Documents
Resources
Learning Center
Upload
Plans & pricing Sign in
Sign Out
Get this document free

Graphing Calculator-CBR_2

VIEWS: 2 PAGES: 13

									Linda Schweikhofer                                                    Day 1
CI399 ATG


                                  Can You Walk the Walk?
                                        Activity 1

Summary
Students will learn how to use a CBR to create graphs. Students will work with a partner to recreate
graphs using the Distance Match program on a TI graphing calculator and a CBR. Students will work
together to determine what changes need to be made in order to improve the accuracy of matching a
graph.

Goals
    Students will:
     Learn what a CBR is, how it works, and how to use it.
     Adjust rate of speed to recreate a graph using a graphing calculator and CBR.
     Understand the relationship between time, rate of speed and the direction of the walker in order
       to physically recreate a graph.
.
Prior Knowledge
Students are able to:
    Read and comprehend graphs
    Use the basic features of a graphing calculator

Materials
       Graphing Calculator – 1 per pair
       CBR – 1 per calculator
       Projection device for graphing calculator - optional
       Open space for students to work

Activity (Time Frame- one 40 minute period)
    1. Explain to the class what a CBR is and how it works. Demonstrate how to operate the CBR.
       Show the resulting graph to the class.
    2. Discuss what the x and y-axis represent on the graph that was created. Ask the students to
       explain what the graph represents.
    3. Pass out the graphing calculators and CBR’s. Explain the steps that need to be taken to locate
       the Distance Match program on the calculator. Assist students as needed.
    4. After all students are able to successfully access the program, tell the students that they will try
       to create a graph that is close to the graph displayed. Partner one will go first. Both partners
       will look at the results. Then the CBR and graphing calculator passes to the 2nd partner. The
       partner tries to improve on the 1st partners graph.
    5. Students repeat this task using different distance match graphs. Be sure to tell the student that
       they need to alternate who goes first explaining that the second partner has an advantage if they
       watch the first partner carefully make adjustments to their rate.
6. Exit Question- If you wanted to graph a horizontal line with your CBR and graphing calculator
   how would you do it? Explain what a horizontal line means in terms of distance and time.
Linda Schweikhofer                                                        Day 2 and 3
CI399 ATG

                                Can You Walk the Walk?
                                  Activity 2
Summary
Students work with a partner to recreate numerous graphs using a graphing calculator and CBR. After
successfully recreating each graph, the students will communicate in writing how each graph was
created. Then students create their own graphs, which they then try to recreate.

Goals
   Students will:
    Adjust rate of speed to recreate a graph using a graphing calculator and CBR.
    Understand the relationship between time, rate of speed and the direction of the walker in order
      to physically recreate a graph.
    Use written communication to explain the actions a walker would take to recreate a graph.

Prior Knowledge
Students are able to:
    Read and comprehend graphs
    Use a graphing calculator and CBR

Materials
       Graphing Calculator – 1 per small group
       CBR – 1 per calculator
       Walk the Walk Activity Sheet 1

Activity (Time Frame- two 40 minute periods)
Day Two
   1. Discuss the Distance Match activity from yesterday.
   2. Introduce today’s activity with a graph on the board. Ask students what they would need to do
      to create a similar graph with a calculator and CBR. Require students to be very specific in
      their explanation. Where would they be positioned at the start of the graph? How would they
      determine where to stand? What would they need to do next? Continue this discussion with
      the students as they progress through the graph you have on the board.
   3. Pass out the Walk the Walk Activity Sheet #1. Explain the task to the students. Tell them that
      they need to write what they did to create each of the graphs on the sheet. Remind them to be
      specific.
   4. Students begin activity. Check that students are clear on the instructions and that they are
      correctly answering the questions. Assist as needed.
Day Three
   1. Tell students to take out the activity sheet they started working on yesterday. Explain the
      exercises on the backside to the class. Once they finish part one of the assignment, they will
   create a graph that they will try to recreate. The graphs should be challenging and require a
   good understanding of rate of change. If a group creates one that they think is particularly
   challenging, they can put it on the board in the classroom for other groups to try when they
   finish today’s tasks.
2. After students create their own graphs, they then try the challenge problems. Encourage
   students to find multiple ways to recreate these graphs.
3. Bring class together prior to the end of class to discuss assignment and share solutions.
4. Explain and model the homework assignment for tonight.
           Assignment: Create a story about an imaginary walk you took to your friend’s house.
           Be sure to write about some obstacles you faced along the way that changed your
           walking rate. Then create a graph to match your story. Remember to label your axis’s.

           Note: These stories can be used as class openers or as closure questions for future
          lessons. Read a story, to the class. Students create a graph to represent the walk.
          Display the graph after you read the story so students can check their work.
Walk the Walk – Activity 2                          Name_________________________

The CBR is a distance sensor. It is a great tool for demonstrating Rate of Change. The graphs you
create show the relationship between distance you traveled over a given time. In order to read the
graph, you must understand what each axis represents.

Distance                             Notes:


              Time

You will be working with a partner to recreate the graphs below. After you create a close copy,
explain what you did physically to create the graph.




1.                                   2.                                   3.




__________________________           __________________________           ______________________

__________________________           __________________________           ______________________


4.                                   5.                                   6.




__________________________           __________________________           ______________________

__________________________           __________________________           ______________________


7.                                   8.                                   9.




__________________________           __________________________           ______________________

__________________________           __________________________           ______________________
Now it is your turn to challenge yourselves. Create a graph that you would like to recreate. The graph
should be challenging yet possible. After you have drawn your graphs. Try to recreate it with the
graphing calculator and CBR. Select your best one and put it on the board as a challenge for the rest of
the class.




Describe what you did physically to create these graphs.

10. ______________________            11. ______________________            12. __________________

__________________________            __________________________            ______________________


Now you should be ready for my challenge to you. Try to recreate the following graphs.
Then describe how you did it.




13. _______________________                                 14. ______________________

__________________________                                  __________________________

__________________________                                  __________________________

__________________________                                  __________________________
Linda Schweikhofer                                                            Day 4 and 5
CI399 ATG

                                  Can You Walk the Walk?
Summary
Students work in small groups to create graphs using a graphing calculator and a CBR.
The goal is for students to create a graph of a line that has a slope that is as close to a given number as
possible. After the group graphs a line, the students use the trace feature on the graphing calculator to
locate two points and then calculate the slope of that line. Next, the group adjusts the walker’s rate of
speed in order to create a graph that has a slope closer to the given number.

Goals
   Students will:
    calculate the slope of a line given two points.
    adjust their walking rate (faster/slower) in order to obtain a graph of a line with an approximate
      slope.
    demonstrate the relationship between rate of change and slope of a line
    communicate the relationship between rate of change and slope

Prior Knowledge
Students are able to:
    calculate the slope of a line given two points.
    adequately use a graphing calculator including the trace feature to locate points on a line.
    use a CBR and graphing calculator to create graphs.

Materials
       Classroom set of Graphing Calculators (1 calculator for every small group of students)
       Classroom set of CBR’s (1 per calculator)
       Open space for small groups of students to use CBR’s
       Overhead transparency of 4 graphs created using a CBR and a graphing calculator
       Overhead projector
       Group Record sheet
       Clipboards – one per group for recording data (optional)
       Pencils
       Student Response Sheet

Activity Day 4 (Time Frame- Two 40 minute periods)
   1. Put a transparency of a graph (created with a CBR and a graphing calculator) on the overhead.
      Discuss the relationship between distance and time displayed on the graph. Ask students to
      describe the possible scenario by which the graph was created.
   2. Put a second transparency on the overhead. Have students discuss this graph with their small
      groups. Groups then share their thinking with the rest of the class.
  3. Pass out record sheets and describe task. Tell students that they are to create a graph of a line
     using the CBR that has a slope as close to 2 as possible. In order to do this task correctly, it is
     important that the walker walks at a constant rate of speed. After the first trial, identify points,
     calculate slope and record findings on the record sheet. Next adjust the rate of speed so that
     the second trial results in a graph of a line that has a slope even closer to 2. Repeat as time
     permits. They will have 15-20 minutes to accomplish this task. Remind students to record
     data after each attempt.
  4. Pass out a CBR and graphing calculator to each group. Review how this piece of equipment is
     used.
  5. Groups of students go to assigned open space to work on this task.
  6. After 15-20 minutes, students return to the classroom with their data. Ask students to share the
     strategies they used to accomplish this task. Have class identify the group that came the closest
     to a slope of 2. This group must support their findings with a list of points from the line they
     graphed. Class verifies their slope is correct.

