On the Grouping Tens Assessment the question states, "Does this help you know how many altogether?" Our second grade staff is thinking the question should read (so that the student has a response that we put into the system) "How many altogether?"
from Kathy Richardson
The question in Grouping Tens is written in that way so that a child who does not know the answer does not feel they should know. However, I have never had a child who didn't tell me how many altogether if they knew. If they should happen to just say, "Yes", then ask, "How many?"
I have a question about the Grouping Tens assessment. When I asked the question for the student to add/subtract 30, the student got the answer correct. When I asked him how he figured it out, he basically told me that he stacked the problem in his head and added the ones and then the tens. Which strategy would this fit under? The strategies choices are: Add 10, Count by 10s, Count by 1s, Guesses.
from Kathy Richardson
Since it is impossible to list all the responses a child might make, I have a rule of thumb on how to handle it.
I think back to the instructional levels and what they mean.
Ready to Apply (A) means the child fully understands and does not need any more instruction on this concept.
Needs Practice (P) means the child understands what is happening but needs more work to become proficient.
Needs Instruction (I) means the child has just an inkling of what is going on and needs quite a bit of support from the teacher.
Needs Prerequisite (N) means the child needs to work on something else before he is ready for this concept.
Those levels correspond to the following responses:
A Adds tens
P Counts by tens
I Counts by ones
Since there is not a response that fits, I would choose the instructional level that fits. I would pick Counts by tens which means the child Needs Practice. I chose this because he would not have gotten to this part of the assessment unless he had a pretty good idea of tens and ones.
Then, I would make a note under comments that he used the standard algorithm to get the answer. Then during instruction, I would work on having him see that he can add groups of tens to any number without using the algorithm- but just by thinking about how many tens he would have if he added them.