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I'm filling in the holes from my last DonorChoose.org project. I still have a need for some more manipulatives to make sure that students can reinforce the concepts being taught. Abstract thinking comes after concrete so I want to make sure I have tangible concrete manipulatives to use for each unit of study. With 3 grade levels, that makes for a lot of different manipulatives needed. These concrete examples help students check their reasoning and feel engaged with their learning. They are ready to tackle more complex questions once they are confident they know the answers to the base level questions. Math has many areas -- patterns, measurement, geometry, statistics, probability, and more -- and they're often unfamiliar, abstract, and confusing to students. I will use the math manipulatives to help children develop the ability and confidence to find their way around in each of these areas, see how they connect and know what to do should they forget a fact or procedure. I am buying a variety of manipulatives that will be used in several of my various grade level units. I am trying to subscribe to the CRA (Concrete-Representational-Abstract) model for teaching math. The purpose of teaching through a concrete-to-representational-to-abstract sequence of instruction is to ensure students truly have a thorough understanding of the math concepts/skills they are learning. When students are allowed to first develop a concrete understanding of the math concept/skill, then they are much more likely to perform that math skill and truly understand math concepts at the abstract level. Materials to be purchased: Place Value Hands-On Teaching Kit Area & Perimeter Hands-On Teaching Kit Fractions & Decimals Hands-On Teaching Kit Math Talk Magnetic Fraction Center Student Write & Wipe Number Lines - Decimals Number Talk Daily Activity Center Fraction Number Lines Write & Wipe

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I'm filling in the holes from my last DonorChoose.org project. I still have a need for some more manipulatives to make sure that students can reinforce the concepts being taught. Abstract thinking comes after concrete so I want to make sure I have tangible concrete manipulatives to use for each unit of study. With 3 grade levels, that makes for a lot of different manipulatives needed. These concrete examples help students check their reasoning and feel engaged with their learning. They are ready to tackle more complex questions once they are confident they know the answers to the base level questions. Math has many areas -- patterns, measurement, geometry, statistics, probability, and more -- and they're often unfamiliar, abstract, and confusing to students. I will use the math manipulatives to help children develop the ability and confidence to find their way around in each of these areas, see how they connect and know what to do should they forget a fact or procedure. I am buying a variety of manipulatives that will be used in several of my various grade level units. I am trying to subscribe to the CRA (Concrete-Representational-Abstract) model for teaching math. The purpose of teaching through a concrete-to-representational-to-abstract sequence of instruction is to ensure students truly have a thorough understanding of the math concepts/skills they are learning. When students are allowed to first develop a concrete understanding of the math concept/skill, then they are much more likely to perform that math skill and truly understand math concepts at the abstract level. Materials to be purchased: Place Value Hands-On Teaching Kit Area & Perimeter Hands-On Teaching Kit Fractions & Decimals Hands-On Teaching Kit Math Talk Magnetic Fraction Center Student Write & Wipe Number Lines - Decimals Number Talk Daily Activity Center Fraction Number Lines Write & Wipe

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