• Abstract & Quant
• Amplify
• Grade 3
• Instruction
• Jane
• Math Attitude
• Number and Operations in Base Ten
• Oregon
• Relationship Skills
• Self-Awareness
• Self-Management
• Social Awareness

Students’ Three-Digit Subtraction Strategies

• Abstract & Quant
• Amplify
• Grade 3
• Instruction
• Jane
• Math Attitude
• Number and Operations in Base Ten
• Oregon
• Relationship Skills
• Self-Awareness
• Self-Management
• Social Awareness

Math Goal and Warm Up with Which One Doesn’t Belong

• Advice
• Amplify
• Grade 5
• Interview
• Melanie
• Oregon

What advice would you give new teachers using digital curricula?

• Amplify
• Differentiation
• Grade 5
• Interview
• Melanie
• Oregon

How do you differentiate with digital curricula?

• Amplify
• Data Use
• Grade 5
• Interview
• Melanie
• Oregon

How do you use the data from the digital curriculum?

How do you address students’ Math Practices when working with digital curricula?

• Amplify
• Grade 5
• Individual Device Time
• Interview
• Melanie
• Oregon

What is your role during independent device time?

• Amplify
• Grade 5
• Interview
• Lesson Preparation
• Melanie
• Oregon

How do you create lessons with digital curricula?

• Amplify
• DC Pros/Cons
• Grade 5
• Interview
• Oregon

What are pros and cons of working with digital curricula?

• Amplify
• Arguments
• Grade 5
• Instruction
• Melanie
• Number and Operations—Fractions
• Oregon
• Reasoning

Using a Student’s Work to Engage Students in the Ideas of the Upcoming Lesson

• Amplify
• Arguments
• Grade 5
• Instruction
• Melanie
• Number and Operations—Fractions
• Oregon
• Precision

Launching a Lesson with Review of Prior Knowledge

• Amplify
• Arguments
• Grade 5
• Instruction
• Melanie
• Number and Operations—Fractions
• Oregon
• Precision

Engaging students with small and whole group discussion while using a DC app

• Angela
• Arguments
• Grade 5
• Interview
• iReady
• Math Practices
• Model with Math
• Oregon
• Perseverance
• Precision
• Using Tools

How do you address students’ Math Practices with digital curricula?

• Advice
• Angela
• Grade 5
• Interview
• iReady
• Oregon

What advice would you give new teachers using digital curricula?

• Angela
• Differentiation
• Grade 5
• Interview
• iReady
• Oregon

How do you differentiate with digital curricula?

• Angela
• Data Use
• Grade 5
• Interview
• iReady
• Oregon

How do you use the data from the digital curriculum?

• Angela
• DC Pros/Cons
• Grade 5
• Interview
• iReady
• Oregon

What are pros and cons of working with digital curricula?

• Angela
• Grade 5
• Interview
• iReady
• Lesson Preparation
• Oregon

How do you create lessons with digital curricula?

• Angela
• Grade 5
• Instruction
• iReady
• Number and Operations—Fractions
• Oregon

Launching a Lesson with a Review of Prior Knowledge

• Angela
• Arguments
• Grade 5
• Instruction
• iReady
• Number and Operations—Fractions
• Oregon

Using Table Talk Time as a Resource to Include a Student’s Ideas

• Angela
• Equity and Culture
• Grade 5
• Instruction
• iReady
• Number and Operations—Fractions
• Oregon

Changing DC Context to Make it More Engaging for Students

• Abstract & Quant
• Angela
• Arguments
• Grade 5
• Instruction
• iReady
• Model with Math
• Number and Operations—Fractions
• Oregon

Engaging Students in a Pre-Lesson Activity

• Angela
• Grade 5
• Instruction
• iReady
• Number and Operations—Fractions
• Oregon
• Precision

Clarifying the Objective for the Lesson

• Angela
• Arguments
• Grade 5
• Instruction
• iReady
• Number and Operations—Fractions
• Oregon
• Precision
• Reasoning
• Structure

Engaging the Class with a Student’s Strategy

• Abstract & Quant
• Angela
• Grade 5
• Instruction
• iReady
• Model with Math
• Number and Operations—Fractions
• Oregon
• Precision

Setting up a Word Problem

• Angela
• Grade 5
• Instruction
• iReady
• Number and Operations—Fractions
• Oregon
• Precision

Adding Decimal Fractions – Bilingual

• Angela
• Grade 5
• Instruction
• iReady
• Model with Math
• Number and Operations—Fractions
• Oregon
• Precision

Helping a Pair of Students with Decimal Addition (Spanish)

• Grade 4
• Illustrative Math (IM)
• Instruction
• Model with Math
• Number and Operations—Fractions
• Ohio
• Reasoning
• Relationship Skills
• Zara

Fractions and Decimals Card Sort

• Alaska
• Grade 5
• Instruction
• Number and Operations in Base Ten
• Self-Management
• ST Math
• Victoria

Peer Questioning

• Alaska
• Geometry
• Grade 5
• Instruction
• Math Attitude
• Perseverance
• ST Math

Learning from Mistakes

• Alaska
• Bridges
• Grade 3
• Instruction
• Number and Operations in Base Ten
• Precision
• Rebecca
• Social Awareness

Strategic Rounding

• Alaska
• Bridges
• Erica
• Grade 2
• Instruction
• Number and Operations in Base Ten
• Precision

