Hands-on Learning: Using Math Tools in Afterschool

Danette Parsley, Principal Consultant dparsley@mcrel.org Heather Martindill, Sr. Consultant hmartindill@mcrel.org McREL
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What are Math Tools?

Mathematical tools can be defined broadly to include concrete materials (i.e., manipulatives), symbols, pictures, drawings, and technology

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Personal Knowledge of Tools Inventory

Counters Cuisenaire rods/ Integer bars Base 10 blocks Unifix cubes Tangrams Pattern blocks Paper Money Geoboards Dice Rulers & Tape Measures Judy Clocks Calculators & Computers

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Common Math Tools

Counters Cuisenaire Rods/ Integer Bars

Unifix Cubes

Paper Money

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Common Math Tools (cont.)

Tangrams Pattern Blocks

Dice

Judy Clock

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Common Math Tools (cont.)

Geoboards Base 10 Blocks

Rulers & Tape Measures

Calculators & Computers

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Personal Knowledge of Tools Inventory

Counters Cuisenaire rods/ Integer bars Base 10 blocks Unifix cubes Tangrams Pattern blocks Paper Money Geoboards Dice Rulers & Tape Measures Judy Clocks Calculators & Computers
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Counters & Color Tiles

Patterning Estimating numbers Keeping count during a survey and forming simple graphs Solving number riddles/ acting out word problems Analyzing factors and multiples Illustrating even and odd

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Cuisenaire Rods
Whole numbers Fractions Measurement Ratio Area & perimeter Symmetry & congruence Three-dimensional geometry Patterns Functions

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Unifix Cubes
Counting Patterns Number comparisons Addition & Subtraction Fractions Beginning Measurement Probability

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Paper Money
Solving money related problems (word problems, addition, subtraction) Showing the days date using different combinations Exploring place value

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Tangrams
Forming simple shapes Exploring geometric properties Combining shapes to form another shape Identifying congruent and similar shapes
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Pattern Blocks
Naming and sorting shapes Investigating relationships between shapes Analyzing characteristics of shapes Exploring patterns Modeling and comparing fractions Investigating congruence, symmetry, tessellation, area, perimeter, angle measure
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Dice
Probability Random number generator Permutations & combinations Games

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Judy Clocks
Telling time Solving time-related problems

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Geoboards
Counting Naming, forming, comparing and making generalizations about geometric shapes Illustrating and verifying well-known formulas for finding area and perimeter Naming, forming, comparing, and generalizing about angles Exploring fractions
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Base 10 Blocks
Exploring and discovering number relationships Solving problems that require addition, subtraction, division or multiplication of multi-digit numbers Measuring in metric units Modeling area of volume

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Rulers & Tape Measures

Measurement Scale Relationship between units of measurement (metric & standard)

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Calculators & Computers

Computation Complex problem solving Graphing Programming/Games Virtual Manipulatives

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Phases of Mathematical Understanding

Concrete

Transitional

Abstract

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Why does the practice of using math tools work?

Tools can help students see connections among objects, symbols, language, and ideas. Tools help students think flexibly about mathematics, use creativity to solve new mathematics problems, and explore mathematics with less anxiety. Given the active and social aspects of afterschool, it is an ideal environment for allowing students to explore, test, build, think, talk, connect, and reason with mathematical tools.
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We remember 10% of what we hear, 30% of what we see, and 90% of what we do.
- Jean Piaget

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Activity 1
Using the tools on your table, solve the following problem. Be prepared to share how you used the tool to solve the problem with the large group.

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Draw a 7 X 7 square on graph paper. Show how to cut the square into the least number of smaller squares. Your cuts must be along the lines of the graph paper.
Problem from : Techniques of Problem Solving: Problem Deck AAA #37 1980 Dale Seymour Publications.

2x2 2X2

2X2

3X3

4X4 3X3

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Activity 2
In groups of three, select a tool you would like to use to solve the problem presented to your table. Each group at your table will work with a different tool. After each group solves the problem, debrief at your table.
Why did you choose that tool? How did you solve the problem with the tool you chose?
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What do you do if you want to use math tools in afterschool?

