Course Map

Course Name: Extending Base Ten Knowledge

Instructor Name: Dr. Kim Date: 9/3/22
Designer Name: Laura Leard

Course Learning Outcomes:

I. Understand the value placed on the digits within a three-digit number.

II. Use skip counting strategies to skip count by 5s, 10s, and 100s within 1000.
III. Represent numbers to 1,000 by using numbers, number names, and expanded form..
IV. Organizing and graphing data for a graph
V. Compare a two-digit number using >, =, <.
VI. Build on comparing a two-digit number using >, =, <.
VII. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.

Course Materials
Textbooks:N/A

Resources: ● K-5 Math Teaching Resources ● Literature in Math

● Math Fluency building strategies ● Zearn Mission 3 Overview

Balancing Act: The Truth Behind the Equal Sign MathVisuals

● Math Journal Guide ● GADOE Framework

Oh No Math 99! Nearpod Splat Brainpop Jr Curated Resources Online Discussions

 Module # Course Module Learning Outcomes Assessments and Rubrics Activities: Instructional
and Title Learning (MLOs) Learner Interaction Materials
Outcomes & Engagement
(CLOs)

The title should List all State the module’s intended measurable learning outcomes. MLOs must Specify all assessments that will List all learning List all instructional
be short, yet course describe student performance in specific, observable terms. be used to measure the stated activities that promote materials and
descriptive learning Use suggested action verbs from Bloom’s Taxonomy. In parentheses, module learning outcomes. achievement of the technology/media used
and specific to outcomes include the course learning outcomes (CLOs) that align to each MLO. List the name of rubric (if stated module during the module that
content being addressed in applicable) that provides learning outcomes promote achievement
explored. the module descriptive and specific and align with of the stated module
by their evaluation criteria for the assessments Learning learning outcome.
Roman assessment. Also, list the MLO(s) Activities may also be This may include
numerals. that align with each assessment. listed in the readings, web
If assessment does not count assessment column if resources, videos,
towards the student’s grade they they are graded. In podcasts, audio, etc.
should be marked “Not graded” in parentheses, include In parentheses, include
place of the rubric name. the MLOs that are the MLO(s) that align
being met with each to the materials. If a
activity. learning material does
not have an aligned
MLO mark it as
Supplemental or
Optional.
Module 1: I After successful completion of the module, the student Splat - Multiple
Splats Splat 3(MLO Zoom-Whole class
will be able to:
1.1)
Place Value
Literature
1.1 Learn that the location of a number on the number line Zearn Zearn Mission 3, Connection:The
Lesson 1, 2, 3 (MLO 1.1)
helps determine that number’s value. (CLO I) King’s Commissioners
BrainPop(MLO 1.1) by Aileen Friedmna
1.2 Use place value knowledge to represent numbers up to (MLO 1.1) The
1,000. (CLO I) ● Place Value King's
Commissioners
● Making Ten
Student iPads for
● Counting On Zearn, Brainpop
 Jr., and Splat
(MLO 1.1, 1.2)

SMARTBOARD for whole

group(MLO 1.1, 1.2)

Place Value
Presentation

Module 2 II
Use skip 2.1 Notice number patterns when using a number line to Zearn Mission 3, Student iPads for
counting skip count. Lesson 4, 5, 6, 7 Zearn (MLO 2.1)
strategies to (MLO 2.1)
skip count by Zoom
5s, 10s, and ● Number Hop
100s with SMARTBOARD for
(GaDOE task)
whole group (MLO 2.1)
1000. (MLO 2.1)

Didax Number
Line

Module 3 III 3.1 Learn the difference between place and value and
Represent determine the importance of the digit zero in various places. Quiz 1 Splat - Multiple Literature
numbers to Splats Splat 4 Connection: A Place
3.2 Explore how numbers are composed. For Zero by Angeline
1,000 by (MLO 3.1, 3.2, 3.3,
3.3 Use 3 random digits to create the greatest and least Quiz 1 Rubric LoPresti (MLO 3.1)
using 3.4, 3.5)
values, model with drawings. A Place for Zero
numbers,
3.4 Use prior knowledge of place value to predict the place Zearn Mission 3,
number
names, and a number should be written to create the highest or lowest Lesson 3 (MLO 3.1, Student iPads for
expanded number and represent the number in expanded form. 3.4) Zearn and Splat.
form. 3.5 Build flexibility using language and equivalent (MLO 3.2, 3.4)
representations of numbers. Number Song
 Read and Write YouTube
Numbers in
Expanded Form

