Manipulatives: Material and Students

7 Musts for Using Manipulatives By Marilyn Burns 1. I talk with students most why manipulatives sustain them learn math. These discussions be essential for first-time physical exercisers and reclaimable refreshers to refocus from time to time. I precede discussions by giving children time to explore a manipulative. then(prenominal) we talk virtu all toldy what students noticed and I represent the concepts theyll learn with the material. 2 . From day unmatchable, I cook ground rules for using materials. We talk about the similarities and differences between using manipulatives in class and playing with toys or games.With toys or games, children empennage get down up their own rules. With manipulatives, they are given specific problems and activities. I do make clear, however, that theyre free to make discoveries and explore new ideas. Its in like manner important for students not to interfere with one an early(a). I step in when I hear a howl of protest as a student who get hold ofs one more yellow tile takes it from an other groups table. Sometimes I disperse up the discussion to the entire class. These impromptu reminders help keep students on track. 3. I set up a system for storing materials and familiarize students with it.Its important for students to know where and how to store materials. A clear system makes the materials more accessible. Some teachers designate and label space on bookshelves. Others use zip-top plastic bags and portion materials into quantities useful for pairs or groups. Still others place a supply of each material at students tables so theyre alship commodeal deep down reach. 4. Time for free exploration is worth the investment. Whenever I introduce a new material, I harmonize at least one math period for this. Teacher demonstrations alone are like consume a papaya in front of the class and expecting children to know how it tastes. Free exploration time in addition eitherows students to satisfy their curiosity so they dont become distracted from the assigned tasks. Expect children to see if tiles sewer lineage like dominoes build tall towers with rods or construct rockets out of cubes. After children squander explored a material, I ask what theyve discovered and record their observations on a chart so their classmates can lodge insights from their ideas. Then I assign a specific task. 5. For easy reference, I post class charts about manipulative materials.Charts not altogether send students the message that I value manipulatives, just also help students learn materials names and how to spell them. In September I post a chart that lists all the materials well use during the grade. For some materials, I post separate charts to list their shapes and colors. And I leave posted charts of students discoveries about materials. 6. Manipulatives are a natural for writing assignments having students write in math class has many bene togs. Manipulatives can concrete objects for children to d escribe. 7. I let parents get their work force on manipulatives, too.Its important for parents to understand why their children are using materials. Follow up by having children take home materials and activities to do with their families. (Hint I wait until students have had some experience. )3 Marilyn Burns Answers Your Questions Marilyn Burns Answers Your Questions About Manipulatives Q. Manipulatives help my learners who struggle, but do my better Math students need them? A. Absolutely. The challenge of training any subject is to find activities that are accessible to all learners and have the profusion to challenge more interested or capable students.Manipulatives are a wonderful resource for this. For example, I introduced fourth graders to Build the Yellow Hexagon. All students found different ways to build the hexagon and recorded their constructions with catch up with fractional notation. I asked the students who finished quickly How much larger is the red trapezoid tha n the blue parallelogram? This challenged them to consider out how much more 1/2 is than 1/3. Q. How often should I use manipulatives in my teaching? A. Ideally, the materials are available for students to use at any time to help them think, reason, and solve problems.When a manipulative material is key to a lesson, I initiate its use. Q. What about students who mold well with manipulatives but have trouble with textbooks? A. Showing the bridge from concrete experiences to symbolism is essential. While it may be pellucid to adults, it can be a stretch for students to see how a 3-by-4 rectangle built with tiles relates to the textbook explanation that 3 x 4 means three groups of four. I help children make connections by demonstrating how a rectangle can be separated into three rows with four tiles. Q. How many kinds of manipulatives do I need?A. It makes sense to introduce one material and provide time for in-depth exploration. But one advantage of using a physical body is that children can think about ideas in different ways. For example, we wouldnt want children to think of fractions as related only to round pies. Q. Cant I make cheaper manipulatives? A. For years Ive had children cut paper cookies to explore fractions, fold shapes for geometry, and use strips for measurement. Students also cut paper squares into the seven tangram puzzle pieces to see that the pieces make a square.However, to create other shapes, equivalence areas and perimeters, or make observations over time, paper pieces arent durable or exact. Manipulatives stand the test of time and are precise. They also allow students to discover the mathematical relationships inherent in them. 4 Q. Where do I fit manipulatives in when theres so much to do? A. I use manipulatives as a support for teaching the math topics that are in the curriculum. I dont reserve materials for special days or assignments, but make them a regular and integral part of my general teaching. Q.I worry that children wi ll see the same materials year after year and lose interest. Do they? A. School-wide planning to discuss which manipulatives youll use and how to use them can be valuable. However, be careful not to designate certain materials or activities for only one grade. Most are appropriate for different levels, and repeat experiences help students stretch their thinking. For example, asking primary children to find different ways to make trains of six interlocking cubes using just two colors helps them explore different addends of 6.Older students can be challenged to figure out how many arrangements there are, not only for trains of 6, but also for trains of other lengths. Q. I dont have enough of any one kind of manipulative to use with my whole class. What can I do? A. Some teachers I know organize learning centers and have small groups work at them. Others introduce a few activities to be done over several days, and students make choices ground on which materials are available. Still ot hers pool materials for a week with other teachers to create class sets.In all cases, having students work cooperatively not only cuts down on the amount of material you need, but also encourages communication which in turn promotes learning. Q. How do I know when its time for students to put away the materials? A. I let students be my guide. Observing them gives me valuable information. Sometimes Ive assigned students the problem of finding all of the angular arrays using 6, 12, and 24 tiles. While some need to build all of the rectangles with tiles and then record them, other students stop using the tiles and are comfortable drawing the rectangles.Q. I worry older students will give up that manipulatives are babyish. Any advice? A. I rarely get this reaction. Most are delighted to get their hands on concrete materials. If you anticipate naysayers, talk about how, for example, architects often build models of buildings and engineers construct prototypes. Tell students that theyl l use materials to model a problem or situation. Then be sure they first experience something that offers a challenge and that you provide free exploration time.