligned standards. Without a deeper understanding of 4.1.1.3 Multiply multi-digit numbers, using efficient and generalizable
whole number, the 5th graders are not able to build meaning of procedures, based on knowledge of place value, including standard
rational numbers. algorithms.

Therefore, for this PLC cycle students who achieved less than 5.1.1.1 Divide multi-digit numbers, using efficient and generalizable
60% of formative assessments for rational number will work on procedures, based on knowledge of place value, including standard
CPV. Students who achieved more than 60% will continue algorithms. Recognize that quotients can be represented in a variety
rational number unit at grade level. of ways, including a whole number with a remainder, a fraction or
mixed number, or a decimal.

Four Critical Questions of a PLC: At the Meeting: In the Classroom:


1. What do we want students to learn? This meeting - Assessment Tool, Standards Give the Background Knowledge Assessment to
2. How will we know if they have learned? Next meeting - Look at student groups and students
3. What will we do if they dont learn? brainstorm instructional strategies Group students
4. What will we do if they already know it? List strengths, errors, inferences, needs

Student Group Strengths Errors & Inferences Prioritized Needs


Which concepts & skills were
students able to demonstrate on the
Misconceptions What are the possible explanations
based on the strengths, errors, and
What errors & misconceptions did
pre-instruction assessment? misconceptions?
students make?
Exceeds They will continue Telescope
Enter student names from ALL Math
classes in this space

Dylan Steffans
Kainus Scott

Proficient These students will continue


Enter student names from ALL to work on lessons 10-18
classes in this space from the Rational Number
Resner Project during their Guided
Jonesia Bass Math Time. Since Matthew
Gregory Wheeler believes he only has two,
Andre Fleischfresser maybe they could join
Kevion Gray Resners class and Resner
could send some of the
Collier: middle kids to Collier?
Alayna Green
Shaliyah Woods

Wyatt
Johnny Bates
Carmen Ayala Ramos
Jaden Scott
William Matthews

Student Group Strengths Errors & Inferences Prioritized Needs


Which concepts & skills were
students able to demonstrate on the
Misconceptions What are the possible explanations
based on the strengths, errors, and
What errors & misconceptions did
pre-instruction assessment? misconceptions?
students make?

Close to Proficient They will continue work on


Enter student names from ALL rational numbers, but
classes in this space increase level of support to
Which kids were these from Resners
Do the Math Fractions during
room? the Guided Math rotations.
That group will be taught by
(Leo, right?)
Far, But Can Get There They can unitize ten, count Without materials these These students might have a They will work on Conceptual
Enter student names from ALL forward and backward on and students may use the reached the concrete stage of Place Value Level 3+ games
classes in this space off the decade, build a two- algorithm unsuccessfully to understanding around and activities during Guided
digit number with base ten solve addition and subtraction conceptual place value, but Math rotations.
Resner:
blocks, say how many groups problems. They most likely do didnt spend enough time in
Aveon Jefferson
of tens and ones are in a two- not have a jumping strategy the representation phase and
Devon Pope
digit number, and combine or to increment or decrement by therefore are not able to solve
Naliyah Woods
separate groups of tens when tens and ones. They most problems at the abstract
Rhianna Johnson
adding or subtracting while likely are not adding from a stage. They need more time
using materials decade or subtracting from a representing how they
decade without counting. compose and decompose
Collier: They most likely are not numbers and jump and on
Marion Phromngam applying knowledge of parts empty number lines.
Cahmera Kopet-Gervais of numbers up to ten to add
or subtract through decades.
Wyatt
Dashiya Conley
Tyree Jackson
Chairish Byas
Dashiya Conley
Zaria Woodard
Denea Lewis
Nousheelong Thao
RaKiyah White Cobb

Needs More Time Hopefully these students The position of the digit isnt These students are not These students will work on
Enter student names from ALL have counting sequences by seen as groups of tens, or unitizing ten (seeing ten ones Conceptual Place Value
classes in this space ones and tens in the range to groups of 100s. Therefore as one group). They are still games and activities Levels
200. students may add or subtract at a concrete stage of Emergent to Level 2 during
Resner:
without the place value in thinking about conceptual Guided Math rotations.
Kamiya Mangun
mind. place value. They most likely
Lela Wade
still count by ones to solve
DAndre Spelker
problems or unsuccessfully A small group of students in
AJohntez Moore
use an algorithm. special education (and
Sanaa Smith perhaps a few other students
at a similar level) all identified
Collier: here will work on Do the
Thomas Banks Math Addition and
Danahjah Davis Subtraction Level A with Sam
Iyanna Wallace Salo.
Terrell Booker 1.
Shalayah Woods 2.
Amere Warren 3.
Destine Terrell 4.
Saniya Bryant 5.
Makaley Robinson

