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number sense knowledge. Children whose parents were unable to support them in home activities were not penalized. They were supported and en couraged to complete the tasks in small groups with the teacher online. Time was built into the online schedule so that after the online school day was completed, the teacher could focus either one on one or in small groups with children that need ed more support. This independent task supported the place value learning and gave the children the time to gain hands - on practice of place value skills.

two children had differing knowledge bases. The child who drew 7b had complete mastery of grouping in tens and ones and this can be seen in his drawn picture. The child who drew 7a needed extra help through one - on - one/group tutoring tak ing him back to grouping and the understanding that you need to group tens into the tens side. With these additional supports given to the class teach ers, misconceptions could be addressed and place value learning improved. Next, as a team we had to address the very real challenge of how to get important teaching tools into the hands of the children to continue the math learning. In the classroom we would have used cubes and tens and ones boards to allow the chil dren to have hands - on experience with manipulat ing to learn place value. One real dilemma in teaching place value was that many of our children did not have the manipulatives to play math games at home. We encouraged the usage of everyday items like beans, marshmallows, and beads to use when working with place value at home. To do this, we had to have the parents on board and therefore close relationships were forged with community. By asking and involving the parents in their children ’ s learning path, we were showing the school community that we needed their sup port for each child ’ s educational path. Our admin istration recognized the importance of hands - on learning for our students. As a result, packets of math manipulatives for first grade were distributed in bags in which we included dice, counters, ten frames, tens and ones boards, as well as white boards. The kits were given out to the children and were available for the parents to pick up at school, so that they were able to continue their home learning. We really wanted to continue quality math educa tion for our A.M. Davis community and through this distribution of math kits were supporting our parents in the online adventure. These tools that were sent home also allowed the parents to com plete the independent tasks that were given to Sending Teaching Tools Home

Planning Online Remediation Into Place Value Lessons

Figure 7a and 7b : Student work showing a) the work of a stu dent needing additional instruction, and b) the work of a stu dent with a clear understanding of grouping.

When the children submitted their representations of the place value pictures, it was easy to see who had an understanding of grouping and who needed extra support. We also had been informally as sessing the children as we were teaching the les sons. From here, we, in conjunction with the other support staff, (the math teacher, the Instructional Design Specialist, SPED teachers and instructional aides) were able to work with children in small group situations to address the needs of each child.

In Figures 7a and 7b, you can see the representa tional drawings that were sent back and how these

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