Julie, to me the cut off is when I find something they can’t do.  You could go through and do a bunch of stuff with that assessment, but as soon as you see that the kids don’t understand 2 More then that’s where I’d focus.  Your work you do with them will most likely also include areas from the other number relationships.  For example, let’s say you are doing a number string with them using ten frames (or a rekenerek) and you show 7 in the ten frame, then the next one shows 9 in a ten frame.  You are working on Spatial Relationships (because they are looking at how the two visuals relate), you are doing Two More, you are working on Benchmarks (because they might be using how 7 relates to 5 and even how the 9 relates to 10), and you are doing Part-Part-Whole (because they are seeing the parts within the whole amount in the ten frame).  Then the next one you might show 11 in the ten frame (a full ten frame with one extra outside of it) and again you are hitting all 4 of the number relationships even through your main focus is helping them work on 2 More Than.

Make sure you attach the symbolic version as you do these visual number strings…so off to the side you should have written 7, then 7 + 2= 9, then 9+2=11.  Then after awhile you will want to work into doing just symbolic number strings like:

6 + 2 =

8+2 =

10+2 =

12+2 =

And get them to focus on the answers to those and what relationships they see in the answers (hoping they see that when you add 2 it skips a number).  Then you can move to larger amounts asking them to do strings that start with something like 39 + 2 or 234+2…depending upon the grade of your students.

>>>>>Christina