MATH MANIPULATIVES IDEAS
"Each year before I start my geometry unit I run off a class set of protractors made on transparencies. I lay the protractors right on the glass of the Xerox machine and copy them onto the transparency film. I can usually fit seven on a page. I cut them out and give them to my class. This way everyone has one and if it is lost, it can easily be replaced. They are small enough to be used to take measurements right in their books and since they're transparent, they are much easier to read."
"I've finally hit on a system that works for helping my students memorize math facts. I give each student a manila envelope and once a week we go over a set of ten to twelve math facts. I cut scratch paper into small pieces, the students copy the facts and put the answers on the back. For a few days, I give them a five-minute time slot to study. Then I go around and have students who think they're ready, tell me the answers. I mark the ones they know by heart with a mini stamper marker. That child then staples the marked cards together to take home and returns the others to the envelope. The students that know all the facts can then go around the room checking and marking other students' cards. This system allows us to keep adding harder problems and not have an avalanche of small pieces of paper falling all over the place."
"I use the opportunity of spring to utilize colored plastic eggs in math for several days. Using egg cartons cut to make 'tens frames,' we estimate, count, tally, sort, classify by color and size (some eggs have smaller eggs inside), and calculate money (pennies, nickels, and dimes). We extend the activity by using grocery sale ads from newspapers to read how many cents items cost. We even become smart shoppers by determining which store has eggs on sale for the best price. We culminate the egg unit with an egg hunt. Each child has to tally total number of eggs found and they earn prizes from the treasure box based on accuracy."
I ask my students to save empty laundry boxes. I especially like the ones with handles. I send the boxes home with white butcher paper to be wrapped. The students and the parents wrap them so that the lid may still be opened and shut. When they're returned, I place a geometrical solid into each box and ask the children to take them home and look for things that have this same shape. They bring the objects back for everyone to observe. We discuss the shapes and the mathematical terms that are assigned to each object."
"I use a bean bag for my students to throw and catch as they count. It's also useful when counting by 2's, 5's and 10's. The beanbags keep the students' interest and make learning fun. This is also good for problem solving because if they drop the bag, they have to start over. Pretty soon they figure out that they should toss it to the person closest to them. It's fun to see them figure out these everyday problems on their own."
"I have a math activity that I just started and it's been very successful so far. I recently had to purchase a major appliance, so I did some comparison-shopping. I talked to my class about this, and when I finally did make the purchase, I told them what I saved. I started thinking about all the real life examples of how we use math every day, so we've started a regular part of our math lesson called 'Real Life Math'. I tell my children how I used math during the previous 24 hours, and they volunteer ways they've used math too. We chart the results and we've gone through 2 pages of chart paper already! They actually remind me to ask them when I forget. One day they helped me figure out what I saved by catching a mistake on my shopping receipt. I feel it's very important for children to see a practical application of what they learn in school, and this activity has been a winner!"
"While studying geometry, my kids create a city on four tables at the rear of my classroom. Some students are assigned the responsibility of creating the natural features like lakes, hills, and rivers by placing construction paper where they are located. Others design roads, bridges, and consider the use of other modes of transportation. Some work on the development of the business areas, while still others design needed municipal services, recreational areas, and housing. At home, the students create a 3-D building or facility to place in the town. After the city has been created, I ask my students to provide a written mathematical description of the building they designed. They are expected to use geometric descriptions using area, perimeter, volume, angles, measurements of distances, etc. The kids have very interesting discussions about placement of the buildings, modes of transportation and how they impact development, and other issues cities grapple with as they develop. My students voted this their favorite activity of the year. The cross-curricular connections with this are numerous."
"When teaching parts of a circle, pi, area and circumference, I use a tool we all have readily available?the floor! I use washable overhead markers and draw a large circle, which covers about 1/3 of my floor. I tape a piece of string to the center of the floor and tie the marker to the other end, which works as a compass to make a perfect circle. I draw the diameter, a radius and a chord. My students 'walk' each part as we define them. To understand pi, the students walk the diameter and the circumference or the circle. Then we count their steps. Once we display the data on a chart, it's easy to see that the walk around the circle took about three times as many steps as the walk across the circle. I find that kids don't forget what pi means, since they literally walked it!"
"When teaching long division, I use the DMSCBS acronym. The sentence we use is: Does McDonalds Sell Cheeseburgers & Shakes?
D-Decide
Where to Place (The first digit goes in the quotient and then divide.)
M-Multiply
S-Subtract
C-Compare
B-Bring Down
S-Start Over Again
I make a chart showing a hamburger with all the fixings to represent the steps."
Lifted from: http://www.nea.org/tips/content/math.html