Teacher Feedback on Precision

• Alaska
• Bridges
• Erica
• Grade 2
• Instruction
• Number and Operations in Base Ten
• Precision

Peer Feedback on Precision

• Arguments
• Chloe
• Eureka Math
• Grade 4
• Instruction
• Math Attitude
• Model with Math
• Number and Operations—Fractions
• Ohio
• Perseverance
• Precision
• Relationship Skills
• Self-Awareness
• Using Tools

Group Work in Solving a Word Problem Involving Mixed Numbers

• Grade 3
• Instruction
• iXL
• Math Attitude
• Number and Operations in Base Ten
• Ohio
• Reasoning
• Relationship Skills
• Self-Management
• Structure
• Taylor

Multiplying a Two-Digit Number by a One-Digit Number Using Various Methods

• Grade 3
• Hannah Jace
• Instruction
• iXL
• Number and Operations—Fractions
• Ohio
• Precision
• Self-Management
• Structure
• Using Tools

Ordering Unit Fractions from Least to Greatest

• Grade 3
• Hannah Jace
• Instruction
• iXL
• Model with Math
• Number and Operations—Fractions
• Ohio
• Reasoning
• Self-Management
• Structure
• Using Tools

Modeling Fractions Using Diagrams

• Ellie
• Grade 3
• Instruction
• Number and Operations in Base Ten
• Ohio
• Perseverance
• Self-Management
• Structure
• Zearn

One-on-One Questioning about Evaluating Expressions

• Ellie
• Grade 3
• Instruction
• Measurement and Data
• Ohio
• Perseverance
• Self-Management
• Zearn

Strategies for Responding to Questions During Individual Laptop Time

• Ellie
• Geometry
• Grade 3
• Instruction
• Model with Math
• Ohio
• Relationship Skills
• Social Awareness
• Structure
• Using Tools
• Zearn

Small Group Instruction on Areas of Shapes

• Chloe
• Eureka Math
• Geometry
• Grade 4
• Instruction
• Ohio
• Perseverance
• Self-Management
• Using Tools

Identifying Parallel Lines

• Abstract & Quant
• Carmen
• Grade 4
• Instruction
• Number and Operations in Base Ten
• Precision
• Stemscopes
• Texas

Word Problem Involving Multiplication

• Chloe
• Geometry
• Grade 4
• Instruction
• Ohio
• Perseverance
• Self-Management
• Using Tools
• Zearn

Using Tools to Measure Angles

• Grade 3
• Instruction
• iXL
• Math Attitude
• Number and Operations in Base Ten
• Ohio
• Structure
• Taylor
• Using Tools

Multiplying a Three-Digit Number by a One-Digit Number Using Various Methods

• Grade 4
• Interview
• iReady
• John
• Math Attitude
• Oregon
• Relationship Skills
• Self-Awareness
• Social Awareness
• Socio-Emotional Learning

How Do You Address Students’ SEL with Digital Curricula?

• Grade 4
• Individual Device Time
• Interview
• iReady
• John
• Oregon

What Is Your Role During Individual Device Time?

• DC Pros/Cons
• Grade 4
• Interview
• iReady
• John
• Oregon

What Are Pros/Cons of Digital Curricula?

• Arguments
• Grade 4
• Interview
• iReady
• John
• Math Practices
• Model with Math
• Oregon
• Precision
• Reasoning

How Do You Address Students’ Math Practices When Working with Digital Curricula?

• Grade 4
• Interview
• iReady
• John
• Lesson Preparation
• Oregon

How Do You Create Lessons with Digital Curricula?

• Differentiation
• Grade 4
• Interview
• iReady
• John
• Oregon

How Do You Differentiate with Digital Curricula?

• DC Pros/Cons
• Grade 4
• Individual Device Time
• Interview
• iReady
• John
• Oregon

What Are the Pros/Cons of individual device time?

• Data Use
• Grade 4
• Interview
• iReady
• John
• Oregon

How Do Use the Data Generated by Digital Curricula?

• Advice
• Grade 4
• Interview
• iReady
• John
• Oregon

What Advice Would You Give Teachers New to Digital Curricula?

• Brittany
• Geometry
• Grade 2
• Instruction
• Precision
• Stemscopes
• Texas

3D Shapes with Video

• Brittany
• Geometry
• Grade 2
• Instruction
• Precision
• Stemscopes
• Texas

2D Shapes with Song

• Brittany
• Grade 2
• Instruction
• Model with Math
• Number and Operations—Fractions
• Stemscopes
• Texas

Class Game Involving Fractions

• Brittany
• Grade 2
• Instruction
• Model with Math
• Number and Operations—Fractions
• Stemscopes
• Texas

Fractions with Video 2

• Brittany
• Grade 2
• Instruction
• Model with Math
• Number and Operations—Fractions
• Stemscopes
• Texas

Fractions with Video 1

• Advice
• Eureka Math
• Grade 5
• Hope
• Interview
• Texas

What Advice Would You Give Teachers New to Using Digital Curricula?

• Eureka Math
• Grade 5
• Hope
• Interview
• Lesson Preparation
• Texas

How Do You Create Lessons with Your Digital Curriculum?

