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Code 1- Math Worksheet

For this code, please fill out the worksheet on the google document. There
are five questions and I would like you to answer all of them to the best of
your abilities. Work with your partner to answer all of the questions.

Code 2- Bar Graph Video

For this code, please watch the video about bar graphs. This video really
focuses on labels and how to read bar graphs which is what we will be
working on this week.

Code 3- Multiplication Table


For this code, use it as a reference. If you are completely stuck on your
multiplication problem and I am not able to come help you because I am with
someone else, use this multiplication table to help you.

Code 4-Fraction Game

For this code, please play the equivalent fraction game. You can do the timed
version if you want to but you do not have to. Also, ignore the advertisement
on the sides like we have talked about before. Complete at least 7 levels
before moving on to the next code.
Code 5- Questions
For this code, we are going to use it to ask questions. During work time,
instead of keeping your hand raised the whole time, write your questions on
this document and I will come help you. I will go in the order in which the
questions are in. If you no longer have a question, you can delete it from this
document. If someone thinks they can help their peer, you can try answering
their question for them as well. Let the fun begin!

These codes are not necessarily meant to be used as a station activity, even
though they could be, but more so as codes placed throughout the room.
When it is math time, students could use these codes as a reference more
so. Code number one would be the worksheet they would need to complete
which could be done by using the other codes as references. Code 4 is a
math game which would be an activity for the students to do once they
finished the math worksheet (code 1). I have never used QR codes before but
I do find them beneficial. I feel students would be very engaged when using
the codes so the students could learn more.

Code 1- This artifact is a worksheet I created. I looked up the common core


standards for third grade math and created a worksheet based off those
standards. From this artifact, I learned that creating a worksheet is not as
easy as one may think. I had to look up the standards just to have a starting
point. I also thought it would be good idea to have students working on the
worksheet together so they could see how their classmates are solving the
problem. I will apply this in my future classroom by making sure to connect
each assignment with a standard. The following common core standards are
applicable because the worksheet has questions that are based off these
standards. The questions ask students to create story problems that express
multiplication problems. This artifact aligns with the ISTE Standards because
the teacher can create their own technology pieces and the students must
communicate to solve the problems. The UDL guideline matches with this
code because the students can engage either by themselves or with a
partner. The students can engage in several different ways.
Standards:
CCSS.Math.Content.3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 7 as the total
number of objects in 5 groups of 7 objects each. For example, describe
a context in which a total number of objects can be expressed as 5
7.
CCSS.Math.Content.3.OA.A.2
Interpret whole-number quotients of whole numbers, e.g., interpret 56
8 as the number of objects in each share when 56 objects are
partitioned equally into 8 shares, or as a number of shares when 56
objects are partitioned into equal shares of 8 objects each. For
example, describe a context in which a number of shares or a number
of groups can be expressed as 56 8.
ISTE Standards:
For teachers: Design and develop digital age learning
experiences and assessments.
For students: 6b. Students create original works or responsibly
repurposes or remix digital resources into new creations.
UDL Guidelines: Provide Multiple Means of Engagement.