Determine what concepts and skills students are learning by talking to the day school teacher. Develop activities that students will enjoy. Provide an assortment of tools. Allow students to discuss how specific tools contributed to their thinking.
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Implementation Tips
Plan for the use of mathematical tools Ensure students have access to a variety of tools Explore the appropriate use of mathematical tools Plan for frequent intervention and dialogue Communicate how the tools help children learn

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Technology: Virtual Manipulatives

Sample of Tangrams online using The National Library of Virtual Manipulatives http://nlvm.usu.edu/en/nav/vlibrary.html
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Further Details on the use of Math Tools in Afterschool

http://www.sedl.org/afterschool/toolkits/
Afterschool Training Toolkit developed by the National Partnership for Quality Afterschool Learning

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I hear and I forget. I see and I remember. I do and I understand.

- Confucius

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Hands-on Learning: Using Math Tools in Afterschool Resources

(These are just a few of the online resources available) Sites with printable templates for Manipulatives http://mason.gmu.edu/~mmankus/Handson/manipulatives.htm Provides templates for making your own manipulatives. http://math.donnayoung.org/ Provides templates for fractions, money, clocks and much more. http://mathcentral.uregina.ca/RR/database/RR.09.98/loewen2.html Provides manipulative templates & activities for upper grades. Sites with activities using manipulatives http://teacher.sholastic.com/max/index.htm Scholastics Maxs Math Adventures Provides activities with supplemental student pages many of which contain manipulatives. http://illuminations.nctm.org/ National Council of Teachers of Mathematics Includes activities, lessons and web links for mathematics activities using various tools. http://www.susancanthony.com/Resources/base10ideas.html Includes some ideas for using Base 10 blocks with students. Sites with Virtual Manipulatives http://matti.usu.edu/nlvm/nav/vlibrary.html National Library of Math Manipulatives http://www.arcytech.org/java Base 10 Blocks, Pattern Blocks, Integer Bars/ Cuisenaire Rods, Fraction Bars http://standards.nctm.org/document/eexamples/chap4/4.2/ Geo Board http://www.aaa.math.com/students/tools.html Provides links to online calculators, especially good for upper grades http://www.emints.org/ethemes/resources/S00000511.shtml These sites explain how to create tessellations with polygons using rotation and reflection. Also includes information about artist M.C. Escher and examples of his tessellation artwork. There are several interactive games for manipulating patterns online.

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Hands-on Learning: Using Math Tools in Afterschool References for Math Tools
Ball, D. (1992). Magical hopes: Manipulatives and the reform of math education. American Educator, 16 (1), 14-18, 46-47. Carpenter, T.P., Fennema, E., Frank, M.L., Levi, L., & Empson, S.B. (1999). Children's Mathematics: Cognitively Guided Instruction. Portsmouth, NH: Heinemann, Reston, VA: NCTM. Clements, D. H., & McMillen, S. (2002). Rethinking "concrete" manipulatives. In D. L. Chambers (Ed.), Putting research into practice in the elementary grades (pp. 252-263). Reston, VA: National Council of Teachers of Mathematics. English, L., & Halford, G. (1995). Mathematics education: models and processes. Hillsdale, NJ: Lawrence Erlbaum. Fuson, K. C. (1992). Research on whole number addition and subtraction. In D.A. Grouws (Ed.), Handbook of research on teaching and learning (pp. 243-275). Old Tappan, NJ: Macmillan. Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Wearne, D., Murray, H., Olivier, A., & Human, P. (1997). Making sense: teaching and learning mathematics with understanding. Portsmouth, NH. Heinemann. National Research Council. (2001). Adding it up: Helping children learn mathematics. J. Kilpatrick, J. Swafford, and B. Findell (Eds.). Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. Sowell, E. (1989). Effects of manipulative materials in mathematics instruction. Journal for Research in Mathematics Education, 20, 498-505. Stigler, J. W., & Barnes, R. (1988). Culture and mathematics learning. In E. Z. Rothkropf (Ed.) Reveiw of research in education, 15 p. 253-306. Washington, D.C.: American Educational Research Association. Van de Walle, J. A. (2004). Elementary and middle school mathematics: Teaching developmentally. Boston, MA: Pearson Education, Inc.

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