Reading and
Writing Numbers
Up to 1,000

Video: Zeros Are

Disappearing (MLO
3.1)

Math Talk

Module 4 IV 4.1 Organize data for a graph

Graphing Make Your Own Graph Zearn Literature
Activity listed at the end of Zearn Mission 7, Connection: The
the book The Great Graph Lesson 1, 4 (MLO Great Graph
Contest by Loreen Leedy. 4.1) Contest by Loreen
Leedy (MLO 4.1)The
(Not Graded) BrainPop Tally Great Graph
Charts and Bar Contest
Graph
Zoom
(MLO 4.1)
Student iPads for
Zearn and
Brainpop.
(MLO 4.1)
Module 5 V 5.1 Reason, analyze, and compare 3 digit numbers.
Compare 2 5.2 Use reasoning skills to develop strategies for using Comparing Student iPads for
three-digit Numbers-
random digits to create the greatest 3 and 4-digit numbers Zearn and
numbers
using >, =, <. possible and use symbols to compare two numbers. BrainpopJr Brainpop.
BrainPop (MLO 5.1, 5.2)
Comparing Numbers
 (MLO 5.1)

Zearn Zearn Mission

3, Lesson 11, 12, 13,
14, 15 (MLO 5.1, 5.2)

High Roller
(GaDOE task)
(MLO 5.2)

Didax Dice

Module 6 VI 6.1 Know what the equal sign means and how we use it.
Build on 6.2 Compare numbers when represented in different ways. Zearn Mission 3, Student iPads for
comparing a 3 Act Task- Equally Lesson 16, 17, 19, Zearn and
two-digit Balancing Numbers 20 (MLO 6.1)
Brainpop.
number using
(MLO 6.1)
>, =, <.. (Not Graded)

Quiz 2

Quiz 2 Rubric

Module 7 I, II, III, IV, After successful completion of the module, the student Summative Assessment Test on Google
Culminating V, VI, VII will be able to: Forms
Assessment (MLO 7.1) (Graded)
7.1 Understand that the three digits of a three-digit Graded using a 100 point
number represent amounts of hundreds, tens, and scale.
 ones.

Use this link to access the Padlet that includes other resources Padlet Resources
Google Classroom link Mrs. Leard's Google Classroom

The Online Course Map Guide, 2019

The Online Course Mapping Guide Course Map Template is licensed under a
Creative Commons Attribution 4.0 International License.

Brief Statement of Principles for Developing Online Courses

In today’s realm of education we have to consider developing online courses for all ages. Primary age students are now
introduced to iPads when they enter school in Kindergarten. Many times these young students come to school with background
knowledge about how to access apps and the ability to search on a search engine. Teaching the students about good digital
citizenship has to be where we start before setting the students free to roam on the world wide web. Once we have established what
a good digital citizen looks like we can begin to incorporate online instruction. Online instruction can be engaging and valuable if
used in the right way.

This online course was created using the Georgia Standards of Excellence in the area of second grade math. I have
incorporated some online platforms that students can access to learn about intended math concepts. I have also included an online
math program that allows the teacher to assign math concepts and monitor progress.
You can select at least four Learning Activity Types (LATS )presented in this article aligned with your
lesson objectives and create a table shown in the article with LATS:
https://drive.google.com/file/d/1SLClKswHOUTcE3Mo_hDGxk11dNZnuXhE/view?usp=sharing

LATS (You can pick 4 activity types that are aligned with your learning objectives.)

Activity Type Brief Description Possible Technologies

Read Text Students will listen to books You Tube (MLO 1.1, MLO 3.1, MLO 4.1)
that cover math concepts.

Students will access an online Zearn, Brain Pop Jr. (MLO 1.1, MLO 2.1, MLO 3.1, MLO 4.1,
View Presentation math program to understand MLO 5.1, MLO 6.1)
math concepts.
 Complete Charts Students will create their own Word or Google Form (MLO 4.1, MLO 7.1)
and Tables graph.

Take a Test Students demonstrate their Google Form, Nearpod (MLO 1.1, MLO 7.1)
knowledge using computer-
generated and scored
assessments.

q References

Georgia Department of Education. (2021). Georgia Performance Standards Frameworks. GADOE Framework