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Classroom Manipulatives in Math Lessons

The document summarizes Maryam's observations of a mathematics classroom visit during her practicum. She observed the MST using cubes, shapes, and real numbers to teach lessons on multiplication, 2D/3D shapes, and bar charts. The MST prepares materials in advance and models their use for students. Pictures show shapes, cubes, and students working with printed math materials at tables.

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9 views3 pages

Classroom Manipulatives in Math Lessons

The document summarizes Maryam's observations of a mathematics classroom visit during her practicum. She observed the MST using cubes, shapes, and real numbers to teach lessons on multiplication, 2D/3D shapes, and bar charts. The MST prepares materials in advance and models their use for students. Pictures show shapes, cubes, and students working with printed math materials at tables.

Uploaded by

api-315857509
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

EPC 3403 Practicum 3a

Higher college of technology

Practicum 3a

Task 2

EPC 3403

Student Name:

Maryam Abdullah Ali Bin Thani

ID: H00327121

Date: 7-3-2018

Teacher name:

Hamda Alawadi
EPC 3403 Practicum 3a

Task 2. Classroom Manipulative


1. Identify models and manipulates that are available to use in a mathematics
classroom that you visit.

 Did you see them being used? Yes, my MST was using different
materials during the lessons also, the mathematical materials are
available in the classroom and both students and teacher are able to use
it.
 If so, what models and manipulates were used? My MST was using
cubes to explain multiplication to number 100, shapes to explain 3D and
2D lesson and real numbers that can be touched was used during the bar
chart lesson and mini balls that has been used to explain addition and
subtraction lesson.

2. Ask your MST about how she organizes her class when she uses manipulates.

 Does she write her lessons differently? Each lesson has a guiding
question, which is student friendly, e.g can I represent data in a tally
chart? This replaces the standard lesson objective. Each math lesson
follows the same format. Starts with an oral/mental starter, teaching time
(this often included interactive activities with the students: mini
whiteboard, partner talk etc), followed by differentiated activities for the
students to complete independently or with a partner and ends with
reflection time.
 Does she use more or less time for the activities? The time spent on each
activity depends on the needs of the children. For example, I could plan
that an activity will last 10 minutes but that may increase if the children
are not grasping the concept.
 How does she prepare the materials before the lesson? I load any video
clips or interactive whiteboard slides so they are ready. Any worksheets
are photocopied in advance and trimmed ready to be stuck into children’s
books. Any manipulative needed are put into desks ready.
 How does she give directions or model the use of the manipulates?
EPC 3403 Practicum 3a

Usually I show the work or worksheet that the children need to do on the
interactive whiteboard, so it is clear for all to see. I can then model some
questions and make sure the children fully understand the task. If using
manipulative that are new to the children I often ask the children to sit in
a circle and then demonstrate how to use them.

3. Take pictures of the materials for your artifacts collection, if appropriate, take
pictures of students working with the materials.

3D and 2D shapes Ones, tens and hundreds Cubes

Activity (Printed math materials)


Working table

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