Wyatt
DeOnn Bryant
Nyree Walls
Carvon Saine
Daleeyah Snow
Donaeyeah Hill
Ashley Adame Silva
RaKiyah White Cobb
Myanah Jones (Salo)
Travelle Booker (Salso)
Valentine Cotten (Salso)
Dawann Davis (Salso)

Step 2: Setting SMART Goal

The percentage of students achieving Level 6 or above on Conceptual Place Value Assessment

will increase from _____ to _____ as measured by interview based assessment by January 27. At least 75% of
students will move one or more levels.

Four Critical Questions of a PLC:


1. What do we want students to learn?
2. How will we know if they have learned?
3. What will we do if they dont learn?
4. What will we do if they already know
it?
Data to consider: We gave the Conceptual Place Value assessment to 27 of 51 student in fifth grade. We gave the assessments to
students who did not meet proficiency on the MCA. We missed nine students. In addition to the CPV assessment, teachers are using
formative data from class to place students into instructional groups. Baseline stats show:
6 of those 27 students are at Emergent (22%) which is at first grade level.
7 of those 27 students are at Level 1 (26%) which is at first grade level.
3 of those 27 students are at Level 2 (11%) which is at first grade level.
4 of those 27 students are at Level 3 (15%) which is at second grade level.
5 of those 27 students are at Level 4 (19%) which is at second grade level.
1 of those 27 students is at Level 5 (4%) which is at second grade level.
1 of those 27 students is at Level 6 (4%) which is at second grade level.

Steps 3 & 4: Select Common Instructional Strategies & Determine Results Indicators

Date: Dec 1, 2016 PLC Team:

Assessment Tool: Conceptual Place Value (CFA) Standard(s): 5.1.1.1 Divide multi-digit numbers, using efficient and
generalizable procedures, based on knowledge of place value,
including standard algorithms. Recognize that quotients can be
represented in a variety of ways, including a whole number with a
remainder, a fraction or mixed number, or a decimal.

Learning Target(s): For CPV groups These learning targets will be addressed on Nov 28-Dec 1, and then well report
RED: I can represent a number using place value. out at PLC and plan another round of lessons.
ORANGE: I can jump forward and backward by groups of tens
and ones.
GREEN: I can(what is the rational number LT?)

Step 3: Select Common Instructional Step 4: Determine Results Indicators


Strategies

Student Prioritized Instructional How/when will How will we Adult Actions Student What do we
Group Needs Strategies to Meet the strategies integrate IB? (plan for all adults) Actions look for in
(from step 1) Needs be used? What student work?
and plan to check for materials are
understanding needed?
Proficient
Rational
Number
Project

Lessons 10-13

Step 3: Select Common Instructional Step 4: Determine Results Indicators


Strategies

Student Prioritized Instructional How/when will How will we Adult Actions Student What do we
Group Needs Strategies to Meet the strategies integrate IB? (plan for all adults) Actions look for in
(from step 1) Needs be used? What student work?
and plan to check for materials are
understanding needed?

Close to Understanding Do the Math-Fractions Guided Math (two Leo teaches Which lesson has
Proficien the foundations rotations) group the assessment?
t of fractions. ^no longer
present during
our math time
Far, But Conceptual Using models to represent Guided Math Use Arrow Card Using question Students should
Can Get Place Value quantity to 1000; arrow rotations questioning page. stems when start jumping by
There Level 3+ cards, dot strips, place Include jumping playing games, groups of tens on
value boards and base ten BANK OF by groups of ten recording jumps and off the
Representing pieces. ACTIVITIES: forward and on an empty decade without
3-digit numbers Teacher Table: backward, number line, and counting by ones.
w/Arrow Cards Using a jumping strategy to Arrow Card jumping by recording
and base ten solve addition and Activities groups of 100 equations during
pieces to subtraction problems.by forward and games.
compose and recording jumps on the Independent backward. Model
decompose Empty Number Line. Work: Two or representing
numbers based Three Digit Place jumps on an
on place value. Value Challenge, Empty Number
Leap Frog and/or Line.
Jumping by ten Three in a Row
from any Model making
number two digit numbers
on the rekenreks
and asking how
many to the next
decade?

