Cordes 1

Sarah Cordes
Dr. McNamara
TED 510
23 July 2019
Technology Research Assignment
1. Grouping and Grazing
https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Grouping-and-Grazing/

2. Topic: Grouping by 5s and 10s; Adding and Subtracting

Grade: 1st
CCSS 1.NBT.2a Understand that the two digits of a two-digit number represent amounts of tens
and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten
ones—called a “ten.”
-The site supports this standard because students are able to group the cows into 5s and
10s. When grouping the cows, students must select each cow individually, then group together
into 10s (or 5s). This can help students to understand that a group of ten ones, is a “ten.”

CCSS 1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number,
and adding a two-digit number and a multiple of 10, using concrete models or drawings and
strategies based on place value, properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method and explain the reasoning used.
Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten
-The site supports this standard because students are able to add, and subtract, different
numbers. The numbers used are normally a two-digit number and a single-digit number. The
students use the cows, in either groups of 10s or individually, as concrete models for the numbers
in the problem. When using the cows to represent the different numbers, students must compose
a ten, and in some cases decompose a 10 to create the correct number.

3. Students are able to select whether they want to group the cows into 5s or 10s, or they can add
or subtract cows. When grouping cows into 5s or 10s, students must click the correct number of
cows, then select the “Group” button. The aliens will then move the cows across the creek. The
leftover cows should then be selected and moved across the creek by the user. When cows are
moved, there are tally marks created. Students then ‘check’ their answer and can either count by
themselves or with the program. Students then answer how many cows there are by inputting the
number. If the student is correct, they earn a barn and can move onto the next set. When students
are incorrect they are able to recount and input the answer again. When adding and subtracting,
the students also group the cows. The program gives students an addition or subtraction problem,
and students must group the cows the represent the numbers in the problem. They either add or
subtract the cows by moving them to the correct place on one side of the creek, but the “Sum” or
“Difference” sign. Students then check their answer by inputting the number. Again, if the
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student is correct, they earn a barn and can move on. If the student is incorrect, they are able to
try to input the answer again.

4. This activity has value in introducing students to the understanding of ones and tens in terms
of place value. By understanding that ten ones is a “ten” students are on the pathway to
understanding place value. Van de Walle states that “Although it is unlikely that children in
kindergarten or first grade will initially have a facile understanding of tens and ones related to
place value, they should learn much about the sequence of numbers and counting patterns to 100,
if not beyond” (pg. 147). This game helps students understand bundling of ten ones because
students have to click on ten individual cows before they are able to group them into 10s.
Afterwards, students can count the groups of cows by 10s, then ones. This will help students to
work on their counting patterns and begin developing a knowledge of place values.
This activity also has value as a way for students to practice adding and subtracting
because it uses the structures of the different types of change problems. Van de Walle states that
“Researchers have separated addition and subtraction problems into structures based on the kinds
of relationships involved (Verschaffel, Greer, & DeCorte, 2007). These include change problems
(join and separate), part-part-whole problems, and compare problems” (pg. 155). This activity
helps to demonstrate the two different change problems that Van de Walle discusses. When
students are using the “Add” portion of the activity, they are ‘changing’ the initial amount by
adding/joining another amount. This then creates the resulting amount (Van de Walle pg. 155).
When students are using the “Subtract” function of the game they are separating the cows by
taking a certain amount away from the largest amount/whole (pg. 155).

5. Evidence that this activity/site is truly dynamic.

This activity is dynamic because students must select the correct number of cows, then group
them. If students do not select the correct number, they must go back and recount. Students must
then physically move the ‘leftover’ cows to the correct side of the creek in order for them to be
counted. After grouping and moving the cows, students must be able to count and input the
correct answer into the box. If students do not input the correct answer the first time, they are
able to recount and input the answer again. This applies for the different portions of the activity.
Regardless of whether they are grouping, adding, or subtracting, students are forming groups of
cows, moving them to the correct place for counting, and inputting their answer. When the
student inputs the incorrect answer, the activity lets them know the answer is wrong, then gives
them a chance to input a new answer. The game never gives the correct answer until the student
inputs the correct answer.

