CCSS.Math.Practice.MP5 Use appropriate tools strategically.
Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Implementing in the classroom:
"I know HOW and WHEN to use math tools."
The first step in getting students to use mathematical tools efficiently is exposure. From the beginning of the year students should know where the math tools are located in the room and how they will be used throughout the classroom. As the year continues and new tools are introduced, students will be able to apply their current knowledge of mathematical tools to the new ones.
In order for a student to be proficient they need to start considering tool use without the help of the teacher. They will use the tools accordingly and pick tools based on the needs of their problem and plan. These students are also able to visualize the results after using the tool.
In order for a student to be proficient they need to start considering tool use without the help of the teacher. They will use the tools accordingly and pick tools based on the needs of their problem and plan. These students are also able to visualize the results after using the tool.
Where to purchase math tools?
Online Interactive Tools
Hands-on tools are great, however, as we prepare our students for the Smart Balance Assessments, our students need to also understand how to use tools online. The following websites provide students will online tool practice.
(Click on the image to explore the website)
(Click on the image to explore the website)
Classroom Connection
Click on the image above to view the lesson example.
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Fran Dickinson leads a lesson on numeric patterning, helping students to investigate a numeric pattern and to generalize what they see happening as the pattern grows. In this clip, Dickinson tells his students that “the first step is to do a pictorial representation… I want you to play around with the tiles, and sketch out what you see happening in those first three patterns, but I want you to pay attention to color-coding. You’re free to use those tiles like I said, or markers if you need them, I can make those available as well.” |