• Eureka Math
• Grade 5
• Hope
• Instruction
• Operations and Algebraic Thinking
• Precision
• Texas

Strategies to Solve a Word Problem Involving Division

• Eureka Math
• Grade 5
• Hope
• Instruction
• Number and Operations in Base Ten
• Reasoning
• Texas

Multiplying with Decimals

• Geometry
• Grade 5
• Instruction
• Melody
• Precision
• Savvas
• Structure
• Texas

Plotting Points

• Grade 5
• Instruction
• Melody
• Operations and Algebraic Thinking
• Precision
• Savvas
• Texas

Order of Operations

• Grade 5
• Instruction
• Melody
• Operations and Algebraic Thinking
• Precision
• Savvas
• Texas

Warm-up About Division in a Word Problem

• Advice
• Grade 5
• Interview
• Melody
• Savvas
• Texas

What Advice Would You Give a Teacher New to Using Digital Curricula?

• Abstract & Quant
• Grade 5
• Instruction
• Melody
• Operations and Algebraic Thinking
• Savvas
• Texas

Algebraic Rules Involving Addition or Multiplication with Tables

• Abstract & Quant
• Carmen
• Grade 4
• Instruction
• Number and Operations in Base Ten
• Stemscopes
• Texas

Remainders in Division Problem 2

• Abstract & Quant
• Carmen
• Grade 4
• Instruction
• Number and Operations in Base Ten
• Stemscopes
• Texas

Remainders in Division Problem 1

• Advice
• Carmen
• Grade 4
• Interview
• Stemscopes
• Texas

What Advice Would You Give Teachers New to Digital Curricula?

• Arguments
• Geometry
• Grade 4
• Instruction
• iReady
• John
• Oregon
• Precision
• Relationship Skills

Defining Perpendicular Lines

• Arguments
• Geometry
• Grade 4
• Instruction
• iReady
• John
• Oregon
• Precision
• Relationship Skills

Defining Parallel Lines

• Arguments
• Geometry
• Grade 4
• Instruction
• iReady
• John
• Model with Math
• Oregon
• Relationship Skills
• Social Awareness
• Structure

Using Student Thinking for Discussion

• Abstract & Quant
• Arguments
• Grade 4
• Instruction
• iReady
• John
• Measurement and Data
• Number and Operations—Fractions
• Oregon
• Relationship Skills

Measurement and Fractions: Deconstruct a Word Problem

• Arguments
• Grade 4
• Instruction
• iReady
• John
• Measurement and Data
• Model with Math
• Oregon
• Relationship Skills

Measurement & Fractions: Warm Up

• Arguments
• Geometry
• Grade 4
• Instruction
• iReady
• John
• Oregon
• Precision
• Relationship Skills

Definitions of Symmetry

• Arguments
• Geometry
• Grade 4
• Instruction
• iReady
• John
• Oregon
• Precision
• Relationship Skills

Paraphrasing Others’ Explanations of Symmetry

• Abstract & Quant
• Arguments
• Cary
• Grade 2
• Instruction
• iReady
• Model with Math
• Operations and Algebraic Thinking
• Oregon
• Relationship Skills
• Structure

Add and Subtract Lengths: Problem 1

• Arguments
• Cary
• Grade 2
• Instruction
• iReady
• Operations and Algebraic Thinking
• Oregon
• Precision
• Reasoning
• Relationship Skills
• Structure

Add and Subtract Lengths: Opening

• Cary
• Grade 2
• Interview
• iReady
• Math Attitude
• Oregon
• Self-Awareness
• Social Awareness
• Socio-Emotional Learning

How Do You Address Students’ SEL with Digital Curricula?

• Cary
• DC Pros/Cons
• Grade 2
• Interview
• iReady
• Oregon

What are Pros/Cons of Working with Digital Curricula?

• Arguments
• Cary
• Grade 2
• Interview
• iReady
• Math Practices
• Model with Math
• Oregon
• Precision
• Using Tools

How Do You Address Students’ Math Practices When Working with Digital Curricula?

• Cary
• Grade 2
• Interview
• iReady
• Lesson Preparation
• Oregon

How Do You Create Lessons with Digital Curricula?

• Cary
• Differentiation
• Grade 2
• Interview
• iReady
• Oregon

How Do You Differentiate with Digital Curricula?

• Cary
• Grade 2
• Individual Device Time
• Interview
• iReady
• Oregon

What is Your Role During Individual Device Time?

• Cary
• Data Use
• Grade 2
• Interview
• iReady
• Oregon

How Do You Use the Data From the Digital Curriculum?

• Advice
• Cary
• Grade 2
• Interview
• iReady
• Oregon

What Advice Would You Give New Teachers Using Digital Curricula?

• Arguments
• Bela
• Grade 3
• Instruction
• Model with Math
• Number and Operations—Fractions
• Precision
• Relationship Skills
• Stemscopes
• Texas

Partitioning DNA Strands with Fractions

• Bela
• Grade 3
• Instruction
• Model with Math
• Number and Operations—Fractions
• Relationship Skills
• Stemscopes
• Texas

Modeling Fractions with Digital Curricula

• Bela
• Grade 3
• Instruction
• Model with Math
• Number and Operations—Fractions
• Relationship Skills
• Stemscopes
• Texas

Dividing and Fractions

• Abstract & Quant
• Bela
• Grade 3
• Instruction
• Number and Operations in Base Ten
• Stemscopes
• Texas

Subtraction Word Problem

• Arguments
• Grade 2
• Instruction
• Mia
• Number and Operations in Base Ten
• Reveal Math
• Savvas
• Texas

Students Work on Subtraction without Regrouping

• Abstract & Quant
• Grade 2
• Instruction
• Mia
• Savvas
• Texas
• Using Tools

Teacher Helping Student Understand an Addition Word Problem

• Arguments
• Grade 2
• Instruction
• Mia
• Number and Operations in Base Ten
• Savvas
• Texas

Student Explaining Addition with Regrouping

• Arguments
• Grade 2
• Instruction
• Mia
• Operations and Algebraic Thinking
• Precision
• Savvas
• Texas

Review Game about Addition with Regrouping

• Cary
• Grade 2
• Instruction
• iReady
• Math Attitude
• Number and Operations in Base Ten
• Oregon
• Perseverance

Working with Student Errors in Subtraction

• Advice
• Bela
• Grade 3
• Interview
• Stemscopes
• Texas

What Advice Would You Give a Teacher New to Using Digitial Curriculum?

