# Calculator Usage Promoting Fluency and Proficiency in Strategy - PowerPoint

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```					Calculator Usage: Promoting
Fluency and Proficiency in
Strategy Selection
ACUMEN: Elementary
Breakout

June 27, 2005

David S. Allen
Melisa Hancock
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
Using Calculators

 IfKids 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
Calculators for Every Student,
Every Day

It does no harm. Any
teacher can conduct an
which calculators are set off
limits. Availability of
calculators does not detract
from the development of
basic skills.
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.
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.
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.
Identifying Compatible Numbers:
Summing to 100
25 82 65 8 14

37 21 88 51 30

86 92 35 18 75

70 49 12 79 63
Calculator Activities

   Battle of the Minds (Human vs. Machine)

 Broken    Calculator Activities
 100s   Chart and Calculators for
generating Patterns (K-2)
 Race   to 21
7 x 400         48 + 51
15 x 40         19 x 27
450 : 45        15 x 7 x 2
600 x 600       399 : 3
24 x 5 x 2      34 x 100
48 x 51         25 x 480
1 – 0.045       0.5 – 0.25
0.1 x 87        0.25 x 123
0.632 – 0.5     1.001 – 0.45
0.01 x 450         :
52 – 0.1
:
8 – 0.5              :
376 – 0.001
400 x 0.5         :
3 – 0.25
10% of \$18       50% of 48
5% of 90         1% of \$600
25% of \$480      0.1% of \$600
99% of 75        10% of 450
15% of \$40       75% of \$60
33.33% of \$17    66.66% of 45
Broken Calculator Activities
   Only Working Keys are 3, 8, X, -, =
– Display all the numbers 1 - 10

   7, 8, and 9 keys are broken
– Work the following problems
 625 + 192=
 138 + 80=

 89 + 19 =

 875 – 125 =

 Is there only one answer?
 Which way uses fewest key strokes?
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

Activity can be found on NCTM Illuminations Website
100s Chart and Calculators for
generating Patterns (K-2)
   Making
the relationships
between various
patterns.
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?
Questions to Extend Students Thinking
   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.
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.
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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