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  • Patricia Scheler

    January 9, 2022 at 8:19 pm

    Concrete manipulatives are the key. We use them to start the year in 2nd grade to learn place value, especially when we move to regrouping. Once students have the firm conceptual understanding, we can use pictures instead.

    • Kyle Pearce

      January 10, 2022 at 7:14 am

      Glad to hear you agree!

  • Dawn Oliver

    February 22, 2022 at 1:50 pm

    I agree, actual manipulatives are so important for learners, especially visual and tactile learners that need to see and feel for learning. I have recently purchased multiplication table Pop It’s and Hundreds board Pop It’s for some special education kiddos. Some of them really like them to use for learning or as a fidget. The main challenge in using manipulatives in how to incorporate them for online learning. I mostly teach online credit recovery. I will just need to provide them for the students somehow or use the online manipulative link you provided. I could also make a video showing manipulatives.

  • Stephanie Pritchett

    February 23, 2022 at 9:40 pm

    Manipulatives use are so important to make connections to abstract math. I really like to use algebra tiles. I think it helps make sense of combining like terms. Also counters that are colored red on one side and yellow on the help understand integers and how zeroes are made. I’d like to understand how to use more, especially for proportions.

  • Zorica Lloyd

    February 26, 2022 at 2:42 am

    Manipulatives are a great tool. It’s interesting trying to get middle schoolers to use them because they don’t want to look like “babies”. So I try to use them myself when I show my thinking or when a student explains I may ask “Is there a way you could show it those of us who are more visual?” And, i think someone mentioned in one of the 1st videos of the course that the manipulatives definitely have to be placed in the open because students won’t usually make the effort to seek them out them if they’re are in a drawer of closet.

    • Michael Vera

      March 2, 2022 at 12:26 pm

      I find that when students are reluctant to use the physical manipulatives, the use of these same manipulatives in an app called Pattern Shapes from the Math Learning Center is a great alternative.

  • Tarini Arte

    March 3, 2022 at 1:18 am

    Thinking more so about the use in my 8th grade classroom, even though we start weaning off manipulatives as we go higher in grades, I think it can incredibly valuable to bolster those visual representations. I like to do visuals with algebra and completing the square for quadratics. It blew my mind the first time I saw that completing the square actually “completes a square” physically (which I was not exposed to during my schooling). As we come back to in-person learning, I might want to do it with actual tiles and have students discover where that third term comes from through an exploration.

    • Kyle Pearce

      March 5, 2022 at 7:20 am

      Completing the square is a fantastic one and giving students a perfect amount of tiles to make squares can be super helpful here… then start giving them tiles where one is missing etc and ask them what they might do from a “bank” of positive / negative tiles without changing the quantity (ie zero principle). Fun stuff!

  • Kerri Brodie

    March 9, 2022 at 7:23 pm

    I do feel that using manipulatives helps students to build conceptual understanding but I am having trouble figure out how to do that in my Trigonometry and Calculus classes. For those subjects, I am not sure how to do that and they are juniors and seniors so maybe I should just focus on my grade 9 Geometry students. For them, I can see us using the pattern blocks and physical representations of 3 dimensional shapes when we work with area and volume. I liked the “Trashketball” game for a lesson on Volumes.

    • Jonathan Lind

      March 12, 2022 at 5:35 am

      I also have trouble imagining a place for manipulatives in my higher level high school classes. I teach geometry, too, and have found some areas where manipulatives can be helpful: talking about angle side relationships in triangles, it helps to have a few rulers or even different lengths of sticks around to test out relationships; actually moving shapes around to explore congruence and transformations; and like Kerri said 3D models for volume and surface area. It’s pretty tricky as the math gets more abstract, though, and I’ve found that most students who might gravitate towards using manipulatives will end up drawing a representation of those anyway, which is a pretty good problem solving strategy at the higher levels in itself.

  • Gwyneth McIntosh

    March 10, 2022 at 5:19 pm

    We use concrete manipulatives quite a lot. Although we teach grade 10/11 (“Workplace Math”), working at an Alt Ed school, all of our students have had massive gaps in their learning due to consistent and prolonged lack of attendance throughout their school lives. Using manipulatives has become normalized. It’s pretty exciting to see students realize that the math truly means something when they see it visually and get to work with it physically. I would like to try using pattern blocks as I have not used them.