• Bela
• Equity
• Grade 3
• Interview
• Stemscopes
• Texas

How Do You Think about Equity Issues in a Digitial Curriculum Classroom?

• Bela
• Differentiation
• Grade 3
• Interview
• Stemscopes
• Texas

How Does Digital Curricula Help and Hinder Your Ability to Differentiate Classroom Instruction?

• Bela
• Data Use
• Grade 3
• Interview
• Stemscopes
• Texas

What Data Do You Get From Your Digital Curriculum?

• Bela
• Grade 3
• Interview
• Relationship Skills
• Self-Management
• Socio-Emotional Learning
• Stemscopes
• Texas

How Do You Address Students’ SEL with Digital Curricula?

• Bela
• Grade 3
• Interview
• Math Practices
• Stemscopes
• Texas

In What Ways Does Digital Curricula Impact Your Work in Developing Your Students’ Mathematical Practices?

• Bela
• DC Pros/Cons
• Grade 3
• Interview
• Stemscopes
• Texas

What Do You Find Challenging about Using Digital Curricula in Your Instruction?

• Bela
• DC Pros/Cons
• Grade 3
• Interview
• Stemscopes
• Texas

What Do You Find Useful with Your Digital Curriculum for Instruction?

• Bela
• Grade 3
• Interview
• Lesson Preparation
• Stemscopes
• Texas

How Do You Create Lessons with Digital Curricula?

• Grade 5
• Instruction
• Number and Operations—Fractions
• Precision
• Sara
• Self-Awareness
• Self-Management
• Stemscopes
• Texas
• Using Tools

Reviewing Comparing and Ordering Decimals Using Google Forms

• Equity
• Equity and Culture
• Everyday Mathematics
• Grade 3
• Hannah Jace
• Interview
• Ohio

What Do You Think about Issues of Equity, Such as Homework and Access to Digital Curriculum?

• DC Pros/Cons
• Differentiation
• Equity
• Equity and Culture
• Everyday Mathematics
• Grade 3
• Hannah Jace
• Interview
• Ohio

What Do You Like About/Find Useful about the Digital Curriculum for Instruction?

• Advice
• Everyday Mathematics
• Grade 3
• Hannah Jace
• Interview
• Ohio

What Advice Would You Give Teachers New to Using the Digital Curriculum?

• Data Use
• Everyday Mathematics
• Grade 3
• Hannah Jace
• Interview
• Ohio

How Do You Use the Data You Get Grom Your Digital Curriculum?

• Differentiation
• Everyday Mathematics
• Grade 3
• Hannah Jace
• Interview
• Ohio

How Does Your Digital Curriculum Affect Your Differentiation?

• Everyday Mathematics
• Grade 3
• Hannah Jace
• Interview
• Ohio
• Self-Management
• Socio-Emotional Learning

How Do Digital Curricula Impact the Ways You Develop Students’ Social Emotional Skills During Math?

• Everyday Mathematics
• Grade 3
• Hannah Jace
• Interview
• Math Practices
• Model with Math
• Ohio

How Does Digital Curriculum Impact Your Work in Developing Your Students Mathematical Practices?

• DC Pros/Cons
• Everyday Mathematics
• Grade 3
• Hannah Jace
• Individual Device Time
• Interview
• Ohio

What Are the Drawbacks of the Individual Device-based Instruction?

• DC Pros/Cons
• Everyday Mathematics
• Grade 3
• Hannah Jace
• Interview
• Ohio

What Are the Pros of the Individual-based Instruction?

• Everyday Mathematics
• Grade 3
• Hannah Jace
• Interview
• Lesson Preparation
• Ohio

What Components of the Digital Curriculum Do You Use and Why?

• Everyday Mathematics
• Grade 3
• Hannah Jace
• Interview
• Lesson Preparation
• Ohio

What Did You Modify in the Lessons We Observed?

• DC Pros/Cons
• Everyday Mathematics
• Grade 3
• Hannah Jace
• Interview
• Ohio

What Do You Find Challenging/Less Useful about the Digital Curriculum for Instruction?

• Alaska
• Bridges
• Grade 3
• Instruction
• Number and Operations in Base Ten
• Precision
• Rebecca
• ST Math
• Structure

Rounding Numbers: Reflecting on Our Learning

• Alaska
• Grade 3
• Instruction
• Math Attitude
• Number and Operations in Base Ten
• Perseverance
• Rebecca
• ST Math

Good Stuck: Helping Students on Devices

• Alaska
• Arguments
• Grade 3
• Instruction
• Number and Operations in Base Ten
• Rebecca
• Relationship Skills
• ST Math

Rounding Numbers: Testing Predictions

• Abstract & Quant
• Alaska
• Grade 3
• Instruction
• Math Attitude
• Number and Operations in Base Ten
• Rebecca
• Reveal Math
• ST Math
• Structure

Rounding Numbers: Launching a Puzzle Task in ST Math

• Advice
• Alaska
• Bridges
• Equity and Culture
• Grade 3
• Interview
• Rebecca
• Social Awareness
• ST Math
• Using Tools

What Advice Would You Give to Teachers New to DC?

