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<FONT FACE="Verdana">Hi, Kate,<BR>
I don’t know if we can post to this discussion, but I would love to have a copy of that 10 page handout that has the students demonstrate an understanding of fractions through manipulatives.<BR>
Margaret Rogers<BR>
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On 9/18/07 9:38 AM, "Kate Nonesuch" <nonesuch@MALA.BC.CA> wrote:<BR>
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</FONT><BLOCKQUOTE><FONT COLOR="#000080"><FONT SIZE="2"><FONT FACE="Arial">Kathie, you mentioned developing a “system” to incorporate manipulatives into the usual math work. <BR>
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</FONT><FONT COLOR="#000080"><FONT SIZE="2"><FONT FACE="Arial">I started by asking students to use manipulatives to demonstrate that the answers they gave to questions in their usual book were correct. I started with the fractions section, and asked them to demonstrate every question that we had the appropriate manipulatives for –halves, quarters, eighths, sixteenths, thirds, sixths, twelfths, fifths, and tenths.<BR>
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</FONT><FONT COLOR="#000080"><FONT SIZE="2"><FONT FACE="Arial">I gave them a sheet that noted the numbers of the questions that required demonstrations, with a blank line for me to initial when I had seen the demonstration. It is fairly quick for me to go around, check the demonstrations, initial it and move on. Students can set up several demonstrations if they are waiting for me to get there. AND, the big thing—they always get the answer right by the time they have finished setting up the demonstration, so I can ask them how they got it right, rather than explaining what they did wrong and re-teaching. Faster, much faster, and so much more satisfying for both of us.<BR>
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</FONT><FONT COLOR="#000080"><FONT SIZE="2"><FONT FACE="Arial">In following years, I discarded the usual book altogether, because students didn’t need that much practice when they did the demonstrations, and I made a 10-page handout that asks for demonstrations of fractions concepts and operations. This handout, along with some group work on concepts and algorithms, takes the place of a 100-page section on fractions. <BR>
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<FONT SIZE="2"><FONT FACE="Tahoma"><B>From:</B> specialtopics-bounces@nifl.gov [mailto:specialtopics-bounces@nifl.gov] <B>On Behalf Of </B>Kathie Daviau<BR>
<B>Sent:</B> Monday, September 17, 2007 2:45 PM<BR>
<B>To:</B> specialtopics@nifl.gov<BR>
<B>Subject:</B> [SpecialTopics 661] Re: Components of Numeracy<BR>
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</FONT><FONT COLOR="#000080"><FONT SIZE="2"><FONT FACE="Arial">Actually, my hesitation is because I teach in an individualized setting. When I run across a student that needs the hands-on approach, I find it difficult to introduce manipulatives to just one student. I do not have a group of 2-4 students that are at the same spot. <BR>
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</FONT><FONT COLOR="#000080"><FONT SIZE="2"><FONT FACE="Arial">When I do take the time to introduce manipulatives to one student or a group of students, the students not involved in the activity do not receive my attention until I am done.<BR>
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</FONT><FONT COLOR="#000080"><FONT SIZE="2"><FONT FACE="Arial">I would love to develop a system for this.<BR>
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</FONT><FONT COLOR="#000080"><FONT SIZE="2"><FONT FACE="Arial">Kathie<BR>
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<FONT SIZE="2"><FONT FACE="Tahoma"><B>From:</B> specialtopics-bounces@nifl.gov [mailto:specialtopics-bounces@nifl.gov] <B>On Behalf Of </B>Myrna Manly<BR>
<B>Sent:</B> Monday, September 17, 2007 2:27 PM<BR>
<B>To:</B> specialtopics@nifl.gov<BR>
<B>Subject:</B> [SpecialTopics 658] Re: Components of Numeracy<BR>
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</FONT><FONT COLOR="#000080"><FONT SIZE="2"><FONT FACE="Arial">Kathie, <BR>
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</FONT><FONT COLOR="#000080"><FONT SIZE="2"><FONT FACE="Arial">Because you are interested in introducing manipulatives into the adult classroom, I’m guessing that you know how powerful they can be in helping students to recognize patterns and to see more than one way to solve problems. They help to make the transition from the concrete to the symbolic reasoning that is so important in math. But I also sense that you are hesitant to use them with adults who may dismiss them as being for children.<BR>
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</FONT><FONT COLOR="#000080"><FONT SIZE="2"><FONT FACE="Arial">Perhaps this a good question to throw back to the list subscribers. What has your experience been when you introduced manipulatives to your adult classes?<BR>
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</FONT><FONT COLOR="#000080"><FONT SIZE="2"><FONT FACE="Arial">Myrna<BR>
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<FONT SIZE="2"><FONT FACE="Tahoma"><B>From:</B> specialtopics-bounces@nifl.gov [mailto:specialtopics-bounces@nifl.gov] <B>On Behalf Of </B>Kathie Daviau<BR>
<B>Sent:</B> Sunday, September 16, 2007 2:49 PM<BR>
<B>To:</B> specialtopics@nifl.gov<BR>
<B>Subject:</B> [SpecialTopics 652] Re: Components of Numeracy<BR>
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</FONT><FONT SIZE="2"><FONT FACE="Times New Roman">I am interested in the use of manipulatives in the adult ed math classroom. How are manipulatives used? How do you introduce manipulatives to adults? Do you use manipulatives in an individualized setting? What are your favorite manipulatives? <BR>
Thanks,<BR>
Kathie<BR>
Billings, Montana<BR>
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