TI- Nspire Applications for the Common Core

TI-NSPIRE APPLICATIONS FOR

THE COMMON CORE

Howard A Stern

[email protected]

www.mathmtcs.com

[email protected] www.mathmtcs.com

Common Core is coming


Not Just the Standards

Algebra Functions Modeling Geometry Statistics


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.


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.


Viable Arguments

As an end goal As a means of formative assessment.


Argument Does Not Mean Rant


Use student thinking to discover misconceptions

Use student understanding as a guide Push them to make connections


Modeling

Mixing the four modes (graphical, textual, symbolic, and tabular)

Take mathematical action on a mathematical object and observe the mathematical consequences.


Use appropriate tools

Almost all handheld activies involve some level of strategic use of appropriate tools.


Structure

Table view Function rules Ability to drag and drop objects to

organize the display


But …

How do we use Nspire apps to encourage these practices.


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.


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?


CCSS?

Students will look for regularity in repeated reasoning

Students will use appropriate tools strategically


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.


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?”


CCSS?



Students will model with mathematics


Simple_Inequalities.tns

Observe effect of dragging point P (below the number line) and changing the relationship symbol (upper left corner of symbol box)


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?


CCSS?



Students will look for and make use of structure


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?


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?”


CCSS?




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.”


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


CCSS?



Students will reason abstractly and quantitatively


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


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

http://www.mathmtcs.com/

TI- Nspire Applications for the Common Core

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