My students need 16 math manipulatives such as base 10 stamps, magnetic money, and dice.
$670 goal
Hooray! This project is fully funded
Hooray! This project is fully funded
Celebrating Hispanic & Latinx Heritage Month
This project is a part of the Hispanic & Latinx Heritage Month celebration because
it supports a Latino teacher or a school where the majority of students are Latino.
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Sometimes it's the smallest things that help a child make a breakthrough. I teach a 3rd grade general ed class in a high-need community. I have 4 special ed students and more than half of my students are English Language Learners (ELLs).
Most of my 3rd graders are at least one grade below level in math. My students struggling the most lack a mastery of basic math facts (6+4, 9-3). Unless they can understand these fundamentals, they will not be able to catch up. For all of my students, telling time and counting money is very challenging.
Through the use of stamps, magnets, dice and other hands on materials math can be accessible. More than that, math can be fun! By showing students another way to demonstrate addition, or allowing them to manipulate the hands of a clock, or count out money on a board, they will have the best chance at learning these difficult concepts.
By allowing students to encounter these concepts - from simple addition to telling time - through the use of hands on materials you will open a door for my students who are stuck feeling frustrated and lost for 90 minutes of everyday. You will make it possible for my students to attack math in a way that fits their learning styles best. With your help math will be fun for all of my students!
Nearly all students from low‑income households
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more
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As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. This classroom request for funding was created by Mr. Ruben and reviewed by the DonorsChoose team.
