https://padlet.com/slyons4/v4am8x92eucx4yzl K-5 en-us 2021-04-27 00:27:39 UTC 2026-03-16 18:17:29 UTC hello@padlet.com slyons4 https://padlet.com/slyons4/v4am8x92eucx4yzl/wish/1462099598 The standard I am choosing to address for Kindergarten is: "CCSS.MATH.CONTENT.K.OA.A.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." (CCSS,2010) As a math specialist, I have realized kids at this age have a difficult time finding and memorizing combinations of ten. To master this skill, students need to have solid number naming recognition and recognize patterns which are both difficult tasks. One online applet that I would use to tackle this objective would be a number rack linked below. If you click the minus sign on the bottom you can have a rack with 5 red beads and 5 white beads. Students can use the manipulative to find combinations of 10 by sliding the beads to opposite sides on the rack. According to Van de Walle, this internet resource is relevant because it "adds depth to your information." (Van de Walle, ) ]]> 2021-04-27 00:31:36 UTC https://padlet.com/slyons4/v4am8x92eucx4yzl/wish/1462099598 slyons4 https://padlet.com/slyons4/v4am8x92eucx4yzl/wish/1462144515 A UDL assessment that could accompany the kindergarten standard would be asking the student to make different combinations of ten while using a manipulative like a rekenrek, a ten frame, or counters. According to UDL guidelines assessments should "Optimize access to tools and assistive technologies." (CAST,2011)]]> 2021-04-27 00:46:48 UTC https://padlet.com/slyons4/v4am8x92eucx4yzl/wish/1462144515 slyons4 https://padlet.com/slyons4/v4am8x92eucx4yzl/wish/1462164263 A first grade standard that I find to be easy to misconceive is "CCSS.MATH.CONTENT.1.OA.D.7
Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2." (CCSS, 2010) This was extremely difficult to work with my first graders on this because they treat the equal sign as an automatic answer and often put the value of the sum where an addend should go. An online activity that could work towards helping clear up the students struggling with this idea is Addition Scale by Toy Theater. This applet would be approved by Van De Walle because it is accurate or "free from errors".  (Van de Walle, ) ]]> 2021-04-27 00:53:16 UTC https://padlet.com/slyons4/v4am8x92eucx4yzl/wish/1462164263 slyons4 https://padlet.com/slyons4/v4am8x92eucx4yzl/wish/1462196352 An assessment that would pair nicely with this standard would be having students write their own true and false statements where the = sign serves as a balance. This would fit with the UDL guidelines because the assessment would be centered around clarifying "vocabulary and symbols" (CAST, 2011)]]> 2021-04-27 01:04:12 UTC https://padlet.com/slyons4/v4am8x92eucx4yzl/wish/1462196352 slyons4 https://padlet.com/slyons4/v4am8x92eucx4yzl/wish/1462207150 In my experience this year, the second grade standard that seems to give students the most trouble is "CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies." (CCSS, 2010) Students that struggle with math at this level know their combinations of ten but have difficulty extending that into the teens. For example they could do 6 +4 = 10 but 16+4 stumps them and the connection is not made. A task by Illustrative Math that could help with their understanding of this skill is called Building Towards Fluency. It goes over analyzing strategies used for common addition facts. Van de Walle would approve of this online resource because "the site is associated with a reputable educational institution or organization" (Van de Walle, ) ]]> 2021-04-27 01:07:54 UTC https://padlet.com/slyons4/v4am8x92eucx4yzl/wish/1462207150 slyons4 https://padlet.com/slyons4/v4am8x92eucx4yzl/wish/1462233756 An assessment that could match a this objective and would fall in line with UDL guidelines is a math running record. The running records "support planning and strategy development" because the assess the facts that the students don't know and the students explain their strategy for solving each one. ]]> 2021-04-27 01:17:13 UTC https://padlet.com/slyons4/v4am8x92eucx4yzl/wish/1462233756 slyons4 https://padlet.com/slyons4/v4am8x92eucx4yzl/wish/1462243011 One standard that is commonly misunderstood in grade 3 is "CCSS.MATH.CONTENT.3.OA.B.5
