Terminal Objective:

Teachers will apply their knowledge of prerequisite skills for place value.
Enabling Objectives
Using your notes as
a guide, define
each of the five
prerequisite skills
for place value with
100% accuracy.

Assessment Idea
Formative:
Quiz-Show GameProvides immediate
feedback to the
learners and allows
continued learning
for those who have
not mastered the
content.
Summative (to be
given at the end of
the module):
Mastery Quiz with
pick multiple
option.
Students will
receive feedback at
the end of the quiz.

Given examples of
problems
demonstrating five

Formative:
Quiz-Show GameProvides immediate

Absorb Activity
Story;
PowerPoint
Presentation;
Articles to Read
(Whole Number
SenseDevelopment for
age 6-8+ Concepts,
Activities,
Assessment and
Evaluation;
Place ValueDevelopment for
age 5-9+ Concepts,
Activities,
Assessment and
Evaluation)
Story;
PowerPoint

Do Activity
Connect Activity
Original Work Activity:
Create job aid using template (note
taking on story, articles, and PowerPoint)
Quiz-Show Game
End of Module
Summative Quiz

Questioning
Activity:
Rhetorical
Questions
Job Aid:
A job aid with
visuals will be given
to learners to use in
their classrooms at
the end of the
module.

Original Work Activity:

Create job aid using template (note
taking on story, articles, and PowerPoint)

different
prerequisite skills
for place value,
distinguish
between these
skills with 100%
accuracy.

feedback to the
learners and allows
continued learning
for those who have
not mastered the
content.

Presentation;

Using your notes as

a guide, give one
example of each of
the five
prerequisite skills
for place value with
100% accuracy.

Formative:
Composition:
Ideally students
can use a program
that records audio
and allows them to
draw their
examples as they
talk. This would be
submitted into an
on-line drop box
and assessed by
the teacher within

Story;

Articles to Read
(Whole Number
SenseDevelopment for
age 6-8+ Concepts,
Summative (to be Activities,
given at the end of Assessment and
the module):
Evaluation;
Mastery Quiz with
Place Valuepick multiple
Development for
option. Students
age 5-9+ Concepts,
will receive
Activities,
feedback at the end Assessment and
of the quiz.
Evaluation)

PowerPoint
Presentation;
Use Articles
(Whole Number
SenseDevelopment for
age 6-8+ Concepts,
Activities,
Assessment and
Evaluation;

Quiz-Show Game

Questioning
Activity: Rhetorical
Questions

End of Module
Summative Quiz

Job Aid:
A job aid with
visuals will be given
to learners to use in
their classrooms at
the end of the
module.

Original Work Activity:

Composition- Recorded demonstration of
examples of prerequisite skills via
video/audio, including answering specific
questions in the response
Questioning
Activity:
Rhetorical
Questions

Given example
problems using five
different
prerequisite skills
for place value,
illustrate one
strategy of
instruction for each
prerequisite skill
with accuracy on 4
out of the 5 skills.

48 hours.
Students will be
given a rubric
defining
expectations at the
beginning of the
course.
Summative:
Composition:
Ideally students
can use a program
that records audio
and allows them to
discuss or draw
their examples as
they talk. This
would be submitted
into an on-line drop
box and assessed
by the teacher
within 48 hours.
Students will be
given a rubric
defining
expectations at the
beginning of the
course.

Place ValueDevelopment for

age 5-9+ Concepts,
Activities,
Assessment and
Evaluation)
Video;
Refer to Articles
from Earlier in the
Module

Mini case studies with discussion forum

to share ideas and answer assigned
questions.
Original Work Activity:
Composition- Recorded demonstration of
examples of prerequisite skills via
video/audio, including answering specific
questions in the response
Questioning
Activity: Question
and Answer
synchronous
session held on-line
with Dr. Hambel
(math expert).
Takes place at end
of the module.

Terminal Objective:
Teachers will evaluate student work to assess students misconceptions of place value and determine
instructional strategies to correct the misconceptions.
Enabling Objectives
Given three
examples of
student work,
identify the
students
misconceptions of
place value with
100% accuracy.

Based on three
examples of
student work,
demonstrate
instructional
strategies to
correct the student
misconceptions,
enumerating at
least one strategy
to use with each of

Assessment Idea
Formative:
Branching Scenario:
Learners have the
opportunity to
make decisions
about the students
work in order to
determine the
misconceptions.
Immediate
feedback will be
given as the learner
progresses through
the scenario.
Summative:
Composition:
Ideally students
can use a program
that records audio
and allows them to
draw their
examples as they
talk. Video would
be another
alternative. This

Absorb Activity
Video:
Demonstration of
misconceptions of
teachers working
with students
(acting for
purposes of the
video)

Do Activity
Branching Scenario:
Learners have the
opportunity to
make decisions
about the students
work in order to
determine the
misconceptions.
Discuss the
decisions made and
thoughts about the
activity in
discussion forum.

Video;

Research Activity:
Guided Research- Use research links
provided to locate information on
instructional strategies for correcting
student misconceptions

Reading On-line
Resources provided
for the Guided
Research Do
Activity

Connect Activity
Job Aid:
Shows pictorial
representations of
the most common
student
misconceptions.

Original Work Activity:

Composition- Recorded demonstration of
examples of instructional strategies to
correct misconceptions via video/audio,
including answering specific questions in

the three examples. would be submitted

into an on-line drop
box and assessed
by the teacher
within 48 hours.
Students will be
given a rubric
defining
expectations at the
beginning of the
course.

the response

Questioning
Activity: Question
and Answer
synchronous
session held on-line
with Dr. Hambel
(math expert).
Takes place at end
of the module.

Terminal Objective:
Teachers will assess student knowledge of place value using a formal place value assessment tool and use
the results of the assessments to design instructional strategies to teach place value concepts.
Enabling Objectives Assessment Idea
Absorb Activity
Do Activity
Connect Activity
Using the 23s
Formative:
PowerPoint
Original Work Activity/Ponder Activity:
Task, assess five
Composition: Write Presentation and
Composition- Written summary or video
students on their
a summary of each Video
of experience, including answering
knowledge of place assessment or
specific questions
value with 100%
submit a video (but

accuracy.

Based on the
results of the 23s
Task for 5
students, generate
instructional
strategies to meet
students needs,
enumerating at
least one strategy
to use with each of
the five students.

must ensure
confidentiality of
student). The
teacher will provide
feedback within 48
hours.
Students will be
given a rubric
defining
expectations at the
beginning of the
course.
Self-Assessment
Summative:
Composition:
Ideally students
can use a program
that records audio
and allows them to
draw their
examples as they
talk. Video would
be an alternative.
This would be
submitted into an
on-line drop box
and assessed by
the teacher within
48 hours.

Job Aid:
Checklist for 23s
Task
Evaluation Activity:
Self-Assessment

PowerPoint
Presentation and
Video

Original Work Activity: Demonstration of

instructional strategies via video/audio
recording, including answering specific
questions in the response
Job Aid:
Checklist for 23s
Task
Question and
Answer
synchronous
session held on-line
with Dr. Hambel
(math expert).
Takes place at end

Students will be
given a rubric
defining
expectations at the
beginning of the
course.

of the module.