Running Head: FOUNDATIONS IN INSTRUCTIONAL TECHNOLOGY FINAL PROJECT 1

ISTC 541 – Foundations in Instructional Technology Final Project

Daniel Catindig

Towson University
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Introduction

Effective teaching depends a lot on how lessons are planned. In this project, a unit plan

was created to help teachers be more organized, efficient, and effective. These lessons were

developed using the 5E instructional model (engagement, exploration, explanation, elaboration,

and evaluation). Each thoroughly planned lesson in this project has clear learning objectives,

effective instructional strategies, interesting and fun activities, and relevant assessments.

The lessons in this project are developed for first grade students (6-7 years old). These

lessons are based on the Maryland College and Career Ready Standards for Mathematics for first

graders under the section called Number and Operations in Base Ten. At the end of the five lessons,

students will be able to add and subtract equations, position numbers on the number line, count

backwards from 20-0, know their place values, and find ten more and ten less of a number.

Design Process – Theory

Before starting this unit, students are expected to know and master their basic addition and

subtraction skills. This is the reason why the first lesson of the unit is a review of addition and

subtraction using story problems to refresh students’ memory and knowledge of this lesson. As

they begin working with larger numbers, the teacher will guide them to learn strategies and

shortcuts that help them manipulate numbers more easily. The teacher will help them understand

that they can use basic facts they already know to solve more complicated number problems. This

lesson is in conjunction with the constructivism theory.

Constructivism is a learning theory that draws on the existing knowledge and skills of the

students. With this approach, students construct new understanding from prior learning and new

information (Driscoll, 2005). John Dewey, who is known as the philosophical founder of this

theory, believed that learners create their own understanding of the world by experience and
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reflection on those experiences. For them to do this, learners must ask questions, discover, and

evaluate what they know. The evaluator determines that learning occurs when learners use active

techniques to create more knowledge, making sure he understands the prior conceptions of the

students, and he guides the activity to address them and then builds on them (Karagiorgi &

Symeou, 2005).

Dewey also believed that learning should be engaging to the learners as they will learn

much better if they are interested. He believed that “educating the whole child physically, mentally,

and socially, and not just on the dispensation of facts and information” (Tam, 2000).

Learning Environment

In this unit, the teacher always starts each lesson with a video to catch the attention of the

students and get them engaged in the lesson. These videos are either a review of the previous lesson

or an introduction to the new lesson. To demonstrate their understanding of the lesson, students

need to use their prior knowledge. This prior knowledge is used to create new knowledge and help

them digest the lesson. The teacher gives the problems, monitors and guides student analysis, and

encourages new thinking patterns. In this theory, learning is a search for meaning, for students to

construct their own meaning (Driscoll, 2005). This lesson makes the class more student-centered

instead of teacher centered.

Collaboration

Moreover, for the majority of the class, the teacher acts more as a guide than someone who

relays information and provides facts to students. In both the explanation and the elaboration parts

of this unit plan, the teacher mostly asks the students questions for them to think about and

construct new knowledge. This also provides students with opportunities to test their current

understandings. Lastly, before the end of each class, students are given the opportunity to work
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together. This shows that the teacher supports collaboration in constructing knowledge and not

competition. For struggling learners, they are placed with a partner or in small groups. This

provides opportunities for more expert and less expert students to learn from each other. This is

constructivism – learning through active experiences.

Professional collaboration is mainly between the teacher and the school library media

specialist (SLMS). The teacher always checks with the SLMS for reliable and credible resources

to help teach the lesson and make the students engaged in the lesson.

Design Process – Technology Implementation & Diversity

For every unit, a PowerPoint presentation or Piktochart is used to present the lessons to the

students. For this unit, Piktochart is the tool chosen as having a visual representation helps different

kinds of learners. This concept is called Universal Design for Learning (UDL). UDL is a

framework for students designed to have learning opportunities for all. Students who have been

struggling, English Language Learners, students with disabilities, and etc. are marginalized with

the average and traditional ways curriculum is designed and delivered. It also caters the other

margins – the gifted and talented learners who are underserved. UDL is designed to help meet the

learning needs of these students, much more improving their learning opportunities, and increase

student success. The three components of UDL are applied in this unit. Representation is present

in the activities through the use of the number chart and place value charts. Expression is also

applied through the use of choices in how students physically interact with materials provided

(connecting cubes, Skittles, base-ten blocks, dice, etc.). Engagement is present in the lessons

through the use of videos and in-class assignments/worksheets and exit tickets which allow

students to reflect on and confirm their understanding of the lessons. Moreover, engagement is

used throughout the lessons by providing assignments that encourage active participation (i.e.
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sticker activity, hopping activity) and exploration using hand-on activities. UDL is an educational

framework for designing learning experiences across the wide and diverse spectrum of learners.

