Students need to have some understanding of the mathematical concept prior to learning to use a calculator to solve mathematical problems. For example, a student may have already learned multiplication and has used a multiplication chart, but may have challenges with memory retention and thus require a calculator for assistance.

When incorporating a calculator, teach the student the steps needed in the problem solving process and have a problem solving checklist for mathematical problems requiring more than one step.

There are many calculators available online. [[ http://www.calculatorsoup.com | Calculator Soup ]] is one example that has specific calculators for different domains (e.g. adding fractions).

A student uses a graphing calculator to double check solutions to linear equations or to determine the x and y intercepts of the line.

During a lesson on fractions and decimals the teacher shows students how to convert fractions to decimals using long division in class. After students have had an opportunity to practice, the teacher has students practice using a calculator to convert fractions to decimals.

A student who has an AAC device with a calculator can practice multiplication drills by using multiple addition. For example, if the problem is 5 x 3, the student uses the calculator to add 3 + 3 + 3 + 3 + 3 = 15.

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