Rationale

In my first-grade classroom, I utilized Seesaw for formative

assessments each day. In math class, I taught the direct
instruction, guided the students through their workbook pages,
and let the students complete independent practice. During the
guided practice, I asked the students (both in-person and online)
to share their responses as another informal assessment. I pulled
popsicle sticks with names to ensure I received responses from
each student throughout the lesson. This helped me gauge
whether the students need me to guide them through the process
still or if they could complete the tasks independently. Once the
students could answer my questions without guidance, I assigned
them their Seesaw activity for the day. If a student still needed
guidance by the time we came to the end of the workbook pages, I
helped them either one-on-one or in a small group to complete
the Seesaw activity. Once the students who worked independently
turned in their activity, I could quickly go on my Seesaw and check
their understanding. If a student got some incorrect, I sent it back
and either recorded a comment or talked to the student in person
about their errors. If more than one student missed a problem, I
either retaught the skill or cleared the confusion.
In this activity, I taught the lesson on subtraction story problems
and guided the students through their math workbook pages.
Once I determined students were ready for independent practice
(by questioning the students randomly) I assigned the subtraction
stories Seesaw assignment. Students listened to the recordings of
the subtraction stories and wrote down the differences. I walked
around to oversee students and answer questions. Once I saw the
activities were being turned in, I looked at their answers on my
computer. The students all were getting the answers correct, so I
knew they understood, and I did not have to reteach.