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Manipulative Strategies

Maddy, Molly, & Lizzy
AgenDA
● Objectives
● Hook
● What are they?
● How to teach them
● Activity (k-2)
● Activity (3-5)
● Activity (6-8)
● Discussion/Reflection Questions
Objectives
Content Objectives:

SWBAT use manipulatives to represent real objects.

SWBAT manipulate objects to demonstrate concepts.

SWBAT use manipulatives and verbal explanations to demonstrate problem solutions.

Language Objectives:

SWBAT: verbally explain problem solutions using manipulatives.

SWBAT: orally describe to a partner the benefits of using manipulatives in the classroom.
Hook
● While watching this video, keep in mind how manipulatives are used, and how
the teacher connects conceptual ideas with the manipulatives.

Video
What are they?
● Tangible devices that students can move and handle to support their thinking
and learning
● Math, Science, ELLs
● Can help students comprehend difficult concepts through interactive,
hands-on manipulation
● They can connect the concrete items with a conceptual idea.
● Ex) puzzles, spinners, tiles, building blocks, Legos, dolls, human body
models, attribute blocks, construction materials, beans, etc.
How to Teach them (step by step)
1. Identify the concepts with the objects that will be used
2. Demonstrate & explain
3. Provide guided practice
4. Give students independent time
5. Review what was learned / reflection on it

*To be used effectively the teacher must demonstrate their use while
simultaneously modeling the connection to academic language.
Activity (k-2)
Topic: Digraphs

Students say the digraph in the center of the wheel aloud. (th, sh, ch, ph, wh, ck,
qu, ng)

Then they will place a clothespin on the pictures that contain that digraph. As they
place the clothespin they will say the word aloud.

When finished with each digraph wheel, think of other words that contain the same
digraph.
Activity (3-5)
Topic: Arrays (Math)

Steps:

1. Have students pull out array cards
2. Individually students will pull out the paper chips and put the chips in the order
of their array cards
3. Students will then place array card under their chips to represent what they
just made
Activity (6-8)
Topic: Magnetism, forces
Objects the Objects the magnet
Steps: magnet stuck to did NOT stick to

1. Each table group will be given a magnet
2. Your task is to walk around the classroom and make a
list of items that are magnetic.
3. Discuss your findings amongst your table group.
4. Make a T-Chart with one side listing the materials the
magnet stuck to, and the other side what the magnet did
not stick to.
5. What conclusions can you make about magnets and the
materials they stick to?
Reflection
● How does the use of manipulatives in a lesson enable ELLs to better
understand the concept that is being taught?
● What are the advantages for using manipulatives?
● What are some of the cons?
● What are other ideas of how you would implement manipulatives in your
classroom?
Resources
Herrell, Adrienne L.; Jordan, Michael L.. 50 Strategies for Teaching English
Language Learners (Page 58). Pearson Education. Kindle Edition.