Lesson Plan Learning About a Graphing Calculator _TI-94 Plus_

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Lesson Plan Learning About a Graphing Calculator _TI-94 Plus_ Powered By Docstoc
					Lesson Plan: Learning About a Graphing
Calculator (TI-94 Plus)
Concept:       Students will become familiar with a Graphing Calculator,
               specifically with a TI-94 Plus. They’ll first try to figure out how
               to do various commands on their own, then with a partner, and
               finally as a group. The students will gain an understanding for
               the usefulness of the graphing calculator, along with concepts
               about graphs.

Class level:   Algebra I & II

Time:          45-50 minutes

Activity:      Each student will be given a graphing calculator and a
               worksheet. The worksheet will include various commands from
               adding two numbers to find the roots of an equation. They will
               attempt to go through the problems on their own. After about
               10 minutes, the class will be brought back together to discuss
               any struggles and successes. How many commands did they
               succeed at?

               Then have the students work with a partner. They can put what
               they have both learned together to figure out more commands.
               After another 10 minutes, bring the class together to discuss
               further struggles and successes. How many commands did they
               succeed at?

               Now go through get command with the class together. This
               works best if you have an overhead to project the screen of your
               graphing calculator.

Questions:     These are anticipatory questions to ask the class before getting
               started, (possibly the day before).

               1) Who has used a graphing calculator before?
               2) What can graphing calculators be used for?
               3) What could you like to use your graphing calculator for?
State Standards:       Minnesota State

                       Minnesota State

                       Minnesota State

                       Minnesota State

                       Minnesota State

                       Students are also able to use graphing calculators on parts of
                       State Testing

Materials:             You will need the following for each student:

                        Graphing Calculator (TI-94)
                        Worksheet

                       It would be helpful for the teacher to have:

                        Overhead projector
                        (device to project screen of graphing calculator)

Prerequisite skills:   The students should have knowledge about graphing and be
                       able to graph by hand. This provides the students with
                       comprehension of what they see on their own screens. They are
                       able to hypothesis what they should get.

Key Questions:         These questions are to be asked through the lesson to prompt
                       student thoughts.

                       1)   How many commands did you figure out?
                       2)   Is it easier or more difficult than you thought?
                       3)   What results do you expect the calculator to give?
                       4)   Is the calculator displaying the results you expected?
                       5)   What more would you like to use the calculator for?
Suggestions:   Encourage the students to do the first 10 minutes on their own.
               Let them know there will be time for them to work with others
               and ask for help. Some students may get frustrated, but if they
               can figure it out on their own, they seem to remember it better.

               Make sure you, the teacher, is familiar with the graphing
               calculator. There WILL be questions and errors to deal with.

Procedure:     Ask the students some anticipatory questions either at the end
               of the previous class period, or the beginning of the class which
               the lesson is given.

               Give each student a graphing calculator and worksheet. Have
               the students go through the worksheet on their own. (Let the
               students know that they are not expected to get through all the
               problems or they may get discouraged.)

               After 10 minutes, bring the class together and discuss what they
               have discovered. This is also a good time to ask the some key
               questions listed above.

               Have the students get in groups of twos or threes. Have them
               work together on the problems putting together what they have
               all ready discovered on their own.

               After 10 minutes, bring the class together and discuss any more
               discoveries. Ask some of the key questions and find out what
               more they were able to figure out.

               Now, if you have an overhead, project the screen of your
               calculator. Now go through the problems together. This should
               fill in the gaps for the students.

Discussion:    Ask questions about where certain keys are, what results do
               they expect, is this what you expected. Discuss what else they
               would like their graphing calculator to do. If you plan on doing
               the additional activity of programming the quadratic equation,
               lead questions into programming.
Follow-Up Activities:    As the students learn more mathematics, have them do
                         worksheets and “check” them with a graphing calculator.

Assessment Plan:         Including questions on a quiz or exam that involve graphing
                         calculators. Have questions that would be too complex to do by

Additional Activities:   See Programming the Quadratic Equation
                                                                  Name: _________________________________

                          Working with a Graphing Calculator
Find the answer by using your graphing calculator. (Try doing it with one command/entry.)

   1.    23  49                                            6.    (23  14)  (13  2)

   2. 151  64                                                      12  13
                                                                  19  18  13
   3.    42 13
                                                            8. 1.42 1012  9.32 1011
   4. 192 16
                                                            9.    1.42 10 9.32 10 
                                                                                  12     11

   5.    23 14 13  2

Find the approximate value (6 decimals) of the following.

   10. e                                                    17.    3

   11. 
                                                            18.    4

   12.     2
                                                            19. cos(40o )

   13. ln 2
                                                            20. tan(40 o )

   14.  2
                                                                            
                                                            21. sin          
   15. e 3

                                                            22. cos 1 (.512)
   16.    5
Calculate the following. (Figure out how to recall a previous entry.)

          1  2(31  3)                                                1  2(31  3)
    23.                                                          26.
               14                                                         14  2

          1  2(31  3)                                                1  2(31  3) 5
    24.                                                          27.                
               14                                                         14  2      6

          1  2(31  3)                                          28. 21  22  26
                                                                       21  22  26

Graph the following lines.

    30. y  x

    31. y  2 x  5

    32. y       x 1

    33. y  10 x  25 (You may need to adjust your window settings to see the whole graph)

Graph the following and find the roots (where it crosses the x-axis) to the 4 decimals.

    34. y   x  1  3

(Optional- Leads into programming the quadratic equation in the future)

    35. Calculate by hand the roots of the equation in problem 34. (You’ll need to use the quadratic
          formula. Wouldn’t it be nice if our calculators had a program for the Quadratic formula?)