This includes learning goals, learning materials, teaching methods, and assessments with the

diversity of learners in mind.

For all the lessons in this unit, videos are used to cater the wide range of learners. The first

lesson is on adding and subtracting equations using story problems which is a review lesson from

the previous unit. The next lesson is on comparing two numbers and positioning them correctly on

the number line. Lessons three, four, and five are attached and will be shared more in detail.

Lesson three in this unit is on counting backwards from 20-0. The objective for this lesson

is that students will be able to count backwards from 20-0 and write them in that order. It is

essential for teachers to catch learners’ attention when presenting a lesson. No matter the age,

engagement plays an integral role in teaching. For this lesson, different teaching styles are

implemented. For engagement, the teacher reads a counting book to the students to introduce the

lesson. Then, the class goes on to do some activities to learn the lesson – sticker activity and

hopping activity. There is also a worksheet given to the students to confirm their understanding of

the lesson. This worksheet is also projected on the screen to explain the directions to the students

and do an example to assist struggling learners. To close the lesson, the teacher will revisit the

objective written on the Piktochart presentation, recall the activities done in class, and review the

lesson by playing a YouTube video called Counting Down | Counting Down from 10 | Countdown

to Blastoff | Educational Songs | Jack Hartmann from Jack Hartmann Kids Music Channel which

is embedded in the Piktochart.

Lesson four is on understanding place value – tens and ones place and its objective is that

students will able to identify place value by knowing their number of tens and ones in any given
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number. Piktochart is the tool used to present the lesson (link is in the lesson plan). The lesson will

start by quickly reviewing lesson three and going straight to introducing lesson four. Just like the

third lesson, the teacher emphasizes the objective of the lesson for students to understand its goal

and expectation. This lesson will be introduced by watching a YouTube video called Place Value:

Ones and Tens | Math for Grade 2 | Kids Academy from Kids Academy embedded in the Piktochart

slide. It is important for teachers, especially first grade teachers, to not dominate the classroom

because first grade students do not have a long attention span. Graphics on Piktochart, videos,

activities, etc. are used in this lesson to keep the students engaged and also learning. After the

video, the teacher will explore the lesson using a Skittles activity to further their understanding of

the lesson. The teacher then will give each student 20 connecting cubes and a place value chart

which is also displayed on the Piktochart slides. This is when most of the lesson will take place as

the teacher explains and elaborates the tens and ones place value. To check the students’

understanding of the lesson, as a class they will do some practice examples shown on the slides

which allows the students to write on the smartboard and use the technology themselves. After this

corporate practice, students will be given a worksheet to practice independently and master the

lesson. After a few minutes, the teacher will then revisit the objective and ensure that it is met. To

close the lesson, another YouTube video called Place Value Song For Kids | Ones, Tens, and

Hundreds | 1st Grade, 2nd Grade, 3rd Grade from Math Songs by NUMBEROCK will be shown to

the class. This does not only entertain the students but also confirm their understanding of the

lesson. Finally, the teacher will ask the students if they have any questions and introduce the

homework which is similar to the in-class assignment.

Ten more and ten less is the title of the fifth lesson for this unit. The objective of the lesson

is that students will be able to find ten more and ten less than a number without counting. Just like
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the first few lessons, different activities will be used to present the lesson to keep students’

attention. The teacher will start the lesson by showing a video from BrainPOPJr. which is a review

of the previous lesson on place value. The teacher then shows the T chart on the Piktochart and

introduce the fifth lesson to the students. To explore the lesson, the teacher will give each student

base-ten blocks and compare the numbers projected on the board. The teacher will then go to the

next slide and show a word problem to the students and as a class, they will figure out the answer.

To further explain and elaborate the lesson, the teacher will then conduct a roll-the-dice activity

and a sticky notes activity. Lastly, the teacher will revisit the objective, recall the activities, and

ask for questions. All of this will be projected on the screen. The teacher will then give the

homework assignment to the students to practice and master the lesson.

