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Task 2

The document describes Task 2 of a practicum assignment to identify classroom manipulatives used in a mathematics classroom, including photos of place value blocks, 3D shapes, a bucket balance, tens frame, and pizza fraction puzzles. The student observed a grade 2 classroom for 4 weeks but did not see the teacher using any manipulatives, just worksheets, and believes manipulatives help students better understand mathematical concepts. An interview with the student's MST discusses how she organizes lessons differently when using manipulatives by allowing more time for exploration and smaller group work.

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56 views3 pages

Task 2

The document describes Task 2 of a practicum assignment to identify classroom manipulatives used in a mathematics classroom, including photos of place value blocks, 3D shapes, a bucket balance, tens frame, and pizza fraction puzzles. The student observed a grade 2 classroom for 4 weeks but did not see the teacher using any manipulatives, just worksheets, and believes manipulatives help students better understand mathematical concepts. An interview with the student's MST discusses how she organizes lessons differently when using manipulatives by allowing more time for exploration and smaller group work.

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© © All Rights Reserved
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Course title: Practicum 3a

Couse Code: EPC 3403

Task 2: Classroom Manipulatives

Prepared by: Hend Saeed Ahmed Alyammahi

ID: H00357629

Prepared to: Ms. Humda Al Awadi

Date of Submission: Wednesday March 7, 2018


Task 2. Classroom Manipulatives.
 Identify models and manipulatives that are available to use in a mathematics
classroom that you visit. Take pictures of the materials for your artifacts
collection, if appropriate, take pictures of students working with the materials.

Place value blocks 3D shapes

Bucket balance The Tens Frame

Pizza fraction Puzzles Colorful Discs


Did you see them being used?
During my time in teaching practice 3a and while I was observing grade 2 for
four weeks, I didn't see the teacher using any manipulatives in math lesson. Most of
the activates were worksheet. Even though there are many manipulatives in the class
to be used as I included up. I think this because of the lack of time the teachers have
to finish the week requirements. In my opinion, I don't think it is a good idea for the
teacher not to use manipulatives when teaching math. Manipulatives make it easier
for the students to grasp and understand the mathematical concept. Like, if you are
teaching fractions, instead of just writing the symbols on the board, you can bring
them fraction puzzles like the one above or cut pictures into fractions. This way the
students will be able to understand what does (1/2, 1/3 …) means.
If so, what models and manipulatives were used?

Interview
 Ask your MST about how she organizes her class when she uses
manipulatives.
Q: Do you write lessons differently?
A: "Yes, if the class is going to use manipulatives, I generally allow for more time.
Students need a few minutes to explore the manipulatives before using them
properly. Also, it is a nice time to work in smaller groups. If I can, I try to have a group
to myself and a group with my TA."
Q: Do you use more or less time for the activities?
A: "More time. Even with the students using them, it takes additional time to apply
their learning.
Q: How do you prepare the materials before the lesson?
A: I have all the materials grouped according to the students who will use them. This
way, they are on hand to demonstrate and use quickly.
Q: How do you give directions or model the use of the manipulatives?
A: Always model first. If the manipulatives are counters, for example, I will make a
demonstration problem and then use the counters to solve it. This should be exactly
how I would want the students to use the manipulatives.

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