If you see students who . . .

• struggle to understand a problem and might benefit from the use of visual/physical tools
• are first learning a concept
• are solving a complex problem that requires a specific visual or physical aid

Please Note: This guide is to be used when introducing students to a math tool that is not specifically identified on the PATH Menu. Examples may include, but are not limited to, calculators, rulers, protractors, paper/pencil, and graduated cylinders.

In mathematics it is sometimes necessary to use a specific tool to find a precise solution. (For example, in measurement we need a ruler or a protractor.) In other instances, a specific math tool will help us be more efficient in finding our solution or may give us a way to check our work (for example, a calculator).

For students to be successful with this strategy they must be able to

• understand the purpose of the tool and
• understand how to use it correctly and efficiently.

Modeling a think-aloud during the “I Do” focus lesson: 
Explain to students that they are going to learn how to use a specific math tool that will help them make sense of a problem and find a solution in an effective way.

[Insert name of math tool here] will provide you an opportunity to make sense of a problem and/or to check your work. Additionally, this tool will help you to efficiently find a solution to a problem.

Using this tool helps you understand what is happening in the problem, and in some instances you will need a tool (such as a ruler or protractor) to find a precise solution to a problem.

When we read a math problem, we can think about what tool might best help us to represent the problem, and then use that tool to help us find a solution.

(At this point, you would model how to use the specific math tool being introduced.)

Suggested Language

• What tool can I use that will help me solve the problem efficiently?
• Have I checked to make sure my work is done correctly? Is there a tool that will help me do this?

• Students must be taught how to use the math tool correctly (not as a toy) and have the opportunity to practice using it.
• A math tool is not useful if it is not used correctly or if students do not understand its use! Model, model, model.

These strategies may provide support before, during, and after teaching this strategy:

• Check My Work
• Check My Work Using a Different Method