My students need math counters, a color sorting kit, tweezers, and a marble run set to develop math and fine motor skills.
FULLY FUNDED! Ms. Weimer's classroom raised $567
This project is fully funded
My Students
To do is to learn. Exploration is the beginning of my students' adventure in learning. Manipulatives provide many opportunities to explore with our hands.
I teach a preschool class consisting of 3, 4, and 5 year old children.
Many of them are experiencing school for the first time and are excited to explore their environment. My students have developmental delays and require additional resources to access their environment and meet their many sensory needs. They attend a large public school in a typical classroom. This presents the challenge of creating a class that is developmentally appropriate in both size and materials. My preschool students are eager learners and deserve the best!
My Project
My students benefit from various manipulatives to explore and learn basic math skills. They will use these counters to practice sequencing, color identification, counting, and other basic concepts. The marble run will allow them to cooperatively build a structure and explore cause and effect. The tweezers will give students of different abilities the opportunity to develop fine motor skills. All of these hands-on resources are engaging and encourage exploration.
These manipulatives will enable my students with special needs to meaningfully engage in hands-on learning.
The counters will be used in many thematic units, while providing students with colorful and interesting manipulatives. Thank you for supporting my class!
More than a third 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. Weimer and reviewed by the DonorsChoose team.
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