Elementary Artifacts

K.OA.3, K.OA.4, K.CC.6

Use and connect mathematical representations. Effective teaching of mathematics engages students in making connections among mathematical representations to deepen understanding of mathematics concepts and procedures and as tools for problem solving.

K.G.1, K.G.2, K.G.3

Support productive struggle in learning mathematics. Effective teaching of mathematics consistently provides students, individually and collectively, with opportunities and supports to engage in productive struggle as they grapple with mathematical ideas and relationships.

CC1.G.3, 2.G.3, 3.G.2

Students can create shapes and then add lines to partition the shapes into equal parts.

4.OA.1

Elicit and use evidence of student thinking. Effective teaching of mathematics uses evidence of student thinking to assess progress toward mathematical understanding and to adjust instruction continually in ways that support and extend learning.

4.OA.4

Implement tasks that promote reasoning and problem solving. Effective teaching of mathematics engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies.

4.NBT.2

Implement tasks that promote reasoning and problem solving. Effective teaching of mathematics engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies.

1.MD.4

Students are learning to organize, represent, and interpret data with Seesaw. They are modeling with mathematics, attending to precision, and reasoning quantitatively.

1.NBT.7 & 1.NBT.2

Students are learning to model with mathematics and use appropriate tools strategically to represent numbers with tens and ones in Seesaw. Vowels were worth 10 and consonants worth 1.

1.NBT.7, 1.OA.1

Students are learning to solve addition/subtraction word problems within 20 using Math Learning center Number Frames and Seesaw. They are modeling with mathematics, making sense of problems and persevere in solving them, and attending to precision.

1.NBT.4 and 1.NBT.5

Students are learning how to use place value understanding to add a multiple of ten to a number and to mentally find 10 more/less than a given number. They are using MLC (Math Learning Center) Number Pieces and Seesaw to solve and record their explanations. This shows they know how to model with mathematics, reason abstractly and quantitatively, look for and express regularity in repeated reasoning, and construct viable arguments and critique the reasoning of others.

1.G.1

Students are learning to distinguish between defining and non-defining attributes with Seesaw. They are looking for and making sense of structure and constructing viable arguments and critiquing the reasoning of others.

1.NBT.4

Students are learning how to add a single digit number to a double digit number using various strategies. They are using MLC (Math Learning Center) Number Line and Seesaw solve and record their explanations. This shows they know how to make sense of problems and persevere in solving them, reason abstractly and quantitatively, use appropriate tools strategically, and look for and express regularity in repeated reasoning.

1.NBT.1 & 1.NBT.7

Students are learning to count to 150 to 150 starting at any number less than 150 and to read and write numerals with Seesaw. They are modeling with mathematics and looking for and making use of structure.

1.OA.3, 1.OA.7 & 1.OA.9

Students are learning how to solve a variety of addition problems within 20 with Pic Collage and Seesaw. (This can be done all in Seesaw now with the new updates.) They are looking for and making use of structure, attending to precision, and looking for and expressing regularity in repeated reasoning.

1.G.1

Students are learning to distinguish between defining and non-defining attributes with Seesaw.They are looking for and making sense of structure and constructing viable arguments and critiquing the reasoning of others.

1.G.2

Students are learning to create composite shapes with Seesaw and/or math learning center pattern blocks. They are looking for and making sense of structure and constructing viable arguments and critiquing the reasoning of others.

1.NBT.7 & 1.NBT.2

Students are learning to model with mathematics and use appropriate tools strategically to represent numbers with tens and ones in Seesaw. Students were given a list of the alphabet with a value assigned to each letter and asked to code their name in base 10.

1.G.3

Students are learning to partition circles and rectangles into halves and fourths. They are looking for and making sense of structure and constructing viable arguments and critiquing the reasoning of others.

NC.1.G.3

Students are learning to partition circles and rectangles into two and four equal shares with Seesaw. They are looking for and making sense of structure and constructing viable arguments and critiquing the reasoning of others.

NC.1.MD.4

Students are learning to organize, represent, and interpret data with Seesaw. They are modeling with mathematics, attending to precision, and reasoning quantitatively.