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.
Math MCA Benchmark Analysis for all High Priority Sites shows
that 3-5th grade students at Hall struggled with the following
vertically aligned standards. Without a deeper understanding of
whole number, the 5th graders are not able to build meaning of
rational numbers.
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.

Therefore, for this PLC cycle students who achieved less than
60% of formative assessments for rational number will work on
CPV. Students who achieved more than 60% will continue
rational number unit at grade level.
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? 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.

When to Administer Common
Formative Assessment
These are reflections written
on 12/1 after one week with
CPV strategies.
Teacher: Collier
Teacher: Resner
Teacher: Wyatt
Teacher: Salo
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)
CPV Week of January 3--Aneesa will do this with help.
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?
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)?
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.
12/1 Students enjoyed decomposing numbers to reach the decade, and then go past the decade
Students enjoyed using the Rekenreks.
12/1 We have not gotten into this yet.
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):

We used pages from Engage NY at two levels to look at how
our students were meeting the learning targets related to their
group.
Level 1: The students had to look at a two-digit number and tell
how many groups of tens and ones, or the opposite. They also
looked at pictures of tens and ones, and then determined one
more, one less, ten more and ten less.
Level 2: The students had to add or subtract multiples of ten
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
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?
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?
Below is a description of what teachers Based on these reflections, continue
shared about each group of students. lessons during Guided Math small groups
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
Enter student names from ALL
classes in this space
These are the students in the
higher CPV group working on
these learning targets.
I can add or subtract groups
of ten to a two digit number.
I know my combinations up
to ten automatically.
I can add and subtract
through the decade with a
two-digit and one-digit
number.
Needs More Time
Enter student names from ALL
classes in this space
These are the students in the
lower CPV group and working
on Learning Targets like:
I can represent a two-digit
number with groups of tens
and ones, or given a
collection of tens and ones I
can write the numeral.
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
Louisa said her students
know how to make ten and
jump to decades.
They are starting to add
through the decade.
One student said, This is so
much better than counting on
my fingers.
Matthew reported that
students were able to use the
Base Ten Concentration
cards and count by tens and
ones to show the total. They
were engaged!
Sam reported that the ten
frames were helping students
organize two collections into
groups of tens.
All teachers noticed that
students stack problems that
are written horizontally. We
think this means that students
arent mentally jumping and
might not be seeing the
numbers are groups of tens.
Louisa said that her students
are not applying what they
know about adding through
the decade to subtracting yet.
Looking at evidence from the
assessment we used it was
hard to tell if students could
jump forward and backward
by ten. They might have been
copying. We might have to
gather more anecdotal
evidence.
Sam shared that one student
is not yet filling ten frames to
see the total yet, so he might
need a different setting like
the Rekenrek.
Students havent had enough
experience representing their
work on an Empty Number
Line. They havent had
enough experiences with
Number Talks that require
them to explain their thinking
without writing.
strategies that use a mental
Students are engaged
because they feel more
confident using materials and
games at their level, but we
still need to push them to
explain their thinking and
move to higher levels quickly.
Continue work on subtracting
through a decade.
Continue adding and
subtracting groups of tens
until they can do that
mentally, but then move on to
adding groups of tens and
ones. Include instructional
model of the tens (like
Rekenreks) and show
students how to record those
jumps on an Empty Number
Line.
Connect the numeral to the
quantity so that when the
groups of tens change they
know how that impacts the
amount.
(This means you have to
keep building numbers with
arrow cards and then
showing how much that is
with base ten blocks.)
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?
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?
Look at student work from the problem We will follow the lesson plans and give
bank. Problem Banks before winter break.
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
Enter student names from ALL
classes in this space
Some student who were able
to solve problems did split the
smaller number in order to
read a decade and had a
recording strategy that was
semi successful.
We have little evidence of
subtracting through the
decade, because students
didnt pay attention to the
action in the story.
Students at this level were
labeling their work, and that is
a beginning step to
successful problem solving.
Students need more practice
writing answer sentences,
Students need more
strategies to represent non-
counting by ones strategies,
and to move beyond stacking
as their only strategy (if it is
unsuccessful)

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


What are your next
steps?
(continue implementing additional
instructional strategies to meet this
standard, re-vamp this goal, start a
new goal, etc.)
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.
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.
Schedule PD on WOOT Math (possibly Jan 12) and then begin using that as an independent station.
Possibly schedule ST Math session w/Marium Toure (maybe Jan 30 in the PM?) to enroll students into
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