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<title>Re: [SpecialTopics 671] Re: Components of Numeracy</title>
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<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>You’ll find a version of the 10
pages in the manual I created last year after doing a practitioner research
project. Look at pages 80-90 of the PDF (pages 72-82 if you’re
following the page numbers on each page.)<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><a
href="http://www.nald.ca/library/learning/mathman/mathman.pdf">http://www.nald.ca/library/learning/mathman/mathman.pdf</a>
<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>I’m feeling a little shy here, since
I began this project by reading various articles by many of the people
who are guest experts in this discussion! <o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
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<p class=MsoNormal><b><font size=2 face=Tahoma><span style='font-size:10.0pt;
font-family:Tahoma;font-weight:bold'>From:</span></font></b><font size=2
face=Tahoma><span style='font-size:10.0pt;font-family:Tahoma'>
specialtopics-bounces@nifl.gov [mailto:specialtopics-bounces@nifl.gov] <b><span
style='font-weight:bold'>On Behalf Of </span></b>Margaret Rogers<br>
<b><span style='font-weight:bold'>Sent:</span></b> Tuesday, September 18, 2007
2:00 PM<br>
<b><span style='font-weight:bold'>To:</span></b> <st1:PersonName w:st="on">specialtopics@nifl.gov</st1:PersonName><br>
<b><span style='font-weight:bold'>Subject:</span></b> [SpecialTopics 680] Re:
Components of Numeracy</span></font><o:p></o:p></p>
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12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='margin-bottom:12.0pt'><font size=3 face=Verdana><span
style='font-size:12.0pt;font-family: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>
<br>
<br>
<br>
<br>
On 9/18/07 9:38 AM, "<st1:PersonName w:st="on">Kate Nonesuch</st1:PersonName>"
<nonesuch@MALA.BC.CA> wrote:</span></font><o:p></o:p></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>Kathie, you mentioned developing a
“system” to incorporate manipulatives into the usual math work.
<br>
</span></font><font face=Verdana><span style='font-family:Verdana'><br>
</span></font><font size=2 color=navy face=Arial><span style='font-size:10.0pt;
font-family:Arial;color:navy'><br>
</span></font><font face=Verdana><span style='font-family:Verdana'><br>
</span></font><font size=2 color=navy face=Arial><span style='font-size:10.0pt;
font-family:Arial;color:navy'>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>
</span></font><font face=Verdana><span style='font-family:Verdana'><br>
</span></font><font size=2 color=navy face=Arial><span style='font-size:10.0pt;
font-family:Arial;color:navy'><br>
</span></font><font face=Verdana><span style='font-family:Verdana'><br>
</span></font><font size=2 color=navy face=Arial><span style='font-size:10.0pt;
font-family:Arial;color:navy'>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>
</span></font><font face=Verdana><span style='font-family:Verdana'><br>
</span></font><font size=2 color=navy face=Arial><span style='font-size:10.0pt;
font-family:Arial;color:navy'><br>
</span></font><font face=Verdana><span style='font-family:Verdana'><br>
</span></font><font size=2 color=navy face=Arial><span style='font-size:10.0pt;
font-family:Arial;color:navy'>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. </span></font><o:p></o:p></p>
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<p style='margin-bottom:12.0pt'><b><font size=2 face=Tahoma><span
style='font-size:10.0pt;font-family:Tahoma;font-weight:bold'>From:</span></font></b><font
size=2 face=Tahoma><span style='font-size:10.0pt;font-family:Tahoma'>
specialtopics-bounces@nifl.gov [mailto:specialtopics-bounces@nifl.gov] <b><span
style='font-weight:bold'>On Behalf Of </span></b>Kathie Daviau<br>
<b><span style='font-weight:bold'>Sent:</span></b> Monday, September 17, 2007
2:45 PM<br>
<b><span style='font-weight:bold'>To:</span></b> <st1:PersonName w:st="on">specialtopics@nifl.gov</st1:PersonName><br>
<b><span style='font-weight:bold'>Subject:</span></b> [SpecialTopics 661] Re:
Components of Numeracy<br>
</span></font><font face=Verdana><span style='font-family:Verdana'><br>
</span></font><br>
<font face=Verdana><span style='font-family:Verdana'><br>
</span></font><font size=2 color=navy face=Arial><span style='font-size:10.0pt;
font-family:Arial;color:navy'>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>
</span></font><font face=Verdana><span style='font-family:Verdana'><br>
</span></font><font size=2 color=navy face=Arial><span style='font-size:10.0pt;