Different activities are present in these lessons to cater the diverse spectrum of learners. In

the lesson plans attached, there are different strategies used to meet different kinds of learners’

needs. For visual learners, the use of web 2.0 tools like Piktochart helps them learn the lesson.

Independent learners are met through the use of independent work – in-class assignments.

Struggling learners, English Language Learners (ELL), and special education learners may be

joined to a group to cater and aid their understanding of the lesson.

Digital Citizenship and Ethics

In our classroom, norms which includes netiquette must be posted on the walls and are

recalled regularly so that students know how to properly behave not just in the classroom but also

with the use of technology. Students must know how to use technology safely, responsibly, and

effectively. With this, the teacher must not merely guide students but also be a pattern to them.

The unit plan includes videos to show to students to introduce, practice, and review the lessons. In

the Piktochart provided and the lesson plans created, video links and proper citation are included
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to not only have easy access to the files but also give credit to the owners and makers of the said

videos. Interactive activities are essential nowadays, but proper credit and citation are also

important in the classrooms today.

Unit Introduction for Students

In this unit, we will be looking at counting in different ways. First, we will have a review

on working with addition and subtraction equations by solving story problems. Second, we will

learn to compare two numbers and position them correctly on a number line from 20 to 120. Then

we will work on counting backwards, then go on and learn about place values – mainly tens and

ones. After we have a good understanding of those lessons, we will look at counting in tens. These

are important to understand because students will create a lot of opportunities for them to use their

counting skills in new ways. Students should be able to see how the previously developed skills

will enable the development of other important skills, often with real-world applications.

We will be spending time discussing, watching videos, doing activities that include

physical movements, and practicing the real-world applications of these concepts to better

understand the unit. We hope that students are able to enjoy this unit and understand its importance.

Unit: Number and Operations in Base 10

Unit Objective: Students will be able to use various new ways to count and apply this knowledge
to multiple real-world applications.

Unit Overview – (Lessons 3-5 are attached)

Lesson 1 (Review): Addition and Subtraction Equation – Story Problems
Subject/grade level: Mathematics/1st Grade
Common Core State Standards
1.OA.D.8
1.OA.B.4
1.OA.C.6
1.OA.D.7
Lesson objective(s):
Students will be able to solver story problems by determining the unknown number in an
addition or subtraction problem.
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Lesson 2: Hanging Out on the Number Line

Subject/grade level: Mathematics/1st Grade
Common Core State Standards
1.NBT.A.1
1.NBT.B.2
1.NBT.B.3
Lesson objective(s):
Students will be able to order numbers from 20 to 120 on the Number Line.

Lesson 3: Counting Backwards from 20-0

Subject/grade level: Mathematics/1st Grade
Common Core State Standards
K.CC.A.3
K.CC.B.4.B
K.CC.B.5
Lesson objective(s):
Students will be able to count backwards from 20-0 and write them in that order.

Lesson 4: Understanding Place Value: Tens and Ones Place

Subject/grade level: Mathematics/1st Grade
Common Core State Standards
1.NBT.B.2
1.NBT.B.2.A
1.NBT.B.2.B
1.NBT.B.2.C
Lesson objective(s):
Students will be able to identify place value by knowing the number of tens and ones in
any given number.

Lesson 5: Ten More and Ten Less

Subject/grade level: Mathematics/1st Grade
Common Core State Standards
1.NBT.2c
1.NBT.C.5
Lesson objective(s):
Students will be able to find ten more and ten less than a number without counting.
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Lesson 3 – Counting Backwards from 20-0

