![]() As for more advanced capabilities, such as using ZOOM-6 to automatically create an appropriate window for any graph, few students had any idea that the calculator could even do them. Juniors and seniors who had already spent 2 or 3 years using them daily still struggled with some of the basics such as typing fractions and exponents. Having spent many years teacher higher-level math courses, I was consistently surprised by how uncomfortable many of my students were with the use of graphing calculators. ![]() It also allows me to preview the variety of function types that students will study during Algebra 1, by including examples of exponential and quadratic functions even without naming them as such. Comparing expressions allows me to cement the concept of equivalence, and stave off later misconceptions about equivalent expressions that often surface during units on factoring, completing the square, and exponential properties. I can therefore spiral in review of foundational topics while engaging my students with something new. Starting this way allows me to cement some ideas from Pre-Algebra, through the lens of learning how to use new technology to solve critical Pre Algebra problems. Therefore, I decided to start the year with a one week unit on calculator skills. When I began teaching ninth grade Algebra, I knew my students would never have used a graphing calculator before. Alternatively, keep it as is and assign it as a review activity for Algebra 2. Simply using more complex functions would turn this into an Algebra 2 activity. Though created for Algebra 1, this could easily be modified for Algebra 2. The ability to flexibly switch from one form of an expression to another, and to understand that this is possible because they are equivalent, is a critical part of the Algebra curriculum. Second, it introduces the concept of algebraic equivalence, and contrasts it with numerical equivalence. Fluent use of this technology is a critical component of high school mathematics. First, it teaches students how to use the TI-84 graphing calculator. This lesson aligns to two parts of the Algebra 1 curriculum. Printable PDFs for in-person instruction and/or use with applications such as Kami.Editable versions perfect for distance / digital learning!.Metacognitive reflection questions asking students to explain in words what equivalence means in algebra, how to identify equivalent expressions, and to identify a mistake they made during class and what they learned from that mistake.Practice sheet with Do Now and 3 practice problems, including exponential and quadratic functions.This is a cognitively demanding but simple routine you can return to over and over again. This is an extra challenging grouping task because the groups are not the same size. Grouping activity, including detailed teacher instructions for how to use it.Step-by-step calculator instructions explaining how to use tables in a TI graphing calculator to identify equivalent expressions and equations.Editable, animated Google Slides show with Do Now, agenda and learning target, mini lesson notes, group work norms, check for understanding questions, practice directions, and closing reflection questions.FULL LESSON (distance learning compatible) to teach students how to use their graphing calculators to identify equivalent expressions and equations, including:.Designed as a part of a one-week unit on graphing calculator use. Perfect first week of school activity for Algebra 1! Review graphing calculator use, group work norms, AND the concept of equivalence - all in one ready-made, no prep lesson! Available as digital lesson or printable PDF.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |