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tive lessons online that connected to the particular topic being covered. The children were taught place value through exercise. One example was the following lesson developed by the gym teacher. He called out a number, and the children did arm stretches for the tens and jumped using a skipping rope for the ones in the number. The active lesson shown in Figure 5 un derpinned the classroom teaching of place value. As a Title I school we were supported by a well ness coordinator who would also do active, kines thetic lessons that supported place value learning. The music teacher was able to make music lessons where the children had to not only think musically, but also had to link this to place value. For exam ple, the music teacher taught musical patterns and then related this to place value. The drums were played to represent the tens and the triangle was rung to represent the ones in place value. Then the children played the musical notes related to the number (67 would be six drum beats and seven triangle rings). These vivacious, active lessons (V in COVID) allowed kinesthetic learning to be inte grated into their place value learning and encour aged the children to gain the mastery of place

value.

I: Independent, Asynchronous Learning Through Home Tasks in COVID

Figure 6 : Children ’ s work grouping objects at home attach ing numeral representation.

This solid beginning foundation allowed us to sup plement our teaching asynchronously with at home independent learning (I for Independent, asynchronous learning). The children were asked to find items in their everyday home environment, group them into tens and ones and write the num ber equivalent to the collection. Parents submitted their children ’ s pictures of the different creative ways their children accomplished this asynchro nous task through the learning management sys tem. As a team, we could then assess the pictures seen in Figures 6a, and build on the children ’ s

Figure 5 : Wellness math lesson with active movement directions that underpin place value first grade SOLs.

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