Needs Conceptual Using models to represent Guided Math Use Arrow Card Using question Watch to see if
More Place Value quantity to 100; arrow rotations questioning page. stems when students are
Time Levels cards, dot cards, place Include jumping playing games, unitizing ten; not
Emergent to value boards, and base ten Teacher Table by groups of ten trading groups of counting from one
Level 2 pieces. Arrow Card forward and ones for a ten any longer.
Activities with backward, Model
Representing building, Spinning representing
2-digit numbers a Flat jumps on an
w/Arrow Cards Empty Number
and base ten Independent Line.
pieces to Work (modeled at
compose and Teacher Table) Use sticks and
decompose bundles to ask
numbers based Spinning a Flat, incrementing and
on place value. Two digit Place decrementing
Value Challenge, tasks.
Toss It

Common Formative CPV assessment for the cycle


Assessment Tool This week the formative assessments will include I will double check these, and provide copies.
Proficient Students: RNP lesson
Close to Proficient: Do the Math, Lesson 5 assessment?
Far: 1.6.11, p.152-153 (Engage NY lessons)
Needs more time 1.6.3 p 58, 1.6.5, p84-86 (Engage NY lessons)
When to Administer Common CPV Week of January 3--Aneesa will do this with help.
Formative Assessment

Step 5: Implement Instructional Strategies

Four Critical Questions of a PLC:


1. What do we want students to learn?
2. How will we know if they have learned?
3. What will we do if they dont learn?
4. What will we do if they already know it?

These are reflections written Reflect on Instructional Strategies


on 12/1 after one week with What worked and why? What didnt work and why? What are you observing in the classroom during this instructional block? How are
students responding to the strategies? What changes have you noticed in students (engagement, knowledge, application)?
CPV strategies.

Teacher: Collier 12/1 My students showed more excitement about math than ever before. Especially playing the matching game
and stick bundle activity. Also student were able to articulate why the numbers and pictures matched.

Teacher: Resner 12/1 Students enjoyed decomposing numbers to reach the decade, and then go past the decade
Students enjoyed using the Rekenreks.

Teacher: Wyatt 12/1 We have not gotten into this yet.

Teacher: Salo 12/1 When I first started using Do the Math, I wanted to start with the assessment from the level I thought they
were on. This proved to be very difficult because even though I believe they knew the content, they had not
commonly used the ten-frame set up before when adding. They did not realize that they should fill up a ten
frame before moving on to the second ten-frame to easily see the group of ten. Today, I ended up moving on to
the next lesson to start fresh instead of having them start with an assessment. They were more engaged today
because I went through everything from scratch. I am excited to see their progress come the next assessment
and if their feelings towards taking an assessment change.

We planned an additional weeks work of lessons in small groups and will reflect again 12/7. On 12/17 we will report to the whole school about the
instructional strategies we are using and how they have impacted our students, but we will not be done with our full cycle to show post assessment
data.

Step 6: Administer Common Formative Assessment

Step 7: Monitor & Evaluate Results

Date: Dec 1, 2016 Teacher: Matthew, Louisa, Marcia and Sam with Aneesa

Assessment Tool: Standard(s): Standard(s):


3.1.2.1 Add and subtract multi-digit numbers, using efficient and
We used pages from Engage NY at two levels to look at how generalizable procedures based on knowledge of place value,
our students were meeting the learning targets related to their including standard algorithms
group.
4.1.1.3 Multiply multi-digit numbers, using efficient and generalizable
Level 1: The students had to look at a two-digit number and tell procedures, based on knowledge of place value, including standard
how many groups of tens and ones, or the opposite. They also algorithms.
looked at pictures of tens and ones, and then determined one
more, one less, ten more and ten less. 5.1.1.1 Divide multi-digit numbers, using efficient and generalizable
procedures, based on knowledge of place value, including standard
Level 2: The students had to add or subtract multiples of ten algorithms. Recognize that quotients can be represented in a variety
from a two-digit number. of ways, including a whole number with a remainder, a fraction or
mixed number, or a decimal.

Four Critical Questions of a PLC: At the Meeting: In the Classroom:


1. What do we want students to learn? Below is a description of what teachers Based on these reflections, continue
2. How will we know if they have learned?
shared about each group of students. lessons during Guided Math small groups
3. What will we do if they dont learn?
4. What will we do if they already know it? next week.
Full lesson plans for the week are here

Student Group Strengths Errors & Inferences Prioritized Needs


Which concepts & skills were
students able to demonstrate on the
Misconceptions What are the possible explanations
based on the strengths, errors, and
What errors & misconceptions did
pre-instruction assessment? misconceptions?
students make?