Activity- Day 5
  1. Put transparency #3 (a graph created with a CBR and a graphing calculator) on the overhead.
     Discuss the relationship between distance and time displayed on the graph. Ask students to
     describe the possible scenario by which the graph was created.
  2. Put a transparency #4 on the overhead. Have students discuss this graph with their small
     groups. Groups then share their thinking with the rest of the class.
  3. Describe today’s task – create a line with the CBR and graphing calculator that has a slope as
     close to ½ as possible. Groups are allowed only 3 tries. Next they will try to create a line with
     a slope as close to 4 as possible. Again they will have only 3 tries. Remind students to think
     through and discuss this task thoroughly before they begin working with the CBR’s. Their
     final task will require each group to pick a slope and then in only one try with the CBR’s, they
     must try to create a line with a slope as close to the selected number as possible. If time
     permits, the group can repeat this task with different slopes.
  4. Pass out materials
  5. Groups of students go to their assigned open space to work on task.
  6. Observe and listen to students as they work in groups in order to informally assess their
     discussion understanding of slope/ rate of change.
  7. Bring students back to the class for a wrap-up and discussion of this activity.
  8. Pass out Student Response Sheets. Students complete this independently for
     homework.
Can You Walk The Walk?                Name _________________________
                                      Period _____________


1) Which line was most difficult for your group to graph? Why?




2) Describe how your group determined how fast the walker should walk when the
slope of the line changed?




3) If line m has a slope of 1, draw a second line that has
a slope of approximately 4.
                                                                     m
Explain how you determined where to draw the line.




4) If line n has a slope of 1, draw a second line that has
a slope of approximately ¼.
                                                                 n
Explain how you determined where to draw the line.
5) Describe what you have learned about the relationship between the slope of a
line and rate of change.




6) How can this activity be improved? Give at least one suggestion.




7) On a scale of 1-10, how well do you feel you understand the relationship
between the slope of a line and the rate of change?
Can You Walk the Walk Record Sheet.

Group Members ______________________________________________

_____________________________________________________________


Task 1: Line with a slope of 2


Trial #           List 4 Points on the Line            Slope of
                                                        Line
     1      ________________        ________________    ______

            ________________        ________________


  2         ________________        ________________   ______

            ________________        ________________


  3         ________________        ________________   ______

            ________________        ________________


 4          ________________        ________________   ______

            ________________        ________________


 5          ________________        ________________   ______

            ________________        ________________


 6         ________________         ________________   ______

           ________________         ________________
Task 2: Line with a slope of 

Trial #           List 4 Points on the Line            Slope of
                                                        Line

     1      ________________        ________________   ______

            ________________        ________________


  2         ________________        ________________   ______

            ________________        ________________


  3         ________________        ________________   ______

            ________________        ________________


  4         ________________        ________________   ______

            ________________        ________________




Task 3: Line with a slope of 4

Trial #           List 4 Points on the Line            Slope of
                                                        Line

 1          ________________        ________________   ______

            ________________        ________________


 2          ________________        ________________   ______
           ________________       ________________


3          ________________       ________________   ______

           ________________       ________________



Task 4: Group Choice


Slope = _____   List 4 Points on the Line            Slope of
                                                      Line

           ________________       ________________   ______

           ________________       ________________




Slope = _____   List 4 Points on the Line            Slope of
                                                      Line

           ________________       ________________   ______

           ________________       ________________




Slope = _____   List 4 Points on the Line            Slope of
                                                      Line

           ________________       ________________   ______

           ________________       ________________

								
To top