CCSS Math Practices Alignment Model for TI Technology
1. Make sense of problems and persevere in solving them.
Students should:
Understand and explain the meaning of the problem.
Analyze given information and determine how it may be used in the problem.
Identify additional information needed to solve the problem.
Look for entry points into the problem or identify different solution paths.
Make a plan for solving the problem.
Check their answers and ask, “Does the answer make sense in terms of the problem?”
TI Technology and Teaching Tips:
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Use a graph to solve a problem. Adjust the viewing window to investigate. Ask students how they can use this graph to explain the problem.
View a table of data corresponding to the graph. Make connections among tables, graphs and equations.
Plot data provided in a problem and graph different equations to model the data. Compare the graphs of these models and discuss the reasonableness of each model to the problem.
TI-Nspire™ Navigator™: Use Class Capture as students work through a problem. Choose an interesting solution to discuss as a class.
TI-Nspire™ Navigator™: Use Quick Poll to gather students’ solutions to a problem. Have students discuss the reasonableness of each response.
2. Reason abstractly and quantitatively.
Students should:
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Understand and explain the meaning of quantities and relationships in the problem.
Be able to represent a problem using words, numerical expressions or equations, graphs and diagrams.
Consider the units involved in the problem and use appropriate conversions, as needed.
TI Technology and Teaching Tips:
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Graph the function or relationship for a problem. Manipulate the window settings to find a reasonable domain and range for the problem situation.
Calculate and explain the meaning of key points on graphs: maxima, minima, zeros, intersection points, and intercepts.
TI-Nspire™ Navigator™: Use Live Presenter to have a student explain his/her model or solution to a problem. Encourage students to discuss the solution and how they could use similar reasoning to solve other problems.
©2013
Texas Instruments Incorporated 1 education.ti.com/us/ccss

CCSS Math Practices Alignment Model for TI Technology
3. Construct viable arguments and critique the reasoning of others.
Students should:
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Use appropriate language, definitions, assumptions and previously established outcomes to build an explanation for their results.
Draw conclusions based on the context of the problem and reason inductively from data.
Justify and communicate their conclusions to others.
Analyze and respond to the arguments of others.
Ask useful questions to clarify others’ arguments.
TI Technology and Teaching Tips:
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Have each student compare his/her solution method with someone who has a different one. Students should use evidence, such as graphs, equations, and geometric or data models, to justify their own conclusions and critique the solutions of others.
Use graphing or geometry tools to construct a counterexample for a solution.
Use graphical or numerical examples to allow students to make generalizations and then create plausible arguments to justify them.
TI-Nspire™ Navigator™: Take a Quick Poll that gives students only two answer choices (true/false, agree/disagree, etc.). If the results are split, ask each student to pair up with someone with a different result. Have each student use reasoning to convince the partner that his/her answer is correct.
4. Model with mathematics.
Students should:
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Explore mathematical models to build a context for problems.
Use models to generalize a solution from a set of observations.
Apply mathematics to solve problems in the real world.
Make assumptions and approximations in order to simplify a complex situation using an appropriate model.
Use tools to model a mathematical situation.
TI Technology and Teaching Tips:
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Use the graph of a function to model a problem and use attributes of the graph (i.e., slope, intercepts, intersections, maxima/minima) to solve the problem and interpret its solution.
Consider the window, scale, and domain for graphical models. Discuss limitations of the technology and important considerations for solving the problem using the chosen model.
Determine the appropriate formula for modeling a problem. Use graphing or geometry tools to solve the problem.
Considering the tools available on the handheld or software, discuss what other models might be helpful for solving the problem.
TI-Nspire™ Navigator™: Use Live Presenter to have a student present and explain his/her model or solution. Or use Class Capture to view students’ models for a problem; then ask the students to explain why they chose different models. Provide students with an opportunity to evaluate which models are best for the given problem and why.
©2013
Texas Instruments Incorporated 2 education.ti.com/us/ccss