Teacher: D. Catindig
Subject/grade level: Mathematics/Kindergarten-1st Grade
Materials:
- Blast Off!:A Space Counting Book by Norma Cole
- 21 sheets of paper with numbers 0-20 written in large print on each
- 20 stickers
- YouTube Video: Counting Down | Counting Down from 10 | Countdown to Blastoff |
Educational Songs | Jack Hartmann from Jack Hartmann Kids Music Channel
For each student:
- Pencil
- Sticky notes
Standards Addressed in this Lesson – CCSS
K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written
numeral 0 -20 (with 0 representing a count of no objects).
K.CC.B.4.B Understand that the last number name said tells the number of objects
counted. The number of objects is the same regardless of their arrangement or the order
in which they were counted.
K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged
in a line, a rectangular array, or a circle, or as many as 10 things in a scattered
configuration; given a number from 1-20, count out that many objects.
Lesson objective(s):
Students will be able to count backwards from 20-0 and write them in that order.
Differentiation strategies to meet diverse learner needs:
Visual Learners: Blast Off!: A Space Counting Book by Norma Cole has pictures and
video from Jack Hartmann Kids Music Channel aid learners who learn better visually.
Special Education/Struggling Learners: Students who need extra help and support may
work with a partner or may be put into small groups. The teacher can give hints to assist
students.
ELL: Create flashcards from number 0-20 that show the word and its numerical
representation of the numbers in the ELL’s native language.
UDL: The teacher will be using Piktochart to present the lesson to students.
ENGAGEMENT – 10 minutes
Students will be asked to sit on the carpet close to the teacher. The teacher will read the
story called Blast Off! A Space Counting Book by Norma Cole. The teacher will ask the
students:
Q: What do you think the story is about?
The teacher will then ask students to talk to their neighbor and see what ideas they can
come up with. After a minute or two, students will share their ideas to the whole class.
The teacher will then segue and read the story.
EXPLORATION – 15 minutes
The teacher will have a sheet of stickers to show to students. Twenty stickers should be
on the sheet shown by the teacher. Students and the teacher will then count the stickers
starting from 1-20. After counting, the teacher will give a sticker to one student. This will
be done one by one. After each sticker is given to a student, teacher will then ask:
Q: How many stickers are there now? (The teacher gives one sticker to a student.)
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Q: How about now? (And so on…)

When all stickers are given, students would have completed counting backwards starting
from 20-0.
EXPLANATION – 10 minutes
The teacher will draw a number line on the board. Students will see that numbers increase
when they count forward and decrease when they count backwards. The teacher will then
point to the numbers to help students practice counting backwards from 20-0.
ELABORATION – 15 minutes
The teacher will put sheets of paper with a number on each (from 20-0) on the floor in
front of the classroom (chairs are on the side). Students each will receive a sticky note
with a “secret number” (0-20) written on it. When they receive their “secret number”,
students will be asked to go to the back of the classroom. Students will then begin
counting backwards. As their numbers are called, students will hop from the back of the
classroom to their “secret number” on the floor.
EVALUATION – 10 minutes
The students will be asked to complete a worksheet to confirm their understanding of the
lesson. (See worksheet below)
To close the class, the teacher will revisit the objective, recall the sticker activity, and
review the lesson. The YouTube video will be played to review the lesson. Lastly, the
teacher will ask the students if they have any questions (at the end of class but also during
instruction).
Video link: https://www.youtube.com/watch?v=Sqm-kFNaw8c
For homework, students will do a similar worksheet but with fewer numbers as hints to
show their understanding of the lesson. (See worksheet below)
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In-Class Assignment

Name: __________________________

Fill in the missing numbers by counting back in ones.

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Homework

Name: __________________________
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Lesson 4 – Understanding Place Value: Tens and Ones Place

