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Ms. Rogers’ Classroom Edit display name

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The use of manipulative is a daily activity in my classroom, especially when teaching math and language. Students come to the rug and take turns teaching the class how to solve problems. They take turns learning and growing from each other. They learn from me, as their teacher, and from one another, as I assign students teach the class for a problem or two. They seem to really enjoy spending time teaching and learning from one another. Interacting in this was allows me, as their teacher, to guide them through their learning standards. Using the manipulatives, will allows me to see exactly what they are doing, shares their work, and share their verbal processing. Standard 2.MP.3 Construct viable arguments and critique the reasoning of others. Use stated assumptions, definitions, and previously established results to construct arguments. Explain and justify the mathematical reasoning underlying a strategy, solution, or conjecture by using concrete referents such as objects, drawings, diagrams, and actions. Listen to or read the arguments of others, decide whether they make sense, ask useful questions to clarify or improve the arguments, and build on those arguments.

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The use of manipulative is a daily activity in my classroom, especially when teaching math and language. Students come to the rug and take turns teaching the class how to solve problems. They take turns learning and growing from each other. They learn from me, as their teacher, and from one another, as I assign students teach the class for a problem or two. They seem to really enjoy spending time teaching and learning from one another. Interacting in this was allows me, as their teacher, to guide them through their learning standards. Using the manipulatives, will allows me to see exactly what they are doing, shares their work, and share their verbal processing. Standard 2.MP.3 Construct viable arguments and critique the reasoning of others. Use stated assumptions, definitions, and previously established results to construct arguments. Explain and justify the mathematical reasoning underlying a strategy, solution, or conjecture by using concrete referents such as objects, drawings, diagrams, and actions. Listen to or read the arguments of others, decide whether they make sense, ask useful questions to clarify or improve the arguments, and build on those arguments.

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