The fifth of the Common Core Practice Standards addresses Math tools and their strategic use. Typically, Math classes do incorporate the usage and teaching of different tools be it paper/pencil, calculators, graphs, manipulatives etc.
However, the key aspect of this practice standard - Using Appropriate Tools Strategically, is that students should be critically thinking about potential tools they can use to solve problems, weather or not to use certain tools, the pros/cons of different tools and whether the results from tools match what they had estimated.
John SanGiovanni in a blog about this Mathematical Practice brings up a valid point about the "strategic use" of the Math tools. John notes that the usage of tools could be strategic based on the grade of the student and what it is being used for. For e.g. while it might be a good strategy for lower elementary student to validate their solution to a simple math addition problem (5 + 12 = ?) using a calculator, it may not make sense for a higher elementary grade student to use a calculator for the same.
To implement this standard, teachers, students, the type of Math tasks used and the type of questions to ask to get students thinking in terms of Math tools, all play a critical role. In this infographic, I address these very points. Hope you enjoy it!
This is part five in our ongoing eight part series. Earlier posts can be found here_.
However, the key aspect of this practice standard - Using Appropriate Tools Strategically, is that students should be critically thinking about potential tools they can use to solve problems, weather or not to use certain tools, the pros/cons of different tools and whether the results from tools match what they had estimated.
John SanGiovanni in a blog about this Mathematical Practice brings up a valid point about the "strategic use" of the Math tools. John notes that the usage of tools could be strategic based on the grade of the student and what it is being used for. For e.g. while it might be a good strategy for lower elementary student to validate their solution to a simple math addition problem (5 + 12 = ?) using a calculator, it may not make sense for a higher elementary grade student to use a calculator for the same.
To implement this standard, teachers, students, the type of Math tasks used and the type of questions to ask to get students thinking in terms of Math tools, all play a critical role. In this infographic, I address these very points. Hope you enjoy it!
This is part five in our ongoing eight part series. Earlier posts can be found here_.
