Grade 4

Remote Learning: Christina Diaz, fourth/fifth grade teacher, Illinois
Vi Tamargo, Curriculum Developer, Professional Learning

In this series of blog posts, we highlight educators in the field who are using remote learning resources intentionally to build classroom community, collaboration, and student sense-making.

With the shift in 2020–21 to hybrid and remote environments, collecting authentic formative and summative assessment data presents a challenge. NCTM describes the role assessments play for student learning in Principles to Action : “Effective teaching of mathematics uses

Number Pieces App with share code
Mike Wallus, Director of Educator Support

In a remote environment, how can Bridges educators provide appropriate scaffolds and be responsive to student thinking? Sharing MLC apps with students can be a powerful approach, particularly when working with students in an asynchronous setting. 

What does it mean to share with an MLC app? Put simply, Bridges educators can build a “saved state” task that they share with their students by way of an 8-character share code or link. After completing the task, students can share their thinking with their teachers and classmates. 

For example, in the

Cynthia Hockman-Chupp

Bridges students learn more than one way to solve multi-digit multiplication expressions. This enables them to select the strategy that is most efficient for any given problem. In addition to the standard algorithm that many of us were taught, fifth graders also investigate:

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