ET631

Transformative Online Teaching

Carmen Tucker
July 16, 2019

DRAFT OF ONLINE FACILITATION PLAN

It’s time to begin drafting your Online Facilitation Plan. Even if you later
decide to change your topic, begin by responding to the following questions
for your first-choice topic at this time. Keep in mind the Educational
Theories as applied to online learning that you learned in Module #3
and the Community of Inquiry presences that you learned in Module #4.

1. What is the proposed topic of your Online Facilitation Plan?

Understanding Place Value Fundamentals of Accelerated Math 5

2. What is the grade(s) of your learners? 5th

3. Will this be designed for the hybrid environment or the fully

online environment? Hybrid Environment

4. Think about Stage 1 of the Understanding by Design process.

What are the desired results? To answer this, complete the
following sentences – Learners will be able to independently use
their learning to
a. Learners will understand that
b. Learners will know
c. Learners will be skilled at

Instructional Focus Results: Students will deepen their understanding of

place value relationships as applied to decimals by reading, writing,
comparing, and rounding decimals. They will perform operations of
addition, subtraction, multiplication and division with multi-digit whole
numbers and decimals to thousandth. Skills will include, but are not
limited to:

• Reasoning concretely, pictorially, and abstractly to understand place

value when reading, writing, comparing, and rounding decimals to the
nearest hundredth

• Using exponents to denote powers of 10 and explain patterns in the

placement of the decimal point when multiplying or dividing by a power of
10
ET631

Transformative Online Teaching

• Adding and subtracting decimals using place value strategies

• Solving real world problems with whole numbers and decimal operations
of multiplication and division using strategies such as the area model and
place value understanding

5. Think about Stage 2 of the Understanding by Design process.

What types of evidence will you use to ensure that learners
have met the desired results? Identify performance tasks as
well as other evidence. For now, you can create a bulleted list
with phrases or keywords.
 Exit tickets
 Quizzes
 Lesson Reflection Writing
 Performance based task using certain skills for example: Have
students state rules for multiplying and dividing by 10 (powers
of 10) and Practice changing between exponential form and
standard form. (example: 6 x 103 = 6,000)

6. Think about Stage 3 of the Understanding by Design process.

What types of learning events, activities, and instruction will
need to happen that are aligned with the assessments and the
desired results? For now, you can create a bulleted list with
phrases or keywords.

 Activity- In flexible groups, students will begin to explore the

concept of relative place value size by using virtual
manipulative base ten blocks. Students should choose a
variety of types of base ten units. Students should then be
asked to use their place value blocks to fill in appropriate
sections of their place value chart. Students will justify the
accuracy of their decisions. Students should begin to visually
comprehend that the value of each place is 1/10 the place to
its left, and vice versa, 10 times greater than the place to its
right. For virtual manipulatives click link http://nlvm.usu.edu/
 Activity - (Crack the Code)- Students will then be given the
Crack the Code recording chart in groups of 2 and are
proposed the scenario. Using an online calculator, students will
multiply and divide both whole numbers and decimals by
multiples of ten. Having done so, students will analyze the
results and attempt to determine the pattern associated with
multiplying and dividing by multiples of ten.
ET631

Transformative Online Teaching