• Alaska
• Bridges
• Equity
• Equity and Culture
• Grade 3
• Interview
• Rebecca
• ST Math
• Using Tools

What Do You Think about Issues of Equity with DC?

• Alaska
• Bridges
• Differentiation
• Grade 3
• Interview
• Rebecca
• Relationship Skills
• Self-Management
• ST Math
• Using Tools

How Do You Handle Differentiation with DC?

• Alaska
• Bridges
• Data Use
• Grade 3
• Interview
• Math Attitude
• Perseverance
• Precision
• Rebecca
• Self-Management
• ST Math

What Data Do You Get from Your DC?

• Alaska
• Bridges
• Equity and Culture
• Grade 3
• Interview
• Rebecca
• Relationship Skills
• Socio-Emotional Learning
• ST Math

How Does DC Impact the Ways You Develop SEL Skills During Math?

• Alaska
• Bridges
• Grade 3
• Interview
• Math Attitude
• Math Practices
• Rebecca
• ST Math
• Structure

Does DC Help Your Students Look For and Make Use of Structure?

• Alaska
• Arguments
• Bridges
• Grade 3
• Interview
• Math Practices
• Rebecca
• Social Awareness
• ST Math

How Does DC Develop Your Students’ Ability to Construct Viable Arguments and Critique the Reasoning of Others?

• Alaska
• Bridges
• Grade 3
• Individual Device Time
• Interview
• Perseverance
• Rebecca
• Self-Management
• ST Math
• Structure
• Using Tools

What is Your Role During Students’ Use of Devices?

• Alaska
• Arguments
• Bridges
• DC Pros/Cons
• Grade 3
• Interview
• Rebecca
• Relationship Skills
• ST Math

What Do You Find Challenging about a Digital Curriculum?

• Alaska
• Bridges
• Grade 3
• Interview
• Lesson Preparation
• Math Attitude
• Perseverance
• Rebecca
• ST Math

How Do You Create Lessons with a Digital Curriculum?

• Cary
• Equity and Culture
• Grade 2
• Instruction
• iReady
• Model with Math
• Number and Operations in Base Ten
• Oregon
• Precision
• Reasoning

Subtracting 3 Digit Numbers with a Number Line

• Arguments
• Cary
• Grade 2
• Instruction
• iReady
• Model with Math
• Operations and Algebraic Thinking
• Oregon
• Structure

Subtracting by Regrouping: Problem 3

• Arguments
• Cary
• Grade 2
• Instruction
• iReady
• Operations and Algebraic Thinking
• Oregon
• Relationship Skills
• Self-Management
• Structure

Subtracting by Regrouping: Problem 2

• Arguments
• Cary
• Grade 2
• Instruction
• iReady
• Operations and Algebraic Thinking
• Oregon
• Relationship Skills
• Structure

When to Regroup in Subtraction

• Arguments
• Geometry
• Grade 2
• Instruction
• Mia
• Precision
• Savvas
• Texas

Whole Class Discussion with DC about Shapes and Solids

• Grade 5
• Instruction
• Number and Operations—Fractions
• Precision
• Reasoning
• Sara
• Self-Management
• Stemscopes
• Texas

Reviewing Comparing and Ordering Decimals Using Kahoot

• Grade 5
• Instruction
• Operations and Algebraic Thinking
• Precision
• Reasoning
• Sara
• Self-Management
• Stemscopes
• Texas

Making Sense of Scatterplot Data

• Grade 5
• Instruction
• Operations and Algebraic Thinking
• Precision
• Sara
• Social Awareness
• Stemscopes
• Texas

Introduction to Scatterplots Using Frequency Tables

• Alaska
• Grade 3
• Instruction
• Marie
• Math Attitude
• Model with Math
• Number and Operations in Base Ten
• Perseverance

Working with a Student During Device Time

• Alaska
• Bridges
• Grade 3
• Instruction
• Marie
• Number and Operations in Base Ten
• Number Corner
• Reasoning

Shading Doubles

• Abstract & Quant
• Alaska
• Bridges
• Grade 3
• Instruction
• Marie
• Number and Operations in Base Ten
• Number Corner

Translating a Model to an Equation

• Abstract & Quant
• Cary
• Grade 2
• Instruction
• iReady
• Math Attitude
• Model with Math
• Operations and Algebraic Thinking
• Oregon
• Self-Awareness

Subtracting by Regrouping: Problem 1

• Arguments
• Cary
• Grade 2
• Instruction
• iReady
• Math Attitude
• Operations and Algebraic Thinking
• Oregon
• Self-Awareness
• Structure

Subtracting by Regrouping: Lesson Opening

• Arguments
• Grade 5
• Instruction
• Operations and Algebraic Thinking
• Reasoning
• Sara
• Self-Management
• Stemscopes
• Texas

Drawing Conclusions from Scatterplots

• Grade 5
• Instruction
• Operations and Algebraic Thinking
• Precision
• Reasoning
• Sara
• Self-Awareness
• Stemscopes
• Texas

Understanding the Correlation between Data in Scatterplots

• Geometry
• Grade 5
• Instruction
• Precision
• Reasoning
• Sara
• Self-Awareness
• Stemscopes
• Texas

Graphing Coordinates

• Differentiation
• Grade 5
• Interview
• Sara
• Stemscopes
• Texas

How Do You Differentiate When Working with Digital Curricula?