    • Kyle Pearce

      March 10, 2022 at 8:11 pm

      Fantastic to hear that you’re having success with concrete manipulatives. Concrete and visual models can be the conduit to help us reach more students who may not have a strong foundation coming into some higher grade levels.

  • Michele Gagnier

    March 11, 2022 at 11:44 am

    I notice that concrete manipulatives are important and sometimes not used enough in classrooms. I wonder if it has an impact on sparking curiosity or keeping students engaged?

  • David McKnight

    March 12, 2022 at 11:40 pm

    I like how concrete manipulatives force students to think about foundational concepts and also reinforce how they interact with various applications and topics within mathematics. It’s an opportunity for students to learn this without the teacher telling them. So much more valuable and enduring.

  • Lizann “Lizzie” Herrera

    March 17, 2022 at 1:27 am

    Our district uses Bridges Math as the K-5 curriculum. This curriculum, by The Math Learning Center (the suggested digital manipulative site), encourages the use of manipulatives and workplaces every day. However, as I walk the classrooms, only some teachers are actively using these and providing exploration to students. I feel that the issue stems from “time”. There’s not enough time for students to explore, so teachers jump to the algorithm because, hey, “there’s state testing at the end of the year and they need to know how to do (insert skill) quickly; they won’t have manipulatives during the test and it’s a timed test.” This mentality really hinders good teaching and creates students who end up hating maths.

  • Terry Hill

    March 31, 2022 at 3:10 pm

    My big takeaway was the use of manipulatives in helping students to understand some basic concepts. I must admit that I never used these when I was in school (a long, long time ago), so I find them difficult to use. I have used some digital manipulatives with my students, but I even struggled with them to begin with, as I was not sure how they worked (for instance, factoring a trinomial). But I will continue to try to use them, and I do have some physical manipulatives in my classroom that I can try with, so that is what I shall endeavor to do.

  • Kara Wamsley

    April 22, 2022 at 1:40 am

    As a middle school teachers, I work with some people who believe students should “grow out” of concrete manipulatives as they get into higher grades and more complex math, but I think this video really shows how the concrete manipulatives can help make complex math be more accessible to all of our students.

    • Kyle Pearce

      April 22, 2022 at 6:46 am

      Absolutely! The stages are definitely iterative and we want to help students think abstractly with new concepts, but in due time. Keep up the great work and reflecting!

  • Laura Compean

    April 22, 2022 at 12:24 pm

    I am terrible at visualize fractions, I’m amazing at using the algorithms. I have two kids, 13 and 11. This summer I’m going to use a lot of these tools on them so WE all get better at visualizing/manipulating fractions/decimals. I’m going to use the book you suggested. I wonder why I never learned the background of fractions. Decimals are even worse than fractions.

  • Jared Sliger

    June 8, 2022 at 6:04 pm

    I love concrete manipulatives. I have been using them in one form or another since I went to my first Marcy Cook presentation back in the early 90’s. She was on the forefront of using number tiles to solve problems. They seem like the DNA of the open middle problems floating around today.

    Total transparency moment here, I couldn’t figure out the hex one on my own. Which I guess is good because I am sure there will be students who just cannot wrap their brains around how that might work.

    I am for sure going to be using that web page where you can just use pattern blocks of whatever size you need. That is a really powerful tool.

  • Colegio Markham

    June 9, 2022 at 11:45 am

    I have been trying to give less away and thus spark more curiosity with one of my maths classes. I teach a set 2 with whom this works a treat, they get really into it and when it’s time to go they don’t want to. I teach a set 3 as well of the same grade 5 and I am a bit more reticent to try this as they are much needier, they ask for a lot of reassurance and they want things explained to them so many times… one could argue they are the kind of kids that most need to build resilience but I wonder if I give them less they will get more frustrated…

    • Jon

      June 10, 2022 at 6:46 am

      @colegio-markham Your predictions may be correct, however, I’ve taught classes like you’ve mentioned here and the greatest benefit I’ve found over the years is that those classes become LESS needy and more resilient. It takes time to develop. Stick with it!

