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Howard A Stern hastern@gmail.com www.mathmtcs.com

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Common Core is coming hastern@gmail.com www.mathmtcs.com

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Not Just the Standards Algebra Functions Modeling Geometry Statistics hastern@gmail.com www.mathmtcs.com

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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. hastern@gmail.com www.mathmtcs.com

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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. hastern@gmail.com www.mathmtcs.com

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Viable Arguments As an end goal As a means of formative assessment. hastern@gmail.com www.mathmtcs.com

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Argument Does Not Mean Rant hastern@gmail.com www.mathmtcs.com

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Use student thinking to discover misconceptions Use student understanding as a guide Push them to make connections hastern@gmail.com www.mathmtcs.com

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Modeling Mixing the four modes (graphical, textual, symbolic, and tabular) Take mathematical action on a mathematical object and observe the mathematical consequences. hastern@gmail.com www.mathmtcs.com

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Use appropriate tools Almost all handheld activies involve some level of strategic use of appropriate tools. hastern@gmail.com www.mathmtcs.com

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Structure Table view Function rules Ability to drag and drop objects to organize the display hastern@gmail.com www.mathmtcs.com

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But … How do we use Nspire apps to encourage these practices. hastern@gmail.com www.mathmtcs.com

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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. hastern@gmail.com www.mathmtcs.com

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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? hastern@gmail.com www.mathmtcs.com

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CCSS? Students will look for regularity in repeated reasoning Students will use appropriate tools strategically hastern@gmail.com www.mathmtcs.com

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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. hastern@gmail.com www.mathmtcs.com

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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?” hastern@gmail.com www.mathmtcs.com

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CCSS? Students will look for regularity in repeated reasoning Students will use appropriate tools strategically Students will model with mathematics hastern@gmail.com www.mathmtcs.com

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Simple_Inequalities.tns Observe effect of dragging point P (below the number line) and changing the relationship symbol (upper left corner of symbol box) hastern@gmail.com www.mathmtcs.com

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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? hastern@gmail.com www.mathmtcs.com

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CCSS? Students will look for regularity in repeated reasoning Students will use appropriate tools strategically Students will look for and make use of structure hastern@gmail.com www.mathmtcs.com

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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? hastern@gmail.com www.mathmtcs.com

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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?” hastern@gmail.com www.mathmtcs.com

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CCSS? Students will look for regularity in repeated reasoning Students will use appropriate tools strategically hastern@gmail.com www.mathmtcs.com

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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.” hastern@gmail.com www.mathmtcs.com

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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 hastern@gmail.com www.mathmtcs.com

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CCSS? Students will look for regularity in repeated reasoning Students will use appropriate tools strategically Students will reason abstractly and quantitatively hastern@gmail.com www.mathmtcs.com

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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 hastern@gmail.com www.mathmtcs.com

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Thank you for attending I will post the PowerPoint on my website www.mathmtcs.com www.mathmtcs.com Activities used may all be downloaded from MathNspired (TI website) I don’t always talk maths, but welcome twitter followers @mathmtcs hastern@gmail.com www.mathmtcs.com

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Objective The student will be able to: 1) Write equations using slope-intercept form. 2) Identify slope and y-intercept from an equation. 3) Write equations.

Objective The student will be able to: 1) Write equations using slope-intercept form. 2) Identify slope and y-intercept from an equation. 3) Write equations.

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