I don’t know about your students, but my students absolutely love manipulatives! However, it’s too easy for manipulatives to become toys! One area I love to use manipulatives is in math class with my math junk. However, it can be hard to get a lesson in when students are trying to do other activities with the manipulatives that are not productive. To combat this problem, I have come up with a rigid but effective way to introduce math junk into my classroom.
What is Math Junk?
Math junk is what many people call math collections. It is simply a collection of items that you have gathered. I have a blog about what math junk I have and how I obtained all of it! Make sure you check it out here to learn more!
If you’re interested in watching my YouTube video where I describe Math Junk, just click on the image above.
Introducing Math Junk
When I first start to introduce math junk into my lessons, I want to be very clear that I am rigid about my routine. Now, many student teachers I have had have criticized this in the past. However, I always lessen up a bit once my students have the routine down. So, while this might not be your style in your classroom, this is the best way that I have found to introduce math junk in my classroom that was simple and effective.
1: Decide HOW You Want to Introduce Math Junk
There are two different ways you can introduce math junk in your classroom. You can either introduce math junk to the whole class or you can introduce it in table groups. This year, my students have individual desks instead of tables, so I will introduce it to a whole group on the carpet. If you have small group tables or use centers, it can be effective to just work with a smaller group of students.
When I bring out the math junk, I only bring out one manipulative at a time. For example, I might bring out the erasers. I always talk about the main rules of having math junk first. Rules or expectations before I pass them around. A big expectation I talk about when introducing math junk is not shaking the container. Some math junk is breakable like seashells and some of it like keys or coins are heavy and can damage the container.
2: Introducing the “Ready Position”
Once students hear the first expectation, I pass out the various containers to the student. However, they cannot open the container once one is given to them. Then, I tell them about “Ready Position.” This is what the kids do when they are getting ready to move on to another container of math junk. They do not need to clean up the current container. But, they do need to bring all the material into the middle, and break up any work they have done so the next student gets a fresh start. Now, this won’t be an issue when you introduce math junk because they won’t open the containers right away.
Ready position also means they are not touching any of the math junk or bringing a piece with them. So, all my students stand up and push in their chairs.
3: Review Your Attention Getters
Once you have your students in ready position, it’s important to review what you will use to get their attention. I have a yoga chime that I use in my classroom. However, there are many attention getters you can use. If you need some ideas, I have a blog with many attention getter options here!
To get my students attention, I ring the chime and my students put their hands on their heads.This forces them to stop playing with the math junk.
4: Experiencing Math Junk
Once students all have a container of math junk, they can open them and start playing with the pieces either on the rug, at the table, or their individual desk. However you have it set up will be just fine. During this time they have the opportunity to play with the materials before they use them for learning. How long you give your students will depend on their age. For example, a kindergarten will need more time than your second graders will. Typically, I will give students 2 to 5 minutes per container.
5: Introducing a New Math Junk Container
After students have had time to explore one container, I ring the chime, they put their hands on their head, and they get into ready position. Once everyone has their materials pushed to the middle and is ready to go, I have them rotate by simply saying “go” or using the chime again. I choose not to have my students put their math junk away every time because I feel like it wastes too much time and gives some unneeded or unwanted down time for behaviors to occur.
How Long Does it Take to Introduce Math Junk?
While this seems like a very rigid process, taking the time to do it has really eliminated some of the mystery and the “fun” of math junk. By giving students time to explore they are getting accustomed to the math junk before they have to learn with it. Typically, I will do this for a math block for younger students. Older kids may only need to do this once or twice, but some classes just need more time especially if there are sensory issues. You will know when your students are ready to start adding in the extra fun stuff like math graphs!
Math manipulatives are a great tool for students to learn math or any other skill with. However, it all takes time! By taking the time to get the play out, your students will be able to focus more on learning once they get to use the math junk in their centers or during their math block.
If you want to get your own collection of Math Junk, fill in the form below for a free letter to send home to parents asking for materials.