Exceeds
Enter student names from ALL
classes in this space
There are students who were
meeting MCA and doing well on
rational numbers that are continuing
that work while other students work
on CPV. How did they do w/RNP?

Proficient
Enter student names from ALL
classes in this space
All students still receive a
grade level mini lesson on
Geometry standards from
Unit 3. How did they do?

Student Group Strengths Errors & Inferences Prioritized Needs


Which concepts & skills were
students able to demonstrate on the
Misconceptions What are the possible explanations
based on the strengths, errors, and
What errors & misconceptions did
pre-instruction assessment? misconceptions?
students make?

Close to Proficient
Enter student names from ALL
classes in this space
Louisa has a group of
students working with Leo on
Do the Math-Fractions. How
did they do?
Far, But Can Get There Louisa said her students All teachers noticed that Students havent had enough Continue work on subtracting
Enter student names from ALL know how to make ten and students stack problems that experience representing their through a decade.
classes in this space jump to decades. are written horizontally. We work on an Empty Number
think this means that students Line. They havent had Continue adding and
These are the students in the They are starting to add arent mentally jumping and enough experiences with subtracting groups of tens
higher CPV group working on through the decade. might not be seeing the Number Talks that require until they can do that
these learning targets. numbers are groups of tens. them to explain their thinking mentally, but then move on to
One student said, This is so without writing. adding groups of tens and
I can add or subtract groups much better than counting on Louisa said that her students ones. Include instructional
of ten to a two digit number. my fingers. are not applying what they strategies that use a mental
know about adding through model of the tens (like
I know my combinations up the decade to subtracting yet. Rekenreks) and show
to ten automatically. students how to record those
jumps on an Empty Number
I can add and subtract Line.
through the decade with a
two-digit and one-digit
number.

Needs More Time Matthew reported that Looking at evidence from the Students are engaged Connect the numeral to the
Enter student names from ALL students were able to use the assessment we used it was because they feel more quantity so that when the
classes in this space Base Ten Concentration hard to tell if students could confident using materials and groups of tens change they
cards and count by tens and jump forward and backward games at their level, but we know how that impacts the
These are the students in the ones to show the total. They by ten. They might have been still need to push them to amount.
lower CPV group and working were engaged! copying. We might have to explain their thinking and (This means you have to
on Learning Targets like: gather more anecdotal move to higher levels quickly. keep building numbers with
Sam reported that the ten evidence. arrow cards and then
I can represent a two-digit frames were helping students showing how much that is
number with groups of tens organize two collections into Sam shared that one student with base ten blocks.)
and ones, or given a groups of tens. is not yet filling ten frames to
collection of tens and ones I see the total yet, so he might
can write the numeral. need a different setting like
the Rekenrek.
Using materials I can jump
forward and backward by
groups of tens from any
number.

Steps 8 & 9: Select Common Instructional Strategies & Determine Results Indicators
Date: Dec 8 PLC Team: Matthew, Marcia, Sam, Louisa, and Aneesa

Assessment Tool: CPV Standard(s): 3.1.2.1 Add and subtract multi-digit numbers, using
efficient and generalizable procedures based on knowledge of place
value, including standard algorithms

4.1.1.3 Multiply multi-digit numbers, using efficient and generalizable


procedures, based on knowledge of place value, including standard
algorithms.

5.1.1.1 Divide multi-digit numbers, using efficient and generalizable


procedures, based on knowledge of place value, including standard
algorithms. Recognize that quotients can be represented in a variety
of ways, including a whole number with a remainder, a fraction or
mixed number, or a decimal.

Learning Target(s):

Step8: Select Common Instructional Step 9: Determine Results Indicators


Strategies

Student Prioritized Instructional Strategies How/when will How will we Adult Actions Student What do we
Group Needs to Meet Needs the strategies integrate IB? (plan for all adults) Actions look for in
(from step 7) and plan to check for be used? What student work?
understanding materials are
needed?

Exceeds There are students who were


meeting MCA and doing well on
rational numbers that are continuing
that work while other students work
on CPV. How did they do w/RNP?

Proficient All students still receive a


grade level mini lesson on
Geometry standards from
Unit 3. How did they do?

Step 8: Select Common Instructional Step 9: Determine Results Indicators


Strategies

Student Prioritized Instructional How/when will How will we Adult Actions Student What do we
Group Needs Strategies to Meet the strategies integrate IB? (plan for all adults) Actions look for in
(from step 7) Needs be used? What student work?
and plan to check for materials are
understanding needed?

