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Learning Styles Plan # 7

John Fietsch

Graphing Calculators

This model uses the work of Kathleen Butler based on the typology of Anthony Gregorc

Lesson: Graphing Calculators

Grade Level: 9^th-10^th Grade Algebra

Aims:

Teach students how to use graphing calculators.

Goals:

Familiarize students with some basic operations of a graphing calculator (introductory level).

Objectives:

Teach students to use graphing calculators to solve systems of equations by graphing lines.

Standards Covered:

F.12.2. “Using appropriate technology to interpret properties of their graphical representations (e.g., intercepts, slopes, rates of change, changes in rates of change, maximum, minimum.)” Planning Curriculum in Mathematics, 2002 WI DPI.

Materials:

Graphing calculators for each group

Owner’s manuals for the calculators

Textbook

Background Information:

This lesson can be utilized after any new chapter where graphing calculators can be used. Students must have background knowledge and ability to perform the “pencil and paper” operations successfully.

Time Frame:

1-2 class periods

General Procedