howard a stern [email protected]
TRANSCRIPT
[email protected] www.mathmtcs.com
Common Core is coming
[email protected] www.mathmtcs.com
Not Just the Standards
Algebra Functions Modeling Geometry Statistics
[email protected] www.mathmtcs.com
But Also the Practices Make sense of problems and persevere in solving
them Reason abstractly and quantitatively. Construct viable arguments and critique the
reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated
reasoning.
[email protected] www.mathmtcs.com
Particularly suited to Nspire Construct viable arguments and critique
the reasoning of others. Model with mathematics. Use appropriate tools strategically. Look for and make use of structure.
[email protected] www.mathmtcs.com
Viable Arguments
As an end goal As a means of formative assessment.
[email protected] www.mathmtcs.com
Argument Does Not Mean Rant
[email protected] www.mathmtcs.com
Use student thinking to discover misconceptions
Use student understanding as a guide Push them to make connections
[email protected] www.mathmtcs.com
Modeling
Mixing the four modes (graphical, textual, symbolic, and tabular)
Take mathematical action on a mathematical object and observe the mathematical consequences.
[email protected] www.mathmtcs.com
Use appropriate tools
Almost all handheld activies involve some level of strategic use of appropriate tools.
[email protected] www.mathmtcs.com
Structure
Table view Function rules Ability to drag and drop objects to
organize the display
[email protected] www.mathmtcs.com
distributive_property.tns
On page 1.2 grab and drag points a, b, and c and come up with three observations about the relation to the expressions in blue.
[email protected] www.mathmtcs.com
Possible discussion points Why is sign of b + c more important than
individual b and c? Does order of a, b, and c on the number
line matter? Did you try all combinations of positives
and negatives?
[email protected] www.mathmtcs.com
CCSS?
Students will look for regularity in repeated reasoning
Students will use appropriate tools strategically
[email protected] www.mathmtcs.com
Points_on_a_Line.tns
On page 1.2 observe the horizontal and vertical changes you must make to point A to get it to point B.
[email protected] www.mathmtcs.com
Possible discussion points Does direction matter? (moving both
distance AND direction) When moving, for example, up 7, is it
okay to call it “positive 7?” How about “plus 7?”
[email protected] www.mathmtcs.com
CCSS?
Students will look for regularity in repeated reasoning
Students will use appropriate tools strategically
Students will model with mathematics
[email protected] www.mathmtcs.com
Simple_Inequalities.tns
Observe effect of dragging point P (below the number line) and changing the relationship symbol (upper left corner of symbol box)
[email protected] www.mathmtcs.com
Possible discussion points What changes and what stays the same
as you drag screen objects? What is the significance of the open or
closed circle?
[email protected] www.mathmtcs.com
CCSS?
Students will look for regularity in repeated reasoning
Students will use appropriate tools strategically
Students will look for and make use of structure
[email protected] www.mathmtcs.com
How_Many_Solutions.tns
Rotate and translate line 2 What do you observe about the number
of intersections or points in common with line 1?
[email protected] www.mathmtcs.com
Possible discussion points Remind about relationship between
“slope” and “rate of change.” How do you KNOW when lines are
parallel? What is the difference between “answer”
and “solution?”
[email protected] www.mathmtcs.com
CCSS?
Students will look for regularity in repeated reasoning
Students will use appropriate tools strategically
[email protected] www.mathmtcs.com
Function_Notation.tns
Drag the number line points on pages 1.2, 1.3, and 1.4 and observe the effects on the “function machine.”
[email protected] www.mathmtcs.com
Possible discussion points What do “x” and “f(x)” symbolize? What is the relationship between
function notation and simply evaluating expressions at given points?
Is y=[expression] always the same as f(x)=[expression]
What is the difference between the 2s in f(2)=y and f(x)=2
[email protected] www.mathmtcs.com
CCSS?
Students will look for regularity in repeated reasoning
Students will use appropriate tools strategically
Students will reason abstractly and quantitatively
[email protected] www.mathmtcs.com
Wrapping up
Many of us have already been using Common Core practices
A focus on how we ask questions is almost always appropriate
Technology can, but does not always, enhance our lessons
[email protected] www.mathmtcs.com
Thank you for attending
I will post the PowerPoint on my website www.mathmtcs.com
Activities used may all be downloaded from MathNspired (TI website)
I don’t always talk maths, but welcome twitter followers @mathmtcs
[email protected] www.mathmtcs.com