Close to
Proficient

Far, But
Can Get
There

Needs
More
Time
Common Formative Problem Bank These are Cognitively Guided Instruction problems written for the CPV Levels. For each group, use one
Assessment Tool problem to model how to complete the problems and then have students independently solve the additional three
problems (up to you if you give them all the same day, or over multiple days). Model how to write an answer sentence,
how to write an equation, and how to show their strategy. There are three number choices for each problem, so students
could solve more problems for additional evidence. How students share their strategies with each other.

When to Administer Common Give the problems before Dec 16th.


Formative Assessment

Step 10: Implement Instructional Strategies

Four Critical Questions of a PLC:


1. What do we want students to learn?
2. How will we know if they have learned?
3. What will we do if they dont learn?
4. What will we do if they already know it?

Dec 8th reflections Reflect on Instructional Strategies


What worked and why? What didnt work and why? What are you observing in the classroom during this instructional block? How are
students responding to the strategies? What changes have you noticed in students (engagement, knowledge, application)?

Teacher: Marcia Today we began with Guided Math groups. The mini lesson was based on the Focus Instruction lesson #6. I then
began teaching Base Ten Concentration to the Needs more time group. After teaching the game students were
put in pairs and sent to play with each other. The 2nd group, was working on the game Adding Tens Bingo. The
higher group was working on an independent activity before being called. Things went well at the beginning but
students began to lose focus and then behaviors became concerning. Need to also address stamina when it
comes to working during math.
Teacher: Mathew
Students in the Needs more Time group are able to add on groups of tens, however struggles with making a
group of tens and subtracting by tens.

Teacher: Louisa

Teacher: Sam Most students are showing that they can count up by tens and see ten as a group, however, they do not always
generalize the skill when using the materials to count up from any two-digit number. It can be difficult to see that
when they add ten it does not change what we already have for ones. Students still need practice with adding
tens to two-digit numbers.

Teacher:

Step 11: Administer Common Formative Assessment

Step 12: Monitor & Evaluate Results

Date: January 5, 2017 PLC Team: Matthew, Louisa, Sam, Marcia and Aneesa

Assessment Tool: CPV Assessment-- see below for a detailed Standard(s): Standard(s):
schedule of when these assessments will be completed. 3.1.2.1 Add and subtract multi-digit numbers, using efficient and
generalizable procedures based on knowledge of place value,
including standard algorithms

4.1.1.3 Multiply multi-digit numbers, using efficient and generalizable


procedures, based on knowledge of place value, including standard
algorithms.

5.1.1.1 Divide multi-digit numbers, using efficient and generalizable


procedures, based on knowledge of place value, including standard
algorithms. Recognize that quotients can be represented in a variety
of ways, including a whole number with a remainder, a fraction or
mixed number, or a decimal.

Four Critical Questions of a PLC: At the Meeting: In the Classroom:


1. What do we want students to learn? Look at student work from the problem We will follow the lesson plans and give
2. How will we know if they have learned?
bank. Problem Banks before winter break.
3. What will we do if they dont learn?
4. What will we do if they already know it? Orange group: #7 (Model) #8, 9, 11
Red group: #1 (Model) #2, 3, and 5

Student Group Strengths Errors & Inferences Prioritized Needs


Which concepts & skills were
students able to demonstrate on the
Misconceptions What are the possible explanations
based on the strengths, errors, and
What errors & misconceptions did
pre-instruction assessment? misconceptions?
students make?

Exceeds
Enter student names from ALL
classes in this space

Proficient
Enter student names from ALL
classes in this space

During PLC we did not


reflect on the whole group
Geometry instruction too
much (other than to say
youd finished lessons and
Matthew and Louisa had
given pretest for Algebra
unit)
Student Group Strengths Errors & Inferences Prioritized Needs
Which concepts & skills were
students able to demonstrate on the
Misconceptions What are the possible explanations
based on the strengths, errors, and
What errors & misconceptions did
pre-instruction assessment? misconceptions?
students make?

Close to Proficient
Enter student names from ALL
classes in this space
During PLC we did not
reflect on group continuing
work on fractions. You
could add notes.

Far, But Can Get There Some student who were able We have little evidence of Students at this level were Students need more practice
Enter student names from ALL to solve problems did split the subtracting through the labeling their work, and that is writing answer sentences,
classes in this space smaller number in order to decade, because students a beginning step to Students need more
read a decade and had a didnt pay attention to the successful problem solving. strategies to represent non-
recording strategy that was action in the story. counting by ones strategies,
semi successful. and to move beyond stacking
as their only strategy (if it is
unsuccessful)

Needs More Time Students were automatic with Some students recorded a Students need more practice During algebra unit continue
Enter student names from ALL adding to a decade. Teachers lower level strategy when with using labels. to use story problem banks,
classes in this space could tell they were automatic they used to solve problem. but through strategic number
because they wrote the Some kids are stacking. choices push them to high
equations before they Some kids were not sure CPV levels (a=based on our
recorded a strategy. about the label to use. post assessment.

Step 13: Reflect & Decide on Next Steps

Where are we at in More kids are adding to the decade automatically. These were the students that needed much more time,
and so it was nice to see success with them. More students are using tools to represent groups of tens and
achieving our goal? ones.

More students working on adding and subtracting through the decade are still stacking or counting on and not
using groups. Some kids are not still seeing groups of numbers (not so much that they cant get to decades)
The whole class has moved from Geometry to Algebra learning targets. Its time to measure progress in CPV
(and then incorporate that data into our decisions about the types of problems students will solve in algebra
lessons).

Rotations have started for Guided Math, but the independent stations are not strong yet. The activities need
to be planned for this next unit, modeled and the social emotional/self regulation goals more closely
monitored.

How can we move Keep doing story problem banks with just right numbers during independent work.
Addressing algebra learning targets, but using the number choices to reflect the CPV levels.
more students to be
proficient or exceed Remember the three CGI states that students cycle through
this standard? 1. Direct modeling (like when they draw pictures of ones)
2. Counting (like when they can record counting by tens on the empty number line)
3. Deriving (when they will stack but only because they are automatic.)

Remember that in addition to moving from direct modeling, to representing, to the abstract, students are
moving through the conceptual place value learning trajectory
1. Emergent (not counting by tens and ones)
2. Level 1-- Counting by tens and ones to quantify a collection
3. Level 2-- Increments and Decrements by tens and ones with materials
4. Level 3 -- Jumps from a decade, jumps back to a decade automatically
5. Level 4 -- Jumps forward to a decade, and jumps back from a decade (using parts of ten)
6. Level 5 --Jumps forward or backward through a decade by a single decade number without counting
7. Level 6 --Jumps forward from a decade to add a two-digit number w/o counting or jumps back to a decade
subtracting a two-digit number w/o counting
8. Level 7--Using various mental strategies to solve two-digit addition and subtraction problems
9. Level 8--Using various mental strategies to solve three-digit addition and subtraction problems

Strategies to keep moving kids along the learning trajectory;


Talk about using the most efficient strategy a lot (and what is efficient will evolve)
Talk about having more than one strategy
Expect students to explain their thinking using place value language (groups of tens, jumping, splitting,
getting to ten, etc). Have them turn and talk to each other a lot
Model how to record their thinking; splitting with a tree, jumping on a number line, using a bar model etc
Continue to use representations of tens and ones (rekenreks, arrow cards, hundreds charts, ten frame cards,
base ten pieces, etc) to explain problems

video on using the Empty Number Line


Resources for more problem banks (you can modify number choices and print only what you need)
Rational Number Story Problem Bank
Multiplication and Division Story Problem Bank
Addition and Subtraction Story Problem Bank

Examples of math progress monitoring the following are arranged by CPV level and are taken from Engage
NY. We used this once for student work during the PLC cycle. If you open the link, there is a table of contents
at the beginning. Click on the level you want.

What are your next Finish the CPV assessments for our post test. Then meet to use that information, and the new FAST data to
group students for Algebra unit. Continue teaching Algebra Unit.
steps?
(continue implementing additional
instructional strategies to meet this
Schedule PD on WOOT Math (possibly Jan 12) and then begin using that as an independent station.
standard, re-vamp this goal, start a Possibly schedule ST Math session w/Marium Toure (maybe Jan 30 in the PM?) to enroll students into
new goal, etc.) content related to learning targets at their levels.

Pick a time that works for you and let me know. Using the class list (Ill share) high light students you want to
assess and students youd like me to assess
Aneesa comes Jan 9 all day *** will model CPV assessment during your prep at 1 for anyone who wants to
watch (Matthew will pick the student and keep them back from prep)
Aneesa comes Jan 10 in AM
Aneesa in Matthews room- test Jan 11
Aneesa finishes Jan 13 in AM