• Grade 5
• Interview
• Math Practices
• Model with Math
• Sara
• Stemscopes
• Texas

How Do You Use Digital Curricula to Model with Mathematics?

• Grade 5
• Interview
• Lesson Preparation
• Sara
• Stemscopes
• Texas

How Do You Supplement Your Digital Curricula?

• Grade 5
• Interview
• Lesson Preparation
• Sara
• Stemscopes
• Texas

How Do You Create Lessons with Digital Curricula?

• Grade 5
• Interview
• iReady
• Math Attitude
• Oregon
• Relationship Skills
• Socio-Emotional Learning
• Terry

How Do You Address Students’ Socio-Emotional Learning When Working with Digital Curricula?

• DC Pros/Cons
• Grade 5
• Interview
• iReady
• Oregon
• Terry

What Are Pros and Cons of Your Digital Curricula?

• Arguments
• Grade 5
• Interview
• iReady
• Math Practices
• Oregon
• Perseverance
• Terry

How Do You Address the Math Practices with Digital Curricula?

• Equity
• Equity and Culture
• Grade 5
• Interview
• iReady
• Oregon
• Terry

How Do You Address Issues of Equity and Culture When Working with Digital Curricula?

• Differentiation
• Grade 5
• Interview
• iReady
• Oregon
• Terry

How Do You Differentiate with Digital Curricula?

• Grade 5
• Individual Device Time
• Interview
• iReady
• Oregon
• Terry

What Is Your Role During Individual Device Time?

• Data Use
• Grade 5
• Interview
• iReady
• Oregon
• Terry

How Do You Use Data from the Digital Curriculum?

• Advice
• Grade 5
• Interview
• iReady
• Oregon
• Terry

What Advice Would You Give New Teachers Working with Digital Curricula?

• Grade 5
• Interview
• Learn Zillion/Imagine Learning
• Lesson Preparation
• Oregon
• Terry

How Do You Create Lessons with Digital Curricula?

• Aimee
• Grade 4
• Interview
• Learn Zillion/Imagine Learning
• Math Attitude
• Oregon
• Self-Awareness
• Socio-Emotional Learning

How Do You Address Students’ SEL with Digital Curricula?

• Arguments
• Grade 5
• Instruction
• iReady
• Number and Operations—Fractions
• Oregon
• Reasoning
• Terry

Subtracting Decimals: Estimation

• Aimee
• Equity
• Grade 4
• Interview
• Learn Zillion/Imagine Learning
• Oregon

How Do You Address Issues of Equity When Working with Digital Curricula?

• Aimee
• Arguments
• Grade 4
• Interview
• Learn Zillion/Imagine Learning
• Math Practices
• Oregon

How Do You Address Students’ Math Practices with Digital Curricula?

• Aimee
• Grade 4
• Interview
• Learn Zillion/Imagine Learning
• Math Attitude
• Oregon
• Relationship Skills
• Socio-Emotional Learning

How Do You Address Students’ SEL with Digital Curricula?

• Aimee
• Differentiation
• Grade 4
• Interview
• Learn Zillion/Imagine Learning
• Oregon

How Do You Differentiate with Digital Curricula?

• Aimee
• Data Use
• Grade 4
• Interview
• Learn Zillion/Imagine Learning
• Oregon

How Do You Use the Data from the Digital Curriculum?

• Aimee
• Grade 4
• Individual Device Time
• Interview
• Learn Zillion/Imagine Learning
• Oregon

What Is Your Role During Individual Device Time?

• Aimee
• DC Pros/Cons
• Grade 4
• Interview
• Learn Zillion/Imagine Learning
• Oregon

What Are Pros and Cons of Your Digital Curricula?

• Aimee
• Grade 4
• Interview
• Learn Zillion/Imagine Learning
• Lesson Preparation
• Oregon

How Do You Create Lessons with Digital Curricula?

• Advice
• Aimee
• Grade 4
• Interview
• Learn Zillion/Imagine Learning
• Oregon

What Advice Would You Give New Teachers about Working with Digital Curricula?

• Grade 3
• Instruction
• iXL
• Number and Operations in Base Ten
• Ohio
• Relationship Skills
• Taylor
• Using Tools

Mathematics Stations Classroom Setup

• Abstract & Quant
• Aimee
• Grade 4
• Instruction
• Learn Zillion/Imagine Learning
• Model with Math
• Number and Operations—Fractions
• Oregon

Comparing Fractions Set up

• Aimee
• Grade 4
• Instruction
• Learn Zillion/Imagine Learning
• Model with Math
• Number and Operations—Fractions
• Oregon

Comparing Fractions Intro

• Grade 3
• Instruction
• iXL
• Number and Operations in Base Ten
• Ohio
• Perseverance
• Precision
• Relationship Skills
• Taylor

Multiplying a Two-Digit Number by a One-Digit Number Using the Standard Algorithm

• Daniel
• Grade 5
• Interview
• iReady
• Oregon
• Socio-Emotional Learning

How Do You Develop Students’ SEL with Digital Curricula?