Teacher: D. Catindig
Subject/grade level: Mathematics/1st Grade
Materials:
- Skittles
- Napkins
- Computer and display to show videos
For each student:
- Connecting cubes
- Tens and ones place value charts
Standards Addressed in this Lesson – CCSS
1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of
tens and ones. Understand the following as special cases:
1.NBT.B.2.A 10 can be thought of as a bundle of ten ones — called a "ten."
1.NBT.B.2.B The numbers from 11 to 19 are composed of a ten and one, two, three,
four, five, six, seven, eight, or nine ones.
1.NBT.B.2.C The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three,
four, five, six, seven, eight, or nine tens (and 0 ones).
Lesson objective(s):
Students will be able to identify place value by knowing the number of tens and ones in
any given number.
Differentiation strategies to meet diverse learner needs:
Visual Learners: YouTube Videos: Place Value: Ones and Tens | Math for Grade 2 |
Kids Academy from Kids Academy and Place Value Song For Kids | Ones, Tens, and
Hundreds | 1st Grade, 2nd Grade, 3rd Grade from Math Songs by NUMBEROCK
ELL/Special Education/Struggling Learners: Students who need extra help and
support may work with a partner or may be put into small groups. The teacher can give
hints to assist students.
Extra time will be given if needed.
UDL: The teacher will be using Piktochart to present the lesson to students.
https://create.piktochart.com/output/40969999-istc541_final
ENGAGEMENT – 10 minutes
Students will be asked to sit on the carpet close to the teacher. The teacher will introduce
the lesson by playing a video from YouTube called
Place Value: Ones and Tens | Math for Grade 2 | Kids Academy from Kids Academy:
https://www.youtube.com/watch?v=_dHu5TFxPtk
The teacher will then pause the video at 2:26 to give some time for students to think about
the questions asked in the video. The teacher will then ask students to talk to their
neighbor and see what answers they can come up with. After a minute or two, students
will share their ideas to the whole class.
EXPLORATION – 15 minutes
The teacher will ask students to go to and stay in their seats, keep their hands in their lap,
and not touch anything. The teacher will then put 12 Skittles on one small napkin (pile 1)
and 21 Skittles on another small napkin (pile 2) and they will be placed in front of the
class. The teacher will then ask, “Are there piles different or the same?” The teacher will
then ask two students to count how many Skittles are in pile one and then in pile two. The
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teacher will then say that although both numbers have 1 and 2, the number of Skittles in
each pile is different.
EXPLANATION – 10 minutes
The teacher will give each student 20 connecting cubes along with their tens and ones
place value chart. The teacher will write the number 10 on the smartboard and have
students count out ten connecting cubes from the ones they have. The teacher will then
ask students to place them in the ones place on their place value chart and tell them to
connect those cubes together they got from their pile to make a stick. The class will then
be asked to count the number of cubes connected. The teacher will then tell students that
they now have one ten which represents the ten ones.
ELABORATION – 15 minutes
With their place value chart, the students will then be asked to transfer their one ten in the
tens place. The teacher will write the number 12 on the board and ask students to count
out 12 connecting cubes and put them on their place value chart. Students will then have
to make one ten out of their cubes. Students will then connect those ten cubes and put
their one ten in the tens place on their chart and count the ones left in the ones place. The
teacher will then ask students their number (one ten and two ones – twelve).
The teacher will then ask students to look at the board and practice their learning as a
class. Norms will also be established by the teacher – for example, raise your hand before
speaking, respect each other, etc.)
EVALUATION – 10 minutes
The students will be asked to complete a Place Value worksheet to confirm their
understanding of the lesson. (See worksheet below). To close the class, the teacher will
revisit the objective, review the lesson, and play a YouTube video called
Place Value Song For Kids | Ones, Tens, and Hundreds | 1st Grade, 2nd Grade, 3rd Grade
from Math Songs by NUMBEROCK:
https://www.youtube.com/watch?v=a4FXl4zb3E4
Lastly, the teacher will ask the students if they have any questions (at the end of class but
also during instruction).
For homework, students will do a similar worksheet to practice and master the lesson.
(See worksheet below)
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In-Class Assignment

Name: __________________________
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Homework

Name: __________________________
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Lesson 5 – Ten More and Ten Less

