Unit 2:Lesson 1
Overview
In this lesson you will be introduced to what considerations need to be taken when implementing manipulatives into math instruction, how to think about what manipulative to put into the lesson, and shown examples of curriculum that has instruction with manipulatives formed around it. The lesson is structured to give examples and then have you try out the concept yourself.
Learning Outcomes and Performance Objectives
Learning Outcomes
Learners will be able to:
- Judge whether the lesson would be enhanced with manipulatives
- Differentiate between which manipulatives are needed for the content being taught
- Implement manipulatives into everyday instruction
- Design instruction with manipulatives to reach all students abilities
Performance Objectives
Learners at the end of the lesson/unit will be able to:
- Defend choice of whether or not to use manipulatives in a lesson
- Implement content appropriate manipulatives in teaching each subject area
- Execute everyday instruction with seamless integration of manipulatives
- Develop instruction with manipulatives to reach all students abilities
Manipulatives integrated into Math curriculum instruction
It is important to consider a few details when choosing and incorporating manipulatives into mathematics instruction. When choosing a manipulative, it is important to first decide what you want to accomplish with adding the manipulative into the instruction. When you know what you want to accomplish, then you can choose the manipulative you want to add into your instruction. After choosing the manipulative, consider if it enhances the instruction and supports the curriculum. If all these are considered and the manipulative is a positive addition, then proceed to teach the lesson!
Examples of manipulatives integrated
Example 1:
Standard:
CCSS.MATH.CONTENT.1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
- It is important to note that in this standard it asked for students to use objects to work with the numbers. Thus the important decision is not whether to add manipulatives to the instruction, but to decide which manipulative would be a positive inclusion to the lesson.
Manipulative:
A manipulative that would be a positive addition to this lesson would be counters. Counters can be added in a few different ways. The counters could be used with the color being the helpful aspect/focus. One color for one number and another color for the second number and the final number a third color to represent the numbers within the problem. The counters could also solely be used for one-to-one correspondence. A third way could be to help a student understand the properties of the task they are completing. If the idea of addition and subtraction is still a concept the student is working on then the counters will be helpful toward making the idea more concrete to the student. These are suggestions, it would depend on the students being taught and the goal of the lesson to decide what the counters purpose in the lesson would be.
Example 2:
Standard:
CCSS.MATH.CONTENT.2.NBT.A.1
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
Manipulative:
A manipulative that would be a positive addition to this lesson would be base ten blocks. There are two ways to include base ten blocks to a lesson either physical blocks or virtual manipulative. The physical manipulative can be easily added into the lesson by giving each student or group a bundle of the blocks to use. The virtual manipulative is a good way for the teacher to do the problem with the students on the board while allowing the students to see what the problem should look like. It is also a nice way to variety the way of incorporate manipulatives if the classroom has the technology to allow all students to use the virtual manipulative.
Example 3:
Target student:
The student who is being kept in mind with the idea to add a manipulative for this standard has trouble with auditory learning and is a kinesthetic-visual learner who has benefited in the past with manipulatives. This student currently is working at a grade 2 level for mathematics.
Standard:
CCSS.MATH.CONTENT.3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
- When considering the standard and thinking about the manipulative that would be beneficial for the student and the whole class, take note that the student is performing currently one grade level below the standard for which the students grade level is.
Manipulative:
A manipulative that would be a positive addition to the lesson for the target student and the whole class would be counters. The best counter for this lesson would be very simple counters either a basic circle or square would work best. This standard is the introduction to multiplication into the students knowledge base, thus the more basic the manipulative the better. The colors are still helpful to break up the multiplication problem and to help the student understand that multiplication is repeated addition. Since the target student is performing with the knowledge base of the grade below, it is important to give structure and patience when incorporating the manipulative and the new information. It will be important to allow the whole class access to a manipulative because it may allow others to learn the topic quicker then they would before or give them a new way to see a topic that may otherwise have become a root memorized task.
Test your skills
Now it is time to test your knowledge. Your task:
- Decide whether the curriculum standard should be paired with a manipulative.
- If the answer is yes, then decide based on the good manipulaitve characteristics and the manipulaitve examples (as a guide/ place to start) what manipulative to include.
- Last, decide how the manipulative can be used/ be a positive contribution to the curriculum.
- For one of the standards, please keep the following student in mind when deciding the manipulative to use and why to use the manipulative.
- STUDENT: The student is working at a 2nd grade level for mathematics and is a auditory learner. The student requires strict guidance and structure with hands-on activities. The student tends to get distracted easily but with redirection works well with others and independently.
Curriculum standards that you should use to test your knowledge are listed below:
Standard 1:
CCSS.MATH.CONTENT.3.G.A.1
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
Standard 2:
CCSS.MATH.CONTENT.1.MD.A.2
Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
Standard 3:
CCSS.MATH.CONTENT.5.NF.A.1
Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
Reflect
Now that you have had the opportunity to read examples of incorporating manipulatives into math curriculum and have been able to test your knowledge and the process out, it is time to reflect on the learning you have done so far.
REFLECT
ᐈ When considering manipulatives to add to mathematics instruction, is it easier to have a student in mind when choosing the manipulative or not? Why?
Advance to:
Unit 2:Lesson 2,
Return to :
Unit 1:Everything about Manipulatives,