I wanted to share a blog post I wrote for my new business, On Demand Curriculum (www.ondemandcurriculum.com).   Normally, I don’t plan on posting the same content on both sites, but this one seemed appropriate here, since I am talking about the technology I used to create the Common Core in Action videos.

I recently finished designing and creating a set of professional videos for Pearson Higher Education called “Common Core In Action”.   It was such a fun project!  The videos are going to be used with math content texts for college students studying to be K-8 teachers. This particular set of videos shows how to teach some of the topics in elementary mathematics, to align with the Common Core Standards.

These videos would be a great resource for parents trying to understand their child’s homework, which could utilize many of these methods. Therefore, I am working with Pearson to try to get permission to set up a site where parents could view these valuable resources. Stay tuned!

I was given permission by Pearson to show a couple of screenshots from the videos.  I will talk about each screenshot in a separate blog post. The first video screenshot I want to show you is from a video entitled “Common Core in Action: Addition Algorithms”.

To align to the Common Core State Standards when teaching addition, teachers often have the students use Place Value Disks. In this video I created a set of place value disks, where white disks are worth 1 (one) unit, and red disks are worth 10 (ten) units, to match the actual physical items elementary schools are using.   I also included 5-frames and 10-frames to help teach addition involving regrouping, which used to be called “carrying” when I was in elementary school.

I used Hyperstudio to design and build the background to my video because I wanted to be able to interact with the place value disks during the video, as I taught the lesson on adding whole numbers using place value.

In the screenshot of the video, the bottom row is comprised of the movable objects:

I have created multiple copies of each object, sitting on top of one another.  During the video I “pick up” place value disks or 5-and 10-frames, as needed, and move them onto the place value board.   The eraser on the side of the screen (see the original screen shot) is used when I create subtraction videos, so that I am able to “erase” objects I am removing, or subtracting.

As I talk through the process of adding 28 and 34 in the video using place value disks, I actually move the disks into the appropriate columns in the place value chart shown.

The screen shot shows the point in the video where I have 2 ten disks plus 3 ten disks. I also have 8 one disks plus 4 one disks, but in this screenshot I have already regrouped 10 of the one disks to create a set of 10 ones inside of a 10-frame.  This left me with one 10-frame of one disks and 2 one disks left over.   The next step in the video would show me trading the 10-frame for 1 ten disk, and moving the ten disk into the “Tens” column.  This allows me to explain in arithmetic where the “carried 1” comes from.

When I complete the process, and have the final tens and ones disks in the place value chart, I relate the place value disks to the final numeric representation of the sum by hitting the button on the screen labeled “Sum”. The screen will then show the number 62 (which is later in the video than this screen shot), where the digit 6 represents the 6 red ten disks which will be on the screen and the digit 2 represents the 2 white one disks that will be left on the screen.

If you would like me to create a video showing how to use classroom manipulatives to teach a topic in your curriculum, please contact me at sue@ondemandcurriculum.com, and I would love to work with you!

To see the original blog post go here:  http://www.ondemandcurriculum.com/common-core-in-action-part-i/