Apply properties of operations as strategies to multiply and divide.² Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)" (CCSS, 2010) Most students get the commutative property but the other multiplication properties often confuse both students and their teachers alike. An online resource that could really help teachers with this content standard is this Khan Academy video with practice questions. It correctly explains the property and would be acceptable according to Van de Walle because it the target of the creator is clear. He wants to educate students for free and it explain it in a way that makes sense. (Van de Walle, )]]> 2021-04-27 01:20:38 UTC https://padlet.com/slyons4/v4am8x92eucx4yzl/wish/1462243011 slyons4 https://padlet.com/slyons4/v4am8x92eucx4yzl/wish/1462260422 An appropriate assessment that would pair with testing the knowledge of the multiplication properties would be if students could represent or "Illustrate through multiple media" the different properties. Students could use online tiles to show the distributive property as well as physical manipulatives. If students could do this rather than just solve a problem correctly, it would show that they really understood the property. ]]> 2021-04-27 01:27:09 UTC https://padlet.com/slyons4/v4am8x92eucx4yzl/wish/1462260422 slyons4 https://padlet.com/slyons4/v4am8x92eucx4yzl/wish/1462274231 Fourth graders always seem to struggle with "CCSS.MATH.CONTENT.4.OA.B.4
Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite." I think students can find if a number is prime or composite but identifying all the factors for composite numbers is challenging if they don't know their multiplication facts. I found this task that students could pair an action with this task. Students realize that multiples of a number are like shutting that locker. This app would be approved by Van de Walle because of its authority. The site is "identifies the authors and their qualifications." (Van de Walle, )]]> 2021-04-27 01:32:08 UTC https://padlet.com/slyons4/v4am8x92eucx4yzl/wish/1462274231 slyons4 https://padlet.com/slyons4/v4am8x92eucx4yzl/wish/1462301547 One assessment for identifying factors and multiples that would meet UDL guidelines would be asking students to provide the factors and multiples of various numbers but at the same time, provide a number grid. A number grid can "optimize access to tools and assistive technologies" (CAST, 2010) because students can keep track of their multiples ]]> 2021-04-27 01:42:11 UTC https://padlet.com/slyons4/v4am8x92eucx4yzl/wish/1462301547 slyons4 https://padlet.com/slyons4/v4am8x92eucx4yzl/wish/1462320878 A 5th grade standard that students seem to struggle to grasp would be "CCSS.MATH.CONTENT.5.OA.A.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols." Students always have a difficult time remembering the order of operations and incorporating them when they are writing their own expressions. I found an Illustrative Math task that I think does a great job of working to clear up any misconceptions associated with this standard. Students use the digits 1,2,3 and 4 along with all operations and parentheses to see how many different sums, quotients, differences and products they can make. This is Van de Walle approved because the "materials add depth to your information." It does this by showing students the versatility of the parentheses and operations. http://tasks.illustrativemathematics.org/content-standards/5/OA/A/1/tasks/1596 ]]> 2021-04-27 01:49:28 UTC https://padlet.com/slyons4/v4am8x92eucx4yzl/wish/1462320878 slyons4 https://padlet.com/slyons4/v4am8x92eucx4yzl/wish/1462347742 A UDL assessment that could be paired with this would be writing an expression with parentheses and then writing a real world scenario to match. This assignment allows students to "illustrate through multiple media" in that they can express themselves with words and with numbers. It also tests their content knowledge because it shows they know what the operations and mathematical symbols mean. ]]> 2021-04-27 01:59:11 UTC https://padlet.com/slyons4/v4am8x92eucx4yzl/wish/1462347742 slyons4 https://padlet.com/slyons4/v4am8x92eucx4yzl/wish/1462362056
CCSS Writing Team. (2010). Operations & Algebraic Thinking. Operations & Algebraic Thinking | Common Core State Standards Initiative. http://www.corestandards.org/Math/Content/OA. 

Universal Design for Learning (UDL): UMTSS - Mathematics. (2011). https://uen.instructure.com/courses/314069/pages/5-universal-design-for-learning-udl. ]]> 2021-04-27 02:04:46 UTC https://padlet.com/slyons4/v4am8x92eucx4yzl/wish/1462362056