2.  Decide when to use tools and select appropriate tools  Use tools appropriately and accurately (looking for most efficient tool to solve the task)

3.  Number Lines as Tools (p.81)- powerful for counting, computation, and estimation tasks

4.  Rulers as Tools (p. 82)- The Broken Ruler (makes students think about how to use a ruler flexibly and appropriately) Students must find an accurate way to measure an object, despite the broken tool… requiring understanding of the tool, reasoning skills, and calculation skills.

5.  Exploring a Magnified Inch (students use a sentence strip to create their own magnified inch) Helps students understand fractions in a measurement model.

6.  Mental Math as a Tool (p. 85)- Number Partners develops students’ number sense. Write a set of about 10 numbers on the board and ask students to find partners/pairs of number that are equivalent to a given amount. 5493617258 Find Number Partners That Make 10

7.  In My Head? develops computational fluency and mental math skills, in which you give students several problems that they must first decide if the calculations should be done in their heads, on paper, or even with a calculator. After deciding, students find solutions to the problems. (Reminds me of a modified number talk.) 346 + 99 711 - 498 149 + 350 601 - 598

8.  Do students know how to use number lines?  Do students know how to use rulers?  What other kinds of tools do I have students use on a consistent basis in my classroom?

9.  Model the use of tools as we solve problems  Ask students which tools would be most helpful to solve a problem  Give students time to explore and use a variety of tools  Discuss advantages and limitations to using specific tools  Ask students to estimate and then check for reasonableness of their answers  Discuss common errors when using tools  Provide practice using technology tools