Reflection: Developing a Conceptual Understanding Multi-Part Money Word Problems - Section 3: Guided Practice


When students are working on problems, I oftentimes give them the opportunity to use manipulatives.  Using manipulatives helps students to concretely see or model a problem which oftentimes helps them to develop strategies to accurately solve the problem.  Many students who have trouble visualizing a word problem can be successful if given several opportunities to model the problem using manipulatives. 

At the beginning of the year, I set very clear expectations for use of manipulatives and explain when it is and is not appropriate to use manipulatives. I lead discussions about how use of manipulatives is always okay, but sometimes we can push ourselves to use our brains and our pencils to do the work without manipulatives.  These discussions help to set the expectation that manipulative use is encouraged and needed but that manipualtives should never be used if one can solve the problem without them.  I trust my students to make decisions about when to use manipulatives and when not to and I remind students of manipulative expectations regularly.  

I find that when expectations are clear for use of manipulatives my students can generally self assess whether they need them and when they can see the problem more abstractly and just use their pencil and paper. 

  Developing a Conceptual Understanding: Manipulatives
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Multi-Part Money Word Problems

Unit 10: Money
Lesson 11 of 11

Objective: SWBAT solve multi-part money word problems.

Big Idea: Students use their knowledge of addition, subtraction, and money to solve multi-part money word problems.

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6 teachers like this lesson
Math, Money, Number Sense and Operations, Place Value, money word problems, multi
  55 minutes
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