Manipulatives

Project


Kaylee Marion
Math 303



Geoboards
Greater Than/ Less Than Plates
Counters









Manipulative: Geoboards
Introducing the Construction of Triangles
Kindergarten


Learning Objectives:
Identify and recognize triangles using multiple representations
Locate triangles in their environment
Construct triangles

Instructional Plan:
Pre-class: Introduce the triangle, give handout with many different triangle shapes
and ask students to go home and see if they can find any triangular shapes in their home
or outside of the classroom.
Class-time:
Ask for the students to share about their discoveries they found, allow
them to describe how they knew it was a triangle and if they were easy to
find.
Introduce the students to the geoboards, explain directs and management
of the boards.
Ask the students to build a triangle on their boards using rubber bands
[walk around and observe/ help where needed]
Begin introducing vocabulary such as Sides, corners, etc and discuss
what makes a triangle a triangle.
Follow-up: Hand out in class worksheets drawing triangles and reflecting on the
lesson. Allow the students the option of continuing to use the geoboard for adding help.

Follow up Questions for Students
1. How many sides does each triangle have?
[Three.]
2. Please make a triangle that is different from the one you made. Where are other
triangles with the same shape as yours?
[Student responses may vary.]
3. Would you practice drawing a triangle in the air by watching me draw one in the air?
[Observe students as they follow along with you.]
4. What number do you use most often when you are describing a triangle?
[The number three.]
5. When you draw a triangle without tracing, what do you need to remember?
[A triangles sides are straight. A triangle has 3 sides and three corners.]



Common Core State Standards Mathematics
-Kindergarten, Geometry
CCSS.Math.Content.K.G.A.2
Correctly name shapes regardless of their orientations or overall size.
CCSS.Math.Content.K.G.A.3
Identify shapes as two-dimensional (lying in a plane, ''flat'') or three-dimensional (''solid'').
CCSS.Math.Content.K.G.B.4
Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using
informal language to describe their similarities, differences, parts (e.g., number of sides and
vertices/''corners'') and other attributes (e.g., having sides of equal length).
CCSS.Math.Content.K.G.B.5
Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and
drawing shapes.

Source(s):
http://illuminations.nctm.org/Lesson.aspx?id=465

I like that this lesson was focused on the kids being able to shape
different triangles themselves. I think it opens the eyes to the
students of the wide variety of options a triangle can posses.
















Manipulative: Geoboards
Guess Who? : Quadrilateral Shapes
Grade 5 or 6
Learning Objectives
Use geometric vocabulary
Identify, compare, and analyze characteristics of geometric shapes
Recognize acute, obtuse, and right angles
Instructional Plan:
Pre-lesson: This lesson should come after the students have been taught the
vocabulary and families shapes in geometry. Guess Who? is a fun follow-up activity
after the students have worked hard discovering the shapes and the families they are and
are not under. They will need to understand the Quadrilateral lingo! [Quadrilaterals-kites-
trapezoids-parallelograms-rhombus-rectangle-square]
Class time:
Allow each student to select a partner, distribute the geoboard, and enforce
ground rules concerning the rubber bands!
Tell the students to take turns designing a shape on their geoboard without
their partner seeing and through a series of questions their partner must
figure out what figure is.
Walk around the room, listen to the students vocabulary use, and observe
correct usage.
Common Core State Standards Mathematics
Grade 5, Geometry
CCSS.Math.Content.5.G.B.4
Classify two-dimensional figures in a hierarchy based on properties.
Source: illuminations.nctm.org

What I most liked about this lesson was while students are playing a game, they
are also enforcing their vocabulary and having to think into what they previously
learned.






Manipulative: Geoboards
Area using Square Units
8
th
Grade

Learning Objectives:
Deepen understanding for using square units

Instructional Plan:
Class Time:
Begin by asking the students to construct using their board and band a
1X1 square on their board, introducing it as one square unit as well as
their standard measuring unit.
Pass out Geoboard dot paper with pre-drawn shapes with both regular and
irregular polygons drawn.
Ask the students to find the area of each polygon, using their standard
unit.
Walk around the class, assisting where needed and crediting different
techniques.
Remind the students of techniques such as using a turn or looking at the
whole scale and subtracting from it
Come altogether after a few minutes of working and have students one a
time show on the board the different technique they chose to use to figure
out a polygon of their choosing.
Focus on the different ways the students chose to figure each polygons
area



Source and Compliments:
I really liked this lesson because it requires manipulating the shape and the tools given to
find the answer. We did it today in class and I thought it was a whole lot better of an idea
than mine! I really enjoyed working on this lesson!
