  • Kami Fevery

    June 11, 2022 at 10:53 am

    I have actually done this before reading Marian’s Book. However, my big take away is making sure to choose math problems based on readiness. I liked the comment that students need to feel confident with the manipulatives first before giving a task that is higher on the thinking scale.

  • Christine Pomatto

    June 15, 2022 at 10:02 pm

    I have manipulatives in my classroom, but on many lessons I wait to pull them out until students are struggling. I think I will put them in a more prominent place (with my other ready-to-access resources like multiplication charts) so that students know they can use them any time.

    This year I would like to use algebra tiles to teach concepts like combining like terms and the distributive property. I have seen other teachers use them, and the students really seem to understand it better when they get to “play” with something in front of them.

  • Renee Holmquist

    June 20, 2022 at 3:30 pm

    I love teaching Geometry because of the manipulatives but I struggle using them in Calculus. But calculus has some great application problems that we can spark curiosity with.

  • Deanna Semyon

    June 23, 2022 at 11:19 am

    I really like the quote, “Can you stay curious a little bit longer, and can you rush to action and advice giving just a little bit more slowly?” by Michael Bungay Stanier. I have trouble with this as I want students to get into action. I realize that my last submission was not that great and did not give students a lot to think about… I just changed the format of the text to make it a little more real. Staying quiet and not giving hints/solutions is a struggle for me.

    I like the idea of manipulatives because it allows the students to work out ideas with their hands and does not require speaking (if they are math shy). It also allows for me to watch instead of wonder what is in their minds.

    • Kyle Pearce

      June 27, 2022 at 6:37 am

      Definitely one of my favourite quotes as well. It is hard to actually do consistently, but with that in the back of your mind, it makes it so much easier.

  • Mary Rathlev

    June 26, 2022 at 5:18 pm

    I think the importance of not being too directive when it comes to manipulatives. We have lessons where we tell students the exact value of the manipulative and then script exactly how to use the manipulative instead of allowing students to explore.

  • Stefania Lambusta

    June 29, 2022 at 10:00 am

    My big take away is using the manipulatives and having them out in front of students from the beginning. I will often plan a lesson with manipulatives and find I am running out of time or rushing. I struggle with balancing time for exploring and playing with manipulatives. This is something I want to work on, rushing more slowly! I wonder how I can build the time in so I do not feel rushed.

  • Reney McAtee

    June 30, 2022 at 2:37 pm

    Great book suggestion!

  • Anna Clark

    July 2, 2022 at 2:50 pm

    I’m already on the train with concrete manipulatives! I am so blessed with many friends and people in community who just helped me to purchase ONE THOUSAND DOLLARS worth of manipulatives: algebra tiles, unifix cubes, pattern blocks, fillable 3D shapes, etc. I am ecstatic! I feel really comfortable using algebra tiles in my pre-algebra and algebra 1 classroom, but would love more resources on how to use the pattern blocks and unifix cubes especially connected to my curriculum. I see the opportunity here for students to use manipulatives to work with fractions and sharpen their thinking skills, but struggle with helping them use the manipulatives for more “on topic” work. If anyone has any advice, here are the 10 broad topics I’ll cover in grade 8: solving linear equations (algebra tiles; I also plan to use the unifix cubes with a balancing scale I have. I’ll put a certain number of cubes on the tray and a certain number in a paper bag in such a way that they can’t see or feel how many cubes are in the bag), transformations (of geometric shapes on a coordinate plane, heavy focus on similar figures with the dilation), angles and triangles (angle relationship theorems and vocal words are heavy here), graphing and writing linear equations, data analysis and displays (scatterplots, line of best fit, two-way statistics tables and a VERY basic intro to probability), functions (what is a function, intro to function notation), real numbers and the Pythagorean theorem (intro to square/cube/nth roots, solving equations involving radicals/exponents), and unit 10 is similar solids and volume (esp comparing the volume formulae for 3D shapes). Has anyone here used manipulatives in these units, and how?