Code 2- This artifact is a video from YouTube. This video is an introduction


on how to create bar graphs. One thing I learned from this artifact was to
search for a video you think is informational and engaging and not just the
first video that pops up. Not all videos are productive in what is trying to be
taught for that given lesson so it is important to search for an appropriate
video. I will apply this in my future classroom by making sure to look through
the videos before picking one. This artifact aligns with the common core
standard because students are practicing their knowledge about bar graphs.
They are learning the parts of a bar in order to make one themselves. It also
fits the ISTE Standards for teachers and students based off how creative the
teacher is and how interested the students are in the video. This video would
improve students understanding and use of bar graphs. This artifact also fits
the third component of the UDL Guidelines because students tend to be
engaged when they watch videos.
Standards:
CCSS.Math.Content.3.MD.B.3
Draw a scaled picture graph and a scaled bar graph to represent a data
set with several categories. Solve one- and two-step "how many more"
and "how many less" problems using information presented in scaled
bar graphs. For example, draw a bar graph in which each square in the
bar graph might represent 5 pets.
ISTE Standards:
For teachers: Design and develop digital age learning
experiences and assessments.
For students: 1c. Students use technology to seek feedback that
informs and improves their practice to demonstrate their
learning in a variety of ways.
UDL Guidelines: Provide Multiple Means of Engagement.
Code 3- This artifact is an image of a multiplication table. I thought students
would find it more engaging to scan a code to use a multiplication table
rather than using one on paper. It is helpful to have visuals and this artifact
provides that for the students. One thing I learned from this artifact is how
useful codes can be at displaying images. I learned that a code doesnt
always have to be for a worksheet but can be used as a visual. I will apply
this in my future classroom because it is a different way to look at a visual
and not just the same old way. Students can have a choice if QR Codes are
involved. This artifact applies to all of these standards in several ways. First,
is it helping them to learn how to multiple and divide within 100. It is having
students develop ideas on how read the multiplication table. And it provides
a new way for students to visually see the multiplication process for within
the first 100 numbers.
Standards:
CCSS.Math.Content.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the
relationship between multiplication and division (e.g., knowing that 8
5 = 40, one knows 40 5 = 8) or properties of operations. By the end
of Grade 3, know from memory all products of two one-digit numbers.
ISTE Standards:
For teachers: Design and develop digital age learning
experiences and assessments.
For students: Students build knowledge by actively exploring
real-world issues and problems, developing ideas and theories,
and pursuing answers and solutions.
UDL Guidelines: Provide Multiple Means of Representation.

Code 4- This artifact is an interactive game that students can play to


practice their knowledge about fractions. The game is about equivalent
fractions and has many levels so each student can be challenged. The game
keeps track of their score they know how many they got correct and
incorrect. One thing I learned from this artifact is that it is just as easy to
create a code for a game as it is for a worksheet. At first, I thought making a
code for a game would be more difficult that making one for a worksheet but
it isnt. I will apply this in my future classroom because I know that I can use
the codes for creative ways and not just one way. This artifact fits the
common core standard because students are practicing their knowledge
about fractions. For ISTE Standards for teachers, it applies because the game
is appropriate for the age of the students which is also true for the standard
for students. It also is applicable to the UDL Guidelines because the game
requires the player to match the correct answer with is a new way of
representing the content (fractions).
Standards:
CCSS.Math.Content.3.NF.A.3.a
Understand two fractions as equivalent (equal) if they are the same
size, or the same point on a number line.
ISTE Standards:
For teachers: Model digital age work and learning.
For students: Design and develop digital age learning
experiences and assessments.
UDL Guidelines: Provide Multiple Means of Representation.

Code 5- This artifact is used to communicate. It is there for students to ask


questions. The teacher could see what students need help and possibly do
small group work with students who have similar questions. It also would be
helpful for the students because they could write their question down and
not have to try and remember it until the teacher gets to them. When doing
this artifact, I learned that codes can be used for all kinds of things. At first, I
was stuck on the ways I could use codes for instruction. But then I thought
about the other possible ways to use codes and the idea of stating questions
came up. I could see myself using this artifact in the future because I think it
would be a great way to effectively help answer students questions. Plus,
other students could see the questions and work together to answer them.
The standards match with artifact because it focuses a lot on collaboration
between teacher-student and student-student. It causes students to try and
solve problems before the teacher gets to them to help. This also causes
engagement because students are possibly teaching one another and they
find that engaging.
Standards:
CCSS.ELA-Literacy.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 3 topics and
texts, building on others' ideas and expressing their own clearly.
ISTE Standards:
For teachers: Model digital age work and learning.
For students: Students break problems into component parts,
extract key information, and develop descriptive models to
understand complex systems or facilitate problem-solving.
UDL Guidelines: Provide Multiple Means of Engagement.