Manipulative: Greater/Less Than Plates
Hungry Marvin!
Kindergarten

Learning Objectives:
Compare numbers.
CCSS.Math.Content.K.CC.C.6
Identify whether the number of objects in one group is greater than, less
than, or equal to the number of objects in another group, e.g., by using
matching and counting strategies.
1


Instructional Plans:

Pre-lesson:
Introduce the plates to the students. Ask them to give their own plate a
name and recognize the two different faces each plate has (white and
black)
Pass out counters, marshmallows, M&Ms etc to each student, explaining
we are about allow our Marvins a choice of different meals.
Lesson:
Tell the students to count out two different numbers of the counters for
each side of Marvin.
Explain to the students that Marvins (black side) mouth is actually in the
form of a mathematical expression, less than and the other side of him
(White) is greater than
Ask the students to place the more open end of the mouth towards the
greater number or food for the Marvin to eat
After familiarity of task begins to develop, encourage to the students to
aloud express their thoughts one at a time with given problem.
Post-lesson:
Take the lesson to the board: write to different numbers on each side of the
blank box.
Ask students one at a time to come up and draw the sign in the box that
corresponds to the numbers

I think this lesson would be very fun for the kindergarteners, especially if they could add
on to the Marvin manipulatives and make them their own!

Source: I found the standards on corestandards.org




Manipulative: Greater/Less Than Plates
Comparing Fractions with Marvin
Grade 3
Learning Objectives:
Compare two fractions with different denominators
Less Than/ Greater Than usage


Instructional Plans:
Because the students have, by this time, become familiar with greater/ less than
signs this lesson will be an overview and exercise their processed knowledge! I would
make this into a fun rewarding activity for the students towards the end of class time.
This activity, however, will make the students think more into the signs names
specifically and which one they are choosing.
On the board write two different fractions (The students may use scrap paper to
work out the problem)
When they have the problem worked out, have them hold up to you the sign
corresponding to the problem on the board.
The students must process the direction of which sign they are holding up (black-
less than/ white-greater than)

This lesson for me was a little trickier. I know by this time the students are further past
the hungry face analogy but I figured if I made the lesson into a game theyd love it!
What student doesnt love a good game at the end of class! I like they have to think more
deeper into the name of the sign they are using when they raise the face to show me.




















Manipulative: Greater/Less Than Plates
Marvin and His Angles
Grade 6
Learning Objectives:
Introduce reflexive angles
Angle degree

Instructional Plans:
The students will each get a Marvin face and a protractor
Ask them to the measure the mouth of Marvin (each student will have a different
angle measurement)
Introduce the term reflexive angle
Remind them a circle is 360 degrees: Reflexive angle + mouth = 360
Walk around and observe the students work.
Bonus work:
Find area of Marvin and his circumference

Marvin allows a tangible manipulative for the students to use as they experiment with
circles.






























Manipulative: Counters
Counting , Counting, Counting
Kindergarten

Learning Objectives/Standards:
-Kindergarten, Counting & Cardinality
CCSS.Math.Content.K.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0
representing a count of no objects).
-Kindergarten, Counting & Cardinality
CCSS.Math.Content.K.CC.C.6
Identify whether the number of objects in one group is greater than, less than, or equal to the
number of objects in another group, e.g., by using matching and counting strategies.

Instructional Plans:
Introduce the counters to the class as our tool for counting to twenty
Begin the lesson by having the students sings, "Catching a Fish." Next, teach the
students to recite the nursery rhyme "Jack Be Nimble." Ask a volunteer to act out
the rhyme by hopping over something [such as a stack of connecting cubes] that
represents a candlestick. You may wish to use the student's name in the verse.
Ask, "How many students jumped?" [One] Can you hold up one finger? [Check to
see that all the students can do this.] Then say the rhyme again with other student
volunteers. Now tell the students to listen for the word "go," When they hear it,
they are to clap their hands three times. Say, "One, two, three--go" and watch to
see which students can clap three times. To extend the learning opportunity, call
on volunteers to name a motion and say "One, two, three--go!" to indicate when
to begin the motion.
Show the students the numeral 1, then give directions such as, "Wave one hand,"
"Stomp your foot one time," and "Blink one time." Next, tell the students you will
show them a number and they are to drop that many counters into the bowl. Ask
for a volunteer to begin, and show him or her the numeral 1. Ask, "How many
counters will you drop into the bowl? [One] Encourage the other students to count
as the counter is dropped. Call on several other volunteers to drop counters as you
display the numerals 1, 2, and 3 in random order.
I like the idea of this lesson because of how active it is. The lesson calls for full
engagement from moving body limbs to dropping the counters as a visual for the number.
Source: illuminations.nctm.org
Manipulative: Counters
Multiplication Grouping
4
rd
Grade
Learning Objectives:
Multiplication using arrays and grouping
Instructional Plans:
Pass out counters to the students
Introduction Arrays (3X4, 2X6 etc.) and explain how the dimensions are
techniques in figuring out the total
Practice grouping ( 3 groups of 3, 4 groups of 2)
Watch over as the students make the connections
Ask students to get out a sheet a paper and begin writing word problems that
correlate to the problems they are forming with their counters
After enough time, ask them to trade problems with their neighbors and solve
eachothers with the help of their counters.
I like this lesson because multiplication problems are my favorite to teach. I like how the
counters are accessible for the students to build their own arrays for the problems and
loose and easy for them to group to their choosing.










