Help me give my students the Unifix Cubes, pattern blocks, and color tiles they need to become better mathematicians by using these hands-on materials.
FULLY FUNDED! Ms. Blaine's classroom raised $317
This project is fully funded
My Students
My students come from a small, rural community. Our school is K-2 building where 67% of the students receive free or reduced price lunch. Despite any challenges my kiddos face, each and every one of them strive to be the best second-grader they can be each day. They vary in their math ability. My school has implemented a new math curriculum that promotes hand-on math learning. This requires a lot of material for them to manipulate.
Hands-on math is critical for students to understand mathematics.
My students are more engaged when they are able to manipulate math materials. This gives them a better understanding of mathematical ideas. The foundation students receive in the elementary grades will set the stage for their future math education and also throughout their life.
My Project
These materials will provide my students the hands-on approach they need to use in math. They will be able to use the Unifix Cubes to add, subtract, learn place value, and so much more. They will also be used to measure different items in the classroom. The pattern blocks will be used for teaching patterns, shapes, and fractions. The clocks will allow my students to learn how to tell time.
The possibilities are endless with these materials.
All the materials will be used to further their knowledge of math.
Having all these manipulatives will allow all my students to be able to use the same manipulates at the same time.
Half of students from low‑income households
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more
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As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. This classroom request for funding was created by Ms. Blaine and reviewed by the DonorsChoose team.
