Welcome to:
Using Manipulatives in
the Secondary Classroom
Please have a seat at a table
with a folder
Class 1: Strand 6 Number
Relationships and Computation
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1.
2.
Foldable #1: Pyramid
Fold 8 ½ x 11 paper
diagonally in a taco fold cut
off the excess rectangle
Open the folded taco and
refold the opposite way
forming another taco and
an X-fold pattern
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Class 1: Strand 6 Number
Relationships and Computation
3.
4.
5.
Cut one of the folds to the
center of the X (midpoint)
and stop. This forms 2
triangular flaps
Fold one of the flaps under
the other – forming a
pyramid
Write your first name on
each of the 3 triangular
sides
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Class 1: Welcome
Pre-course items
 Credit form
 Syllabus
 Why manipulatives?
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Credit form
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07-10-25
Your school
Your full name
XXX-XX-XXX
Using Manipulatives in the Secondary Math Classroom
Mathematics
1
Feb 29 Mar 7,21, & 28 April 11 2012
Class 1: Syllabus
Dates
o Location
o Expectations
o
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Class 1: Syllabus
Wiki: http://fcpssecmath.wikispaces.com/
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Class 1: Syllabus
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Class 1: Syllabus
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Class 1: Why manipulatives
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An Ancient Saying:
I hear and I forget.
I see and I remember.
I do and I understand.
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“I can’t remember the formula !
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The Definition
of Insanity
Results from a study on Learning
Styles
 In
1996:
– 35-50% were auditory
– 35% were visual
– 15-30% were kinesthetic
 In 2005
– 5-20% were auditory
– 65% were visual
– 15-30% were kinesthetic
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Students retain...
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10% of what they read
20% of what they hear
30% of what they see
50% of what they see and hear
70% of what they say
90% of what they say and do
From Connecting Teachers, Students and Standards:
Strategies for Success in Diverse and Inclusive Classrooms
by Voltz, Sims, Nelson
Mighty Manipulatives
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Brain based connections with colors and
long term memory
Varied experiences create deeper
connections
Misunderstanding may be cleared up by
seeing concept in a different way
Help children think and reflect about
mathematical ideas
Mighty Manipulatives
Assist with the solving of
problems
 Provide tactile and visual
opportunities for seeing
mathematical relationships
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Research Based
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• Students who used manipulatives in
their mathematics classroom had
higher algebraic abilities than those
who didn’t use manipulatives (Chappell
and Struthens, 2001)
• Learning is enhanced when students
acquire knowledge through active
processes that engage them
(Hartshorn and Boren, 1990)
• Using manipulatives helps reduce
math anxiety (Ruzic and O’Connell,
2001)
A Great Quote
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“Without manipulatives,
children are too often lost in
a world of abstract symbols
for which they have no
concrete connection or
comprehension.”
-- Marilyn Burns
Another Great Quote
• “If students cannot learn the
way we teach them, then we
must teach them the way they
learn.”
--Dr. Kenneth Dunn from
Queens college, author of
several books on learning styles
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Implications for Instruction
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Sketch/Record
Build
Write
A Different Way to say this
Concrete
 Pictorial
 Abstract
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Not another thing to teach!
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You aren’t teaching the students
the manipulatives, rather it is a
tool to develop the understanding
of the concept
We aren’t teaching the students to
do math with the manipulatives,
but rather we are using them to
learn the math!
2 common errors
• Teaching paper and pencil
then moving to the
manipulatives
• Leaving it at the
manipulative stage and
never moving to the paper
and pencil
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Manipulative Handouts
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1.Marilyn Burns: 7 Musts for Using
Manipulatives
2.Tips for Manipulative
Management – read for discussion
next week
Class 1: Other Handouts
Strand 6 Number Relationships and Computation
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Notes page
VSC for 6-8
CLG for Algebra 1
Algebra Tile Mat
Pattern Block Mat
Geoboard template
“activity” sheets
Exit Slip
Manipulatives for tonight:
Algebra Tiles, Pattern Blocks, Tangrams, & Geoboards
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