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Figure 4a and Figure 4b : Jack ’ s Race to Fifty Place Value Mat (4a) with Instructions (4b) where students can move the manip ulatives to match the numbers rolled with dice and make fifty.

grouping can be seen on each child ’ s individual slide, and the teacher can informally address any place value misconceptions. These once - daily lessons (O in COVID) were inte gral in the teaching of place value and allowed for differentiated instruction to groups of children. As the children gained mastery of the place value con cept, they were moved between groups freely. Teaching in small groups allowed the teacher to really understand the child ’ s knowledge of a sub ject. This small group daily instruction also ena bled the children to ask questions and therefore

really understand the concept of place value.

V: Vivacious Place Value Lessons in COVID

“ Vivacious ” (V in COVID) means in this context, active, lively and engaging lessons that allowed the children to learn through kinesthetic move ment. All the staff were eager to help in the teach ing of place value across the school setting. The wellness coordinator and physical education teach er made active lessons for first grade that also spe cifically targeted place value (Fit 4 Kids, n.d.). The school encouraged wellness by providing ac

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