Teacher: D. Catindig
Subject/grade level: Mathematics/1st Grade
Materials:
- Hundreds chart (for those who need assistance)
- Computer and display to show video
For each student:
- Dice (2 per student) – blue and yellow
- Notebook
- Sticky notes
- Place-value/base-ten blocks
Standards Addressed in this Lesson – CCSS
1.NBT.2c The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four,
five, six, seven, eight, or nine tens (and 0 ones).
1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number,
without having to count; explain the reasoning used.
Lesson objective(s):
Students will be able to find ten more and ten less than a number without counting.
Differentiation strategies to meet diverse learner needs:
UDL: A video review of the previous lesson will be shown. This video is from
BrainPOPJr. The teacher will be using Piktochart to present the lesson to students.
Special Education/Struggling Learners/ELL: Students who need extra assistance are
placed with a partner or put into small groups. The teacher can give hints to assist students.
For extra help, students will be given a hundreds chart (see chart below) and practice
counting by tens.
ENGAGEMENT – 10 minutes
The teacher will start the lesson by showing a BrainPOPJr video to class:
https://jr.brainpop.com/math/numbersense/placevalue/
This is a place value video used for review of the previous lesson students had. After the
video, students and the teacher practice counting by tens to 100. The teacher then calls on
students and asks them to tell the age of someone in their family. The teacher writes the
numbers/ages on the board as the students are called. After five or six of them, the teacher
then uses the T chart on the board to show them and review the tens and ones place.
EXPLORATION – 15 minutes
The teacher will have students use base-ten blocks to show 23 and 24. The teacher guides
the students to think about their numbers.
- Which number is more, 23 or 24? (24)
- How does your model show that 24 is more than 23? (24 has more ones blocks
than 23)
- What number is one more than 24? Why? (25 is one more, it comes just after
24 when I am counting)
Read a word problem to the class: Eric has 25 apples. Jon has 10 less apples than Eric.
Billy has 10 more apples than Eric. How many apples does Eric have? How about Jon?
Billy?
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- The teacher has students draw on their notebook to show how many apples
each of the children has. The teacher will point out that there is a faster way
of solving this kind of problem.
EXPLANATION – 10 minutes
The teacher shows students that when they find 10 more or 10 less, the value in the ones
place does not change.
The teacher tells students that because the number in tens place only changes by 1, they
are able to find 10 more or 10 less by adding or subtracting 1 to the number of tens.
Student are encouraged to do the operation mentally.
The teacher will then choose a number and ask the students to think of the number that is
10 more and 10 less. For example, the teacher writes the number 45 on the board, and
draws the tens and ones. The teacher will write the number that is 10 more and 10 less.
10 more will be on the right, and 10 less will be on the left side of the base number – 35,
45, 55.
- What do the numbers on the right show? (5 tens and 5 ones, 55)
- How does it compare to 45? (It has one more ten.)
- How do the numbers show that 35 is 10 less than 45? (The tens place changes
from 4 to 3. That means there is 1 less than in 35 than there is in 45.)
ELABORATION – 15 minutes
The teacher gives each student 2 dice. Students roll the dice and write the two-digit
number on their notebook using a T chart. They then find out the number that is 10 more
and 10 less.
The teacher also gives them base-ten blocks to help with their numbers. The teacher writes
a number on the board and asks students to model the number using their base-ten block.
For example:
- How many tens are there in 26? (2 tens)
- How many ones are there in 26? (6 ones)
Then, the teacher asks students to add one more ten to their model and ask, “What number
is 10 more than 26?” The teacher then asks students to go back to the original number
(26) and take away one ten, and ask “What number is 10 less than 26?
EVALUATION – 10 minutes
The teacher numbers sticky notes with numbers that are three in each set. The sticky notes
are numbered so that there are three numbers in each set. One student will get the base
number, one will get 10 less, and one will get 10 more. For example, the first set of sticky
notes would be 55, 65, 75; the second set would be 14, 24, 34; etc. Each student gets 1
sticky note. They then walk around and find their corresponding sticky notes that go with
their set. To close the lesson the teacher will revisit the objective, recall the activities, and
ask for questions.
For homework, students will be given a 10 More 10 Less fill-in-the-boxes worksheet.
(See worksheet below)
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Homework

Name: __________________________
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References

BrainPOP Jr. Place Value. [Mt. Kisco, NY]. Retrieved from

https://jr.brainpop.com/math/numbersense/placevalue/

Driscoll, M.P. (2005). Psychology of learning for instruction (3rd Ed.). Boston: Allyn and Bacon.

Karagiorgi, Y., & Symeou, L. (2005, January). Translating constructivism into

instructional design: Potential and limitations. Journal of Educational Technology

& Society, 8(1), 17-27. Retrieved from

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.117.357&rep=rep1&type

=pdf#page=22

[Kids Academy]. (2018, September 21). Place Value: Ones and Tens | Math for Grade 2 | Kids

Academy [Video File]. Retrieved from https://www.youtube.com/watch?v=_dHu5TFxPtk

[Math Songs by NUMBEROCK]. (2016, December 12). Place Value Song For Kids | Ones,

Tens, and Hundreds | 1st Grade, 2nd Grade, 3rd Grade [Video File]. Retrieved from

https://www.youtube.com/watch?v=a4FXl4zb3E4

National Governors Association Center for Best Practices & Council of Chief State School

Officers (2010). Common core state standards for mathematics. Washington DC:

Authors

Tam, M. (2000). Constructivism, instructional design, and technology: Implications for

transforming distance learning. Educational Technology & Society, 3(2), 50-60.

Retrieved from http://www.ifets.info/journals/3_2/tam.html