• Daniel
• Grade 5
• Individual Device Time
• Interview
• iReady
• Oregon

What Is Your Role During Independent Laptop Time?

• Daniel
• DC Pros/Cons
• Grade 5
• Interview
• iReady
• Oregon

What Are Pros/Cons of Digital Curricula?

• Daniel
• Grade 5
• Interview
• iReady
• Math Practices
• Oregon

How Do You Develop Students’ Math Practices with Digital Curricula?

• Daniel
• DC Pros/Cons
• Grade 5
• Individual Device Time
• Interview
• iReady
• Oregon

What Are Pros/Cons of Individual Laptop Time?

• Daniel
• Differentiation
• Grade 5
• Interview
• iReady
• Oregon

How Do You Differentiate When Using Digital Curricula?

• Daniel
• Data Use
• Grade 5
• Interview
• iReady
• Oregon

How Do You Use the Data from Your Digital Curriculum?

• Daniel
• Grade 5
• Interview
• iReady
• Lesson Preparation
• Oregon

How Do You Prepare a Lesson with Digital Curricula?

• Advice
• Daniel
• Grade 5
• Interview
• iReady
• Oregon

What Advice Would You Give New Teachers Working with Digital Curricula?

• DC Pros/Cons
• GoMath!
• Grade 3
• Interview
• Kim
• Model with Math
• Oregon
• Precision
• Reflex

What Is Challenging to Teach with Digital Curricula?

• Arguments
• Equity
• Equity and Culture
• GoMath!
• Grade 3
• Interview
• iReady
• Kim
• Oregon
• Relationship Skills
• Self-Awareness

How Do You Think about Equity Issues When Using Digital Curricula?

• GoMath!
• Grade 3
• Interview
• Kim
• Oregon
• Reflex
• Relationship Skills
• Reveal Math
• Self-Awareness
• Self-Management
• Socio-Emotional Learning

How Do You Develop Students’ Social Emotional Learning When Using Digital Curricula?

• GoMath!
• Grade 3
• Interview
• Kim
• Math Practices
• Oregon
• Reveal Math
• Using Tools

How Do You Develop Students’ Tool Use Math Practice?

• Arguments
• GoMath!
• Grade 3
• Interview
• Kim
• Math Practices
• Oregon
• Reveal Math

How Do You Develop Students’ Argument Math Practice?

• Grade 3
• Individual Device Time
• Interview
• Kim
• Oregon
• Perseverance
• Reveal Math
• Self-Management

What Is Your Role During Independent Laptop Time?

• Arguments
• DC Pros/Cons
• Grade 3
• Interview
• Kim
• Lesson Preparation
• Oregon
• Relationship Skills
• Reveal Math
• Self-Awareness

How Do You Supplement Your Digital Curriculum?

• Data Use
• GoMath!
• Grade 3
• Interview
• Kim
• Oregon
• Reflex
• Savvas

What Data Do You Make Use of from Your Digital Curricula?

• Advice
• GoMath!
• Grade 3
• Interview
• Kim
• Oregon
• Reflex
• Reveal Math

What Advice Would You Give New Teachers Working with Digital Curricula?

• Equity and Culture
• Grade 3
• Instruction
• Kim
• Oregon
• Perseverance
• Reveal Math
• Self-Awareness

Perseverance & Feeling Proud

• Arguments
• Grade 5
• Instruction
• iReady
• Number and Operations—Fractions
• Oregon
• Relationship Skills
• Terry

Comparing Decimal Fractions – Lesson

• Arguments
• Grade 5
• Instruction
• iReady
• Number and Operations—Fractions
• Oregon
• Relationship Skills
• Terry

Comparing Decimal Fractions – Warm Up Problem

• Arguments
• Equity and Culture
• Grade 5
• Instruction
• iReady
• Number and Operations—Fractions
• Oregon
• Precision
• Terry
• Using Tools

Discussing How to Read Decimal Fractions

• Arguments
• Grade 5
• Instruction
• iReady
• Number and Operations—Fractions
• Oregon
• Relationship Skills
• Terry

Discussing Decimal Representations

• Aimee
• Arguments
• Grade 4
• Instruction
• Learn Zillion/Imagine Learning
• Model with Math
• Number and Operations in Base Ten
• Oregon
• Relationship Skills

Answering Division Word Problems with Remainders

• Arguments
• Daniel
• Grade 5
• Instruction
• iReady
• Operations and Algebraic Thinking
• Oregon
• Precision

Operations and Word Problems

• Aimee
• Grade 4
• Instruction
• Learn Zillion/Imagine Learning
• Model with Math
• Operations and Algebraic Thinking
• Oregon
• Perseverance
• Using Tools

Modeling Division Word Problems

• Abstract & Quant
• Aimee
• Grade 4
• Instruction
• Learn Zillion/Imagine Learning
• Model with Math
• Number and Operations—Fractions
• Oregon

Decomposing Fractions

• Advice
• Allison
• GoMath!
• Grade 3
• Interview
• Oregon

What Advice Would you Give New Teachers Using Digital Curricula?

• Allison
• Equity
• Equity and Culture
• GoMath!
• Grade 3
• Interview
• Oregon
• Reflex

How Do You Address Issues of Equity When Working with Digital Curricula?