CCSS Math Practices Alignment Model for TI Technology
5. Use appropriate tools strategically.
Students should :
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Consider the benefits and limitations of the available tools to decide which are appropriate for solving a given problem.
Understand how technology can help visualize and explore results, find patterns and compare relationships.
Use technology to model problems and to analyze and justify their results.
Use technology to deepen their understanding of concepts.
TI Technology and Teaching Tips:
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Discuss what is needed to solve a problem and then determine which tools might be appropriate for solving it.
Discuss reasons why certain tools would or would not be appropriate for understanding or solving a problem.
Discuss the considerations that must be made when using technology to model a problem (window size, scale, calculator estimation, modes).
Discuss situations in which a calculator or graphing tool is not necessary.
TI-Nspire™ Navigator™: Use Live Presenter to allow students to share their solutions with different tools and apps.
TI-Nspire™ Navigator™: Use Quick Poll to assess what different tools and strategies that the students consider useful to solving the problem. Use the results of the poll to lead a discussion with the class about these strategies.
6. Attend to precision.
Students should:
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Use clear definitions and precise mathematical language when justifying their conclusions.
Use correct symbols in expressions, label graphs accurately, specify correct units and appropriately use estimation to solve problems.
Express numerical answers with the appropriate degree of precision.
TI Technology and Teaching Tips:
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Be sure students understand and state the units for their solution.
Students need to know proper terminology and definitions in order to use the correct menu items on a graphing calculator.
Ensure that students express numerical answers with the appropriate degree of precision that is appropriate for the context of the problem.
Use graphs, tables and geometric figures to assist students in communicating their ideas and arguments precisely to others.
TI-Nspire™ Navigator™: Use Class Capture to view students’ strategies for solving problems. Discuss the benefits of each strategy. Be sure students use the correct mathematical language in their discussions.
TI-Nspire™ Navigator™: Use the results from a Quick Poll to determine whether the responses “attend to precision”. Discuss how to use correct symbols and precise mathematical language to express ideas and solutions.
©2013
Texas Instruments Incorporated 3 education.ti.com/us/ccss

CCSS Math Practices Alignment Model for TI Technology
7. Look for and make use of structure.
Students should:
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See the “big picture” in a problem and look for patterns in intermediary results.
Identify patterns and use previous knowledge to leverage those relationships to solve problems.
TI Technology and Teaching Tips:
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Use geometry/drawing tools to add auxiliary lines to a diagram or graph to solve a problem.
Discuss the connections amongst the zeros on a graph and the factors in an algebraic expression of a function.
Use a calculator to evaluate complicated algebraic expressions and look for generalizations and patterns.
Use geometry tools to investigate strategies for solving problems.
TI-Nspire™ Navigator™: Have students examine a pattern in a function or geometric relationship. Send an open-response Quick Poll to find out what they notice.
8. Look for and express regularity in repeated reasoning.
Students should:
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Discern patterns in calculations and formulas.
Use previous knowledge to find and apply general methods to solve problems.
Attend to details and evaluate the reasonableness in intermediary results.
TI Technology and Teaching Tips
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Identify patterns between algebraic and graphical representations. Discuss how to use the graph of a function to determine its equation.
Use graphs, tables and/or spreadsheets to check the reasonableness of solutions.
When looking at repeated calculations (like summing a series), use guess and check or regression equations to find a general formula.
Use a computer algebra system (CAS) to let students see how to factor several difference of squares expressions, and then ask them to come up with a rule for factoring the difference of squares.
TI-Nspire™ Navigator™: Send a Quick Poll f(x)= question to the students in which they must graph a function that fits certain criteria. For example: an odd function, a function with no zeros, a function with one zero, etc.
TI-Nspire™ Navigator™: Ask students to graph a function that fits certain criteria and do a Class Capture to start a discussion about how the different representations are related.
©2013
Texas Instruments Incorporated 4 education.ti.com/us/ccss