Online Platform Lesson (Desmos / Classkick / Nearpod)

Objective:

Design and deliver a digitally interactive lesson using a platform commonly used in elementary mathematics instruction.

Requirements:

Choose a core elementary math concept (e.g., place value, fractions, patterns).
Create a 15 minute lesson using a tool like Desmos, Classkick, or Nearpod.
Incorporate interactive elements (e.g., drag-and-drop, open responses, graphing, multiple representations).
Include scaffolding, opportunities for inquiry, and assessment checkpoints.
Submit a teacher guide or speaker notes describing:

Learning objectives
Key questions
Anticipated misconceptions
Extension/remediation strategies

Optional Add-ons:

Record a screencast walking through the lesson.
Try the lesson with real students (if in placement) and reflect on the experience.

📚 Online Platform Lesson Project Instructions

Platforms: Desmos, Classkick, Nearpod
Objective:
Design and deliver a 15 minute digitally interactive lesson using an online platform commonly used in elementary mathematics instruction.

✅ Project Requirements:

Choose a Core Math Concept
Select one foundational elementary math concept (e.g., place value, number patterns, fractions, comparing numbers, area and perimeter).
Select Your Platform
Choose Desmos, Classkick, or Nearpod to build your interactive lesson.
Design the Interactive Lesson
Your lesson should:

Last approximately 15 minutes.
Include interactive elements, such as:

Drag-and-drop matching or sorting
Open-ended responses or drawings
Graphing (if appropriate)
Multiple representations (visual, symbolic, verbal)

Scaffold learning with a clear structure that builds understanding.
Provide opportunities for inquiry, exploration, or discovery-based learning.
Embed at least two assessment checkpoints (e.g., exit ticket question, multiple choice, student explanation).

Write a Teacher Guide or Speaker Notes
Submit a document with the following components:

Learning Objectives: What should students know and be able to do by the end of the lesson?
Key Questions: What guiding questions will promote student thinking?
Anticipated Misconceptions: What common errors or misunderstandings should you watch for?
Extension/Remediation Ideas: How could this lesson be adapted for students who need a challenge or additional support?

⭐️ Optional Add-Ons (Bonus/Extra Credit):

Screencast Walkthrough: Record a short video (3–5 minutes) walking through your lesson and explaining the design choices.
Student Trial & Reflection: If you are currently in a placement, try teaching the lesson with real students. Include a short reflection on what worked, what you would revise, and student responses.

🔄 Submission Checklist:

Lesson is 15 minutes long
Includes multiple interactive elements
Contains scaffolding and inquiry
Two or more assessment checkpoints
Teacher guide or speaker notes submitted
(Optional) Screencast
(Optional) Reflection on classroom implementation

Criteria	3 - Exemplary	2 - Proficient	1 - Needs Improvement
Math Concept Selection	Core elementary math concept is clearly chosen, highly relevant, and well-suited for digital interactive lessons.	The core math concept chosen is appropriate but could be more clearly connected to lesson activities.	Concept selection is unclear, inappropriate, or not well connected to elementary math standards.
Interactive Elements	Lesson incorporates multiple interactive elements (drag-and-drop, graphing, open responses) seamlessly integrated to enhance learning.	The lesson includes some interactive elements but integration or variety could be improved.	Few or no interactive elements; those included do not support student engagement or understanding.
Scaffolding & Inquiry	Lesson thoughtfully includes scaffolding, prompts inquiry, encourages exploration, and supports diverse learners.	Some scaffolding or inquiry opportunities present but may lack depth or clarity.	Lacks scaffolding, inquiry opportunities, or support for student exploration.
Teacher Guide / Speaker Notes	Comprehensive guide with clear learning objectives, key questions, misconceptions, and remediation/extension strategies.	The teacher guide addresses most required elements but lacks detail or clarity in some areas.	The teacher guide is incomplete, unclear, or missing key components.
Reflection on Real Student Use	Thoughtful, detailed reflection on lesson delivery with meaningful insights and actionable improvements.	Reflection present but may be superficial or lacking depth.	Reflection missing or not connected to lesson improvement or student experience.

🧮 Sample Online Platform Lesson Project: "Understanding Place Value to 1,000"

Platform: Nearpod
Grade Level: 2nd Grade
Time: 20 minutes

🔷 Lesson Description (Student-Facing)

In this Nearpod lesson, students explore the concept of place value through interactive slides. They will use base-ten blocks, drag-and-drop activities, number expansions, and open-ended questions to show their understanding of hundreds, tens, and ones.

🛠 Interactive Elements Used:

Draw It: Students represent numbers with base-ten blocks
Drag & Drop: Match number names, expanded form, and base-ten visuals
Open-Ended: “Explain how you know which digit is in the tens place”
Poll: “Which number has the greatest value?”
Quiz: Quick 3-question check for understanding

📋 Teacher Guide / Speaker Notes

🎯 Learning Objectives:

Students will recognize that the digits in a 3-digit number represent amounts of hundreds, tens, and ones.
Students will read, write, and represent numbers up to 1,000 using numerals, number names, and expanded form.

❓ Key Questions:

What does each digit in a 3-digit number tell us?
How can you use base-ten blocks to build a number like 384?
Why is the 7 in 748 worth more than the 4?

⚠️ Anticipated Misconceptions:

Confusing digit value with digit identity (e.g., thinking the 4 in 748 is “just 4” instead of 40).
Reversing place values (writing 849 as 984).
Mistaking expanded form (e.g., writing 600+30+9 as 600+3+9).

🧩 Extension/Remediation Strategies:

Extension: Ask students to write and explain 4-digit numbers or compare two numbers using >, <, =.
Remediation: Use manipulatives or virtual base-ten blocks; provide scaffolded drag-and-drop matching activities with visuals and supports.

📝 Optional Add-On: Screencast Summary

A short screencast was created (not included here) that walks through each slide and discusses how the activities support student understanding of place value.