Middle school is a special time. These kids are not just short high schoolers or tall elementary students.
Examples of manipulatives concrete objects by math concept level Suggestions for using manipulatives concrete objects What is it? The concrete level of understanding is the most basic level of mathematical understanding.
Concrete learning occurs when students have ample opportunities to manipulate concrete objects to problem-solve. For students who have math learning problems, explicit teacher modeling of the use of specific concrete objects to solve specific math problems is needed.
Understanding manipulatives concrete objects To use math manipulatives effectively, it is important that you understand several basic characteristics of different types of math manipulatives and how these specific characteristics impact students who have learning problems.
As you read about the different types of manipulatives, click on the numbers beside each description to view pictures of these different types of manipulatives. General types of math manipulatives: Discrete - those materials that can be counted e.
Continuous - materials that are not used for counting but are used for measurement e. Students who have learning problems need to have abundant experiences using discrete materials before they will benefit from the use of continuous materials. This is because discrete materials have defining characteristics that students can easily discriminate through sight and touch.
Proportional - show relationships by size e. Se examples - 1 2 3 4 5 Non-proportional - use units where size is not indicative of value while other characteristics indicate value e. A specified number of units representing one value are exchanged for one unit of greater value e.
See example - 1 Suggestions for using proportional and non-proportional manipulatives with students who have learning problems: Due to the very nature of non-proportional manipulatives, students who have learning problems have more difficulty seeing and feeling the differences in unit values.
Descriptions of manipulatives are provided as appropriate. Picture examples of some of the manipulatives for each math concept area can be accessed by clicking on the numbers found underneath the title of each math concept area. This is not meant to be an exhaustive list, but this list does include a variety of common manipulatives.
The list includes examples of "teacher-made" manipulatives as well "commercially-made" ones.The AIS contacted all the teachers involved in the Action Research Pathway to let us know about two professional development opportunities in which we could meet with the reviewer to discuss our work further and also receive further information about the process.
Oct 04, · By definition a research paper requires the writer to learn a great deal about their subject, so it is always a good practice to select a topic that truly interests you before you begin gathering sources..
If you are interested in your topic, learning about it will be more pleasurable and you will write with greater passion, so choose your topic thoughtfully. At SLU’s College of Arts and Sciences, we’re educating the mind, body, heart and spirit.
In the College of Arts and Sciences, you can study everything from the smallest pieces of matter to the intricacies of the natural world.
Beyond the Book Report is our middle/early high school language arts curriculum. Middle school is a special time. The essay and research paper sections took our previously-existing Teaching the Essay and Teaching the Research Paper units (see below), expanded them, and added a video lecture component.
Writing a research paper is often a daunting task for students. By dividing the process up into easy to complete steps and providing detailed information to help complete each step, this workshop will make writing a paper a less intimidating task.
Research comprises "creative and systematic work undertaken to increase the stock of knowledge, including knowledge of humans, culture and society, and the use of this stock of knowledge to devise new applications." It is used to establish or confirm facts, reaffirm the results of previous work, solve new or existing problems, support theorems, or develop new theories.