• Allison
• GoMath!
• Grade 3
• Interview
• Math Attitude
• Oregon
• Socio-Emotional Learning

How Do You Address Students’ SEL with Digital Curricula?

• Allison
• Differentiation
• GoMath!
• Grade 3
• Interview
• Oregon

How Do You Differentiate with Digital Curricula?

• Allison
• DC Pros/Cons
• GoMath!
• Grade 3
• Individual Device Time
• Interview
• Oregon
• Perseverance

What Are Pros/Cons of the Individual Laptop Time?

• Allison
• Data Use
• GoMath!
• Grade 3
• Interview
• Oregon

How Do You Use the Data from the Digital Curriculum?

• Allison
• GoMath!
• Grade 3
• Individual Device Time
• Interview
• Oregon

What Is Your Role During Individual Laptop Time?

• Allison
• DC Pros/Cons
• GoMath!
• Grade 3
• Interview
• Oregon

What Are Pros/Cons of Working with Digital Curricula?

• Allison
• Arguments
• Geometry
• GoMath!
• Grade 3
• Interview
• Lesson Preparation
• Oregon
• Relationship Skills

How Do You Create Lessons with Digital Curricula?

• Allison
• Geometry
• GoMath!
• Grade 3
• Instruction
• iXL
• Oregon
• Self-Management

Teacher’s Role During Student Laptop Time

• Curriculum
• Domains
• Grade
• Grade 3
• Instruction
• iXL
• Math Practice
• Number and Operations in Base Ten
• Ohio
• Reasoning
• SEL
• Self-Management
• Source
• State
• Taylor

Multiple Methods of Multiplying a Two-Digit Number by a One-Digit Number

• Grade 4
• Instruction
• iReady
• Les
• Math Practice
• Model with Math
• Number and Operations—Fractions
• Oregon
• Source

Fraction Division Models

• Curriculum
• Domains
• Grade
• Grade 3
• Instruction
• iXL
• Math Practice
• Number and Operations in Base Ten
• Ohio
• Reasoning
• Relationship Skills
• SEL
• Source
• State
• Structure
• Taylor
• Using Tools

Multiplying a Two-Digit Number by a Two-Digit Number

• Grade 3
• Interview
• iXL
• Number and Operations in Base Ten
• Ohio
• Taylor

What Advice Would You Give Teachers New to Using the Digital Curriculum?

• Grade 3
• Interview
• iXL
• Number and Operations in Base Ten
• Ohio
• Self-Management
• Socio-Emotional Learning
• Taylor

How Do You Think Digital Curriculum Helps Your Kids with Self-management?

• DC Pros/Cons
• Grade 3
• Interview
• iXL
• Math Attitude
• Number and Operations in Base Ten
• Ohio
• Relationship Skills
• Self-Management
• Taylor

How Do You Know You Are Using Digital Curriculum the Right Way?

• Grade 3
• Interview
• iXL
• Math Attitude
• Number and Operations in Base Ten
• Ohio
• Relationship Skills
• Socio-Emotional Learning
• Taylor

How Does Digital Curriculum Impact Relationship Skills?

• Data Use
• Grade 3
• Interview
• iXL
• Number and Operations in Base Ten
• Ohio
• Self-Management
• Taylor

What Data Do You Get from Your Digital Curriculum?

• Grade 3
• Interview
• iXL
• Math Attitude
• Math Practices
• Number and Operations in Base Ten
• Ohio
• Relationship Skills
• Self-Management
• Taylor

How Does Digital Curriculum Impact Your Work and Developing Your Students Math Practices?

• Grade 3
• Individual Device Time
• Interview
• iXL
• Number and Operations in Base Ten
• Ohio
• Taylor

What Are the Drawbacks of the Individual Device-based Instruction?

• DC Pros/Cons
• Grade 3
• Interview
• iXL
• Number and Operations in Base Ten
• Ohio
• Taylor

What Do You Like or Find Useful about the Digital Curriculum for Instruction?

• Grade 3
• Interview
• iXL
• Lesson Preparation
• Number and Operations in Base Ten
• Ohio
• Taylor

What Components of the Digital Curriculum Do You Use?

• Grade 3
• Interview
• iXL
• Lesson Preparation
• Number and Operations in Base Ten
• Ohio
• Taylor

What Is the Role of Video or Slide-based Resources?

• Grade 3
• Interview
• iXL
• Lesson Preparation
• Number and Operations in Base Ten
• Ohio
• Taylor

How Do You Create Lessons with Digital Curriculum?

• GoMath!
• Grade 3
• Interview
• Kim
• Math Attitude
• Oregon
• Relationship Skills
• Reveal Math

What Components of the DC Do You Find Useful and How Do You Modify It?

• Instruction
• iReady
• Les
• Model with Math
• Number and Operations—Fractions
• Oregon

Fraction Multiplication Models

• Aimee
• Grade 4
• Model with Math
• Operations and Algebraic Thinking
• Oregon

Modeling Division Problems Intro

• Equity and Culture
• Grade 3
• Interview
• Kim
• Lesson Preparation
• Reveal Math

What Do You Think about as You Plan a Lesson with Digital Curricula?

• Allison
• Arguments
• Geometry
• GoMath!
• Grade 3
• Instruction
• Oregon
• Relationship Skills
• Structure

Introduction to Triangles

• Arguments
• Grade 3
• Instruction
• Kim
• Number and Operations in Base Ten
• Oregon
• Relationship Skills
• Reveal Math

Mystery Number