1. Ten Frame
https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Ten-Frame/
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2. Topic: Grouping by 5s and 10s; Adding and Subtracting

Grade: 1st
CCSS 1.NBT.2a Understand that the two digits of a two-digit number represent amounts of tens
and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten
ones—called a “ten.”
-The site supports this standard because students practice using individual counters
within the 10 frame. This can help students to learn that a group of ten ones creates a “ten,” as
well as understanding that smaller numbers create larger numbers.

CCSS 1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number,
and adding a two-digit number and a multiple of 10, using concrete models or drawings and
strategies based on place value, properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method and explain the reasoning used.
Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten
-The activity supports this standard because students are able to use the Ten-Frames to
work on adding numbers together. The Ten-Frame helps to give students a concrete model to
show place value and the relationship between numbers when adding.

3. This activity presents students with a 10 frame and counters. There are 5 different ways that
students can play. The first is that the game asks students “How many?” spots are empty or
“How many” counters there are. Students are then able to input the answer through the numbers
on the keypad or the numerical values given in the game interface. When students get a correct
answer, they receive a smiley face and a score. When they input the incorrect answer, the
number inputted turns red and students have a chance to input the answer again. The second way
is to “Build” a ten frame. The game will instruct students to input a certain number of counters in
the ten frame. When students get a correct answer, they receive a smiley face and a score. When
they input the incorrect answer, the student does not receive a smiley face, and they are able to
input the answer again. The third is to “Fill” the ten frame. The game will provide the student
with a certain number of counters in the ten frame and asks how many more counters will fill the
frame. Students are then able to put the counters in the ten-frame and insert the number of
counters needed into the box. When students get a correct answer, they receive a smiley face
and a score. When they input the incorrect answer, the number inputted turns red and students
have a chance to input the answer again. The fourth way is “Addition”. The game will provide
students with two sets of ten frames and ask the student an addition problem. Students then fill
the frames with the corresponding numbers, combine the ten frames, and finally input the answer
to the addition problem. When students get a correct answer, they receive a smiley face and a
score. When they input the incorrect answer, the number inputted turns red and students have a
chance to input the answer again. The fifth way is called “Play All,” and the game will give
students questions from the four different sections.
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4. This activity has value as an assessment. This activity could be used as a formative assessment
to help determine students’ number sense after a lesson involving ten-frames. However, this
could also serve as a diagnostic assessment to determine where students are in their present
understanding and number sense development. Van de Walle discusses that the Ten-Frame “can
provide you with insights into children’s number concept development; therefore, activities like
this one can be used as a diagnostic interview” (pg. 139). Most students learn to use Ten-Frames
in Kindergarten after learning to use Five-Frames (Van de Walle pg. 138). Therefore, using the
Ten-Frame in Kindergarten can help teachers to determine students’ “current number concept
level” (Van de Walle pg. 140). Teachers can then base their instruction on students ability to
complete the different sections. This activity can also be used to help further develop students’
number sense, especially if their concept level is not as advanced as other students’ levels.

5. Evidence that this activity/site is truly dynamic.

The dynamic part of this game is similar to that of the first activity. Throughout the game,
students are moving the counters in and out of the Ten-Frame, as well as combining different ten
frames. After moving counters to fit the problem students then input the answer to the problem
when using the How Many?, Fill, and Add parts of the game. On the “Build” portion of the
game, students are simply required to move the correct number of counters into the Ten-Frame.
Again, if the student inputs the incorrect answer, the game does not give the student the correct
answer. Rather, the student is able to try again.

