The National Library Of Virtual Manipulatives

In order to improve my instructional practices, I analyzed instructional data from district math diagnostic and proficiency assessments. The most recent assessment assessed student’s abilities to count, add and subtract, and their understanding of place value. My students scored below not only the other first grade students at the school, but also all first grade students in the district. 81.6% of my students could count, read, and write numbers to 120. This was an improvement from their diagnostic assessment. However, only 66.7% could relate counting to addition and subtraction, and only 45% demonstrated understanding of place value in two digit numbers.

The book being examined is the "Carnegie Learning Math Series 2" textbook. This textbook is used by our current seventh grade. The company's other books are used within our elementary, eighth grade, and Algebra 1 course. This is a large textbook that comes in two volumes. The textbooks are consumables so students can write directly within the textbook. Additionally, the textbook comes with a companion software called MathiaX. This software mirrors the textbook. Students log onto the software and can practice problems within each unit. The teacher is able to track and record student progress throughout the software. The teachers and students both have access to the resource center provided online by the company. This is electronic copies of all the textbooks, resource books, and assessments. The textbook is aligned to the Common Core Standards.

Students will develop understanding and strategies to solve addition and subtraction word problems with 20.

1 Using addition and substation within 20 to solve word problems involving situations of adding, taking from putting together, taking apart and comparing, with unknowns in all positions, e.g., by using objects, drawing, and equation with a symbol for unknown number to represent the problem.

Based on data from student work samples, benchmark assessments, classroom tests and quizzes, John is able to solve basic multiplication facts with 100% accuracy. He can solve basic division facts with 92% accuracy. John can subtract numbers to the hundred thousands place with regrouping and across zeros with 90% accuracy. He can solve 2 digit by 1 digit multiplication problems with 85% accuracy, 3 digit by 1 digit multiplication problems with 95% accuracy and 4 digit by 1 digit multiplication problems with 90% accuracy. He can solve 2 digit by 2 digit multiplication problems with 85% accuracy. He can solve 3 digit by 1-digit division problems with 83% accuracy. He can identify the correct operation used to solve a word problem with 82% accuracy.

As a student, I always enjoyed math. In high school I took all of the offered math classes, including Calculus. The first math class I took in college was a breeze, and I thought that this one would be no different. What could I learn about elementary school math that I did not already know? Contrary to my expectation, the first day of class, I learned things about math that had never been brought to my attention. This paper will discuss what I have learned about subtraction, about students, about the Common Core State Standards, and how my concept map has changed since my first draft.

This program is appropriate in a diverse, 4th grade general education classroom. The modules are made up of “Topics” and “Lessons” that are aligned to Common Core State Standards (CCSS). Each module provides the foundational standards needed for the lessons (i.e. CCSS from the previous grade), as well as the focus grade level standards. The first module introduces concepts which are then spiraled within the next module’s focus. While the modules are thematic and based on each mathematics domain (base ten numbers, geometry, fractions, data, algebraic thinking), some standards are seen across topics and lessons. Each lesson has allocated time to four major components: fluency practice, concept development, application problems, and student debrief.

Provide practice: Students will work on a matching worksheet with partner(s) using counting manipulatives. Students will also be provided with homework worksheets for individual understanding.

The grade band that I chose was 3-5 and I decided to focus on percentages and factorization. The virtual manipulative I selected is called the Percentages Virtual Manipulatives, this manipulative slows the student to input two or three quantities of the percentage equation. It also helps the student to understand how to list the equation and identify which part goes where and computes the unknown quantity. The results are also stated verbally which also helps the child to understand which variable is the part, whole, and percentage. The second virtual manipulative is the Factor Tree which allows the student to explore and understand prime factors. It also allows children to find the GCF and LCM of a pair of numbers. They also learn what is

Despite another teacher contention’s saying that the” worksheet- based arithmetic system is not developmentally appropriate.” Ms. Cortez stands her ground and forms her own judgement to go ahead and use the work sheet – based arithmetic system in her classroom despite what another teacher says. The children seem to be having fun in her classroom using the work sheets as Ms. Cortez say’s “whipped through the sheets.” I’m so glad Ms. Cortez decided to use this teaching technique in her classroom, maybe the other teachers will see how developmentally appropriate this is for kindergarten students because Ms. Cortez is doing such a wonderful job teaching the students about math concepts and the students seem very excited and eager to learn. This

Manipulatives are tangible materials that teachers can use to help students understand the abstract concept concretely. Moreover, virtual manipulatives substitute physical manipulatives. Virtual manipulatives offer many benefits, for they can be modified in different ways; for instance, shape, color, and size can be changed easily.

The advancement in technology is becoming a great benefit in the classroom. More students are learning to use their creative side, which is encouraging individual learning and growth. Through technology, students find it is easier for them to work together with others. The group members can join together over the internet and they don’t have to be in the same room. As there continues to be new improvements in the various types of technology, it is helping the student prepare for the real world.

Math manipulatives can have a positive effect on the learning experience of a child. These manipulatives can help students maintain focus and develop a stronger overall understanding of mathematics (Florence). Students respond well to the addition of hands-on activities versus a strictly traditional lecture method of learning. The sense of touch and handling of objects kinesthetically kindles the interest and imagination of the students and assists in building understanding and beyond drill and stimulus-response method used.

There is a growing trend in the use of technology in the classroom. As a teacher, I am always looking for ways to use manipulatives in my lessons to increase meaning and authenticity for students. I would love to keep my students engaged, motivated and interactive in the classroom and still be able to get through the content each day. In order to achieve this, I need to have an arsenal of tools to draw from. That is why I agree with (Tataroglu & Erduran, 2010) as stated in the International Electronic Journal of Elementary Education (IEJEE) that “The use of technologies like IWBs in the classroom can provide teachers and students convenience and variety. “

The lack of adopted curriculum also means that most, if not all, teachers are supplementing both materials and instructional routines. These students need to pass the state-mandated Smarter Balanced Assessment (SBA) which requires completion of a problem-solving performance task. Students need to know which operation(s) to use (addition, subtraction, multiplication, and/or division) and how to apply them appropriately. This problem has