Manipulative: Counters
Integers!
Grade
Learning Objective:
Know integer subtraction is the inverse of integer addition; model addition and
subtraction of integers and add and subtract integers
Instructional Plan:
Pre-lesson:
Point out to the students the counters are both front and back
Clarify which color is negative and which is positive
Lesson plans:
Addition
1. Number line. Addition of integers on a number line is presented as a movement
of so many units either right or left. The first number in the expression is your
"starting point". If you add a positive integer, you move that many units right. If
you add a negative integer, you move that many units left.For example, 5 + (-6)
means you start at 5, and you move 6 units to the left. -9 + 5 means you start at -9,
and move 5 units to the right.
This idea is usually relatively simple for students to grasp.
2. Counters. These are represented as little balls with + or - sign drawn inside them,
or something similar. For example:
+ + + + +
This represents 5 + (-3).
Each plus-minus pair cancels,
and so the answer is positive 2.
+ + +
This represents (-8) + 3.
Each plus-minus pair cancels,
and so the answer is -5.

Subtraction
You have several options how to present subtraction of integers. Personally, I think of
situations where we subtract a positive integer in terms of the number line, and the
situations where we subtract a negative integer ("the double negative"), I change those to
additions.
One is the familiar number line. Try split it to two cases:
1. Number line. Here, 2 5 would mean that you start at 2, and you move 5 units to
the left, ending at -3. This is identical to interpreting the addition 2 + (-5) on the
number line.
Similarly, -4 3 would mean that you start at -4, and you move 3 units to the left,
ending at -7. This is identical to interpreting the addition -4 + (-3) on the number
line.
Subtracting a negative integer using number line movements is a bit trickier.
Problem such as -4 (-8) would mean that you start at -4, you get ready to move
8 units to the left (the "minus sign"), but the second minus sign reverses your
direction, and you go 8 units to the right instead, ending at 4.
Please also see these animations that illustrate adding and subtracting integers on
a number line.
2. Patterns can be used to justify the common rules for subtracting integers. First,
consider subtracting a positive integer. For example, consider 2 5. Do a little
pattern for the student to solve, and observe what happens with the answers:
3 1 = 3 2 = 3 3 = 3 4 = 3 5 = 3 6 =
Also here you can use the number line. For example, 5 8. Place your finger at 5,
and show or draw an arrow that is 8 units long towards the left. You will 'end up'
at (-3).
Then do the same when your starting point is a negative number, such as (-4) 5.
Start at (-4) and move 5 units to the left.
Even when subtracting from a negative integer you can use a pattern, and ask the
student to observe the answers, and then continue the pattern:
(-4) + 2 = (-4) + 1 = (-4) + 0 = (-4) 1 = (-4) 2 = etc.
Also use temperature dropping examples:
5 - 9 means temperature is 5 degrees and drops 9 degrees.
(-4) - 8 means temperature is -4 now and drops 8 degrees.
Pattern to justify the rule for subtracting a negative number. This is the case
with a problem such as 7 (-2) or (-4) (-3).
Observe the pattern and see what happens:
3 3 = 3 2 = 3 1 = 3 0 = 3 (-1) = 3 (-2) = 3 (-3) = 3 (-4) =
Students are led to discover the shortcut that two negatives turns into a positive!.
3. Counters. These are trickier to use with subtraction, but the basic idea is to
interpret subtraction as "taking away". For example, for (-4) (-2), you start out
with 4 negative counters, and you take away two negative counters. So you are
left with 2 negative counters.
In other situations, you may not initially have the counters that you are supposed
to take away. For example, in 5 (-3), you start out with 5 positive counters, but
you are supposed to take away 3 negative counters. How to do that? The trick is
to first add enough pairs of negative-positive counters to the situation - this
amounts to adding zero, so it is alright. Then you can take away what you need.
+ + + + +
5 (-3).
We cannot take away three
negative counters, so we'll
add three negative-positive
pairs (which amounts
to adding zero).


+ + + + + + + +
Now, taking away three
negatives leaves +8.
4. Difference. Remind the students that 5 2 denotes the difference of 5 and 2,
which is 3. You can think of the difference as the distance between the two
numbers on the number line. However, you need to write the greater number first!
If we wrote 2 5 instead, we'd have to take the distance as a negative number.
Using this model, (-2) (-9) would mean the distance between -2 and -9, which is
7. However, (-9) (-2) would be -7, because the numbers wouldn't be in the order
of having the greater number first. Similarly, 4 (-2) would be 6 since that is the
distance between 4 and -2. -6 (-3) would have the numbers in the "wrong"
order, so we'd take their distance as a negative number and the answer would -3.
I like this lesson because it was not until I practice with these counters that I fully grasped
the concept of intergers.