Comparison of the two sites/activities:

6. What were the best elements of each? Why? (2 points)
For the first site, I think the best element is the addition and subtraction parts of the game.
The game requires that students group and move the number of cows that represent the number
sentence that is given. I think that this will help students to understand that smaller
numbers/groups make up larger numbers. This beginning understanding will help them when
they begin learning about place value, and understanding that two-digit numbers are made up
tens and ones. The tactile movement of the cows can help students to see and understand the
join/take-away structure of addition and subtraction. This will set them up to develop a deeper
understanding of what addition and subtraction are. The game also gives number sentences that
include two-digit and single-digit numbers. This will further help students reach the content
standard 1.NBT.4.
For the second site, I think the best element is the different uses for the Ten-Frame. The
different parts of the activity can help students at varying levels of understanding because they
can work on the different levels and progress as they begin understanding. This helps students to
further practice their number concept understanding, and gain a deeper understanding because
they are moving and counting the counters throughout the game.

7. Which site do you believe was stronger? Why? (1 point)

I think the first site,Grouping and Grazing, is stronger because it helps students more with
addition and subtraction. The first site allows students to do addition and subtraction problems,
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where as the second site only does addition problems. The first site is also stronger because it
uses two-digit and single-digit numbers. This further helps the students to practice more complex
addition problems, help them develop a deeper understanding of addition and subtraction, and
meet the standard. The second site is only capable of giving students numbers 0-10 within the
number sentence, so the addition problems are not as complex or challenging as with the first
site.

8. The site that I would be more likely to use in a lesson would be the first activity, Grouping and
Grazing. There are several ways that I could see myself using this activity in a lesson.This
activity could be used as the “You Do” portion of a guided inquiry lesson plan. I could use the
activity as a practice activity for students to practice their grouping ability, addition and
subtraction. This activity could be used as a pre-activity to the lesson in order to activate
students' prior knowledge of grouping ones into 5s and 10s. They could also use the addition and
subtraction portions to test their existing knowledge of addition and subtraction. After working
with students on adding and subtracting two-digit and one-digit numbers, I would then use this
activity for them to practice adding and subtracting with concrete models. Using this as a “You
Do” portion of the lesson would allow me to monitor and assess student understanding, so when
the lesson reaches the “I Do” portion, I can fill in any gaps of understanding and address any
issues that I noticed.
This activity could also be used a morning activity, or a precursor to the math portion of
the day. When students first come in in the morning, they could do the activity until the class is
called into session for the day. This could also be used as a transition into math. When
transitioning into math, I could have the students do the activity to activate their prior
knowledge, practice adding and subtracting, and monitor students’ understanding of “Add[ing]
within 100, including adding a two-digit number and a one-digit number, and adding a two-digit
number and a multiple of 10,” (CCCC-M 1.NBT.4). Using this activity as a formative
assessment before a math lesson and/or during the lesson could help me determine what students
are understanding and then fill in any gaps/address issues.
For ELLs, this activity may be confusing at first because the students may not understand
what the game is asking them to do, or how to play it. I would start with trying to show them
how to do the activity (I would probably do this for the whole class as well). Showing students
how to do the activity can help them to have a better understanding of what the activity is asking
them, how to group the cows, etc. I would also have them start off with the “Grouping by 5s”
level first. If they understand that, they would then be able to move onto the “Group by 10s.”
Having them work on one function at a time can help them to practice using the different
functions of the activity, and help them understand what is being asked of them (I would also
probably have the rest of the class do this as well, but the ELLs may need a bit more time
practicing the different functions).
ELLs may also struggle to understand the different buttons needed for the activity, as
well as the directions of the different parts of the activity. Therefore, when I first introduce the
activity, I would create a list of translations for them. I would put this translation list either on
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their desk, on the board, or give it to them electronically so they can see it directly on their
computer. Students can then reference the translation list if they are struggling to understand the
directions, or if they are confused are the different buttons in the game. If there are multiple
students in the class who speak the same language, I could also have them work together on the
activity at first. This can help them work collaboratively on the game, and as their understanding
of the activity increases, I could have them start working more individually. If there is only one
ELL of a certain language of the class, I could have them work with another student in the class.
Having them work with another student could help the ELL see how to do the activity, and the
other student might also be able to explain things in a way that the ELL can better understand.