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Calculator Usage: Promoting Fluency and Proficiency in Strategy Selection

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Calculator Usage: Promoting Fluency and Proficiency in Strategy Selection

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    1. Calculator Usage: Promoting Fluency and Proficiency in Strategy Selection

    2. Benefits of Calculator Use Calculators Can Be Used for Drill Calculators Enhance Problem Solving Calculators Help Improve Student Attitudes Calculators Save Time Calculators Are Commonly Used in Society

    3. Calculator Myths and Fears About Using Calculators If Kids Use Calculators, They Won’t Learn the “Basics” Calculators Make Students Lazy Students Should Learn the “Real Way” Before Using Calculators Students Will Become Overly Dependent on Calculators

    4. Calculators for Every Student, Every Day It does no harm. Any teacher can conduct an activity or pose tasks in which calculators are set off limits. Availability of calculators does not detract from the development of basic skills.

    5. Calculators for Every Student, Every Day Many excellent explorations that happen spontaneously in problem-solving environment will be enhanced by the use of calculators. Students should not have to leave their desks or ask permission to use a calculator when solving a problem.

    6. Calculators for Every Student, Every Day When calculators are kept from students, they tend to be used for special “calculator lessons,” promoting the student belief that calculators are not common tools for solving problems.

    7. Calculators for Every Student, Every Day Students and teachers must learn to make wise choices about when to use calculators – for tedious computations—and when to use mental math—for simple computations and estimations. They learn this only by making such choices independently and on a regular basis.

    8. Identifying Compatible Numbers: Summing to 100

    9. Calculator Activities Battle of the Minds (Human vs. Machine)

    10. Will You Do It in Your Head? 15 x 40

    11. Will You Do It in Your Head? 0.1 x 87

    12. Will You Do It in Your Head? 5% of 90

    13. Broken Calculator Activities Only Working Keys are 3, 8, X, -, = Display all the numbers 1 - 10

    14. 100s Chart and Calculators for generating Patterns (K-2) Create and extend Patterns Use Numbers to Label Patterns Review Multiple Counting Sequences to Interpret Patterns

    15. 100s Chart and Calculators for generating Patterns (K-2)

    16. Questions to Extend Students Thinking How many numbers do you have to key in to the calculator before you recognize the pattern created by a number sequence? It is likely that the students will notice patterns at different points, depending on the complexity of the pattern. Can you describe the different ways you created patterns in today's lesson? What did you learn from each way?

    17. Are there other numbers that will make the same or similar patterns on the hundred chart? For example, counting by fives or twos creates columns when colored on a hundred chart. What relationships did you notice between patterns with the same numbers in the counting sequence, such as fives, tens, and twos? It might helpful to encourage the students to notice how many numbers fall between those numbers when they are colored on the chart. Questions to Extend Students Thinking

    18. Assessment Ideas As an assessment activity, give the students four function calculators and ask each to enter a counting sequence and color it on the hundred chart. Then ask the students to translate their pattern into two other forms--for example, with pattern blocks, such as four green triangles, one red trapezoid, four green triangles; or with objects such as car, truck, bus.

    19. Race to 21 (Problem Solving) Choose a partner Each player takes a turn. During their turn they may only press +1 or +2 using the calculator keys. The goal is to be the first person to display 21.

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