Transcript Math Manipulatives: What, How, Wh

Common Core Mathematics
and the Use of Manipulatives
BTSA/AIP
SPRING PROFESSIONAL
DEVELOPMENT
MARCH 25, 2014
5:40-7:00
N A N C Y H AYA S H I D A , M AT H C O A C H
N H AYA S H I D A @ L B S C H O O L S . N E T
X2962
Common Core Mathematics
Instructional Shifts for Mathematics
 Focus
 Coherence
 Rigor
 fluency
 application
 deep understanding
Common Core State Standards
for Mathematics
Mathematical Standards
Eight Mathematical Practices
They both have equal weight
Common Core State Standards
for Mathematics
Mathematical Standards
 Grade level specific
 Informs what the goal is for each student
at the grade level
 Common Core does not prescribe how the
standards can be met
Grade Level Standards
 Focus Areas
 Domains
 Clusters
Grade
level
Domain
 Standards
Major work
Supports the major work
Additional, not connected to the
major work
Standard
Highlight the cluster headings green, yellow and
blue in your standards document.
www.achievethecore.org
Highlight the cluster headings green, yellow and
blue in your standards document.
www.achievethecore.org
Highlight the cluster headings green, yellow and
blue in your standards document.
www.achievethecore.org
Highlight the cluster headings green, yellow and
blue in your standards document.
www.achievethecore.org
Highlight the cluster headings green, yellow and
www.achievethecore.org
blue in
your standards document.
Highlight the cluster headings green, yellow and
blue in your standards document.
www.achievethecore.org
Standards Activity
Looking at your grade level
Mathematical Standards:
 Highlight the cluster headings:
Green – major work, critical for the grade
level
Yellow – additional work, doesn’t connect
directly to the major work
Blue – supports the major work of the
standard
Eight Mathematical Practices
 Consistent Kindergarten thru
Grade 12
 Mathematical Practices are to be
done daily within the context of the
lesson
Eight Mathematical Practices
1.
2.
3.
4.
5.
6.
7.
8.
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MP #5: Use appropriate tools
strategically
 Read the MP5
 “Tools”
 What have you used?
 Why did you choose to use that particular
manipulative?
 What did you do with them? Students?
 What was the purpose?
Manipulatives
Why should I use them in my lesson?
 Manipulatives provide students with a
tactile and concrete experience to make
sense of the concept.
 Manipulatives provide students with a
“hook” to refer back to when working with
the abstract.
Manipulatives
Which one do I use? Purpose
 Unifix cubes, snap cubes, base ten blocks
 Ten-frames, two-sided counters
 Color tiles
 Pattern blocks, tangrams
 Judy clocks, rulers, protractors, fraction bars
Student made tools are also manipulatives
These are Manipulatives Too!
Manipulatives
Marilyn Burns-Base Ten Blocks:
What are the concepts the students are
practicing?
How did one activity help
support or lead into the next
concept?
Concrete, Representational,
Abstract
In each lesson students should
experience C-R-A
Concrete use of Manipulatives
Representation and Abstract
Summarize
 In terms of the Common Core Mathematical
Practices and Mathematical Standards, what role do
manipulatives play?
 Why is it important that manipulatives are used
during instruction by students?
 What is C-R-A and why is it important?