font-family:Arial;color:navy'><br>
</span></font><font face=Verdana><span style='font-family:Verdana'><br>
</span></font><font size=2 color=navy face=Arial><span style='font-size:10.0pt;
font-family:Arial;color:navy'>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>
</span></font><font face=Verdana><span style='font-family:Verdana'><br>
</span></font><font size=2 color=navy face=Arial><span style='font-size:10.0pt;
font-family:Arial;color:navy'><br>
</span></font><font face=Verdana><span style='font-family:Verdana'><br>
</span></font><font size=2 color=navy face=Arial><span style='font-size:10.0pt;
font-family:Arial;color:navy'>I would love to develop a system for this.<br>
</span></font><font face=Verdana><span style='font-family:Verdana'><br>
</span></font><font size=2 color=navy face=Arial><span style='font-size:10.0pt;
font-family:Arial;color:navy'>Kathie<br>
<br>
</span></font><o:p></o:p></p>
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<p style='margin-bottom:12.0pt'><b><font size=2 face=Tahoma><span
style='font-size:10.0pt;font-family:Tahoma;font-weight:bold'>From:</span></font></b><font
size=2 face=Tahoma><span style='font-size:10.0pt;font-family:Tahoma'>
specialtopics-bounces@nifl.gov [mailto:specialtopics-bounces@nifl.gov] <b><span
style='font-weight:bold'>On Behalf Of </span></b>Myrna Manly<br>
<b><span style='font-weight:bold'>Sent:</span></b> Monday, September 17, 2007
2:27 PM<br>
<b><span style='font-weight:bold'>To:</span></b> <st1:PersonName w:st="on">specialtopics@nifl.gov</st1:PersonName><br>
<b><span style='font-weight:bold'>Subject:</span></b> [SpecialTopics 658] Re:
Components of Numeracy<br>
</span></font><font face=Verdana><span style='font-family:Verdana'><br>
</span></font><br>
<font face=Verdana><span style='font-family:Verdana'><br>
</span></font><font size=2 color=navy face=Arial><span style='font-size:10.0pt;
font-family:Arial;color:navy'>Kathie, <br>
</span></font><font face=Verdana><span style='font-family:Verdana'><br>
</span></font><font size=2 color=navy face=Arial><span style='font-size:10.0pt;
font-family:Arial;color:navy'>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>
</span></font><font face=Verdana><span style='font-family:Verdana'><br>
</span></font><font size=2 color=navy face=Arial><span style='font-size:10.0pt;
font-family:Arial;color:navy'><br>
</span></font><font face=Verdana><span style='font-family:Verdana'><br>
</span></font><font size=2 color=navy face=Arial><span style='font-size:10.0pt;
font-family:Arial;color:navy'>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>
</span></font><font face=Verdana><span style='font-family:Verdana'><br>
</span></font><font size=2 color=navy face=Arial><span style='font-size:10.0pt;
font-family:Arial;color:navy'><br>
</span></font><font face=Verdana><span style='font-family:Verdana'><br>
</span></font><font size=2 color=navy face=Arial><span style='font-size:10.0pt;
font-family:Arial;color:navy'>Myrna<br>
<br>
</span></font><o:p></o:p></p>
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<p style='margin-bottom:12.0pt'><b><font size=2 face=Tahoma><span
style='font-size:10.0pt;font-family:Tahoma;font-weight:bold'>From:</span></font></b><font
size=2 face=Tahoma><span style='font-size:10.0pt;font-family:Tahoma'>
specialtopics-bounces@nifl.gov [mailto:specialtopics-bounces@nifl.gov] <b><span
style='font-weight:bold'>On Behalf Of </span></b>Kathie Daviau<br>
<b><span style='font-weight:bold'>Sent:</span></b> Sunday, September 16, 2007
2:49 PM<br>
<b><span style='font-weight:bold'>To:</span></b> <st1:PersonName w:st="on">specialtopics@nifl.gov</st1:PersonName><br>
<b><span style='font-weight:bold'>Subject:</span></b> [SpecialTopics 652] Re:
Components of Numeracy<br>
</span></font><font face=Verdana><span style='font-family:Verdana'><br>
</span></font><br>
<font face=Verdana><span style='font-family:Verdana'><br>
</span></font><font size=2><span style='font-size:10.0pt'>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>
<st1:place w:st="on"><st1:City w:st="on">Billings</st1:City>, <st1:State w:st="on">Montana</st1:State></st1:place><br>
<br>
<br>
</span></font><font face=Verdana><span style='font-family:Verdana'><o:p></o:p></span></font></p>
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<p class=MsoNormal><tt><font size=2 face="Courier New"><span style='font-size:
10.0pt'>-------------------------------</span></font></tt><font size=2
face="Courier New"><span style='font-size:10.0pt;font-family:"Courier New"'><br>
<tt><font face="Courier New">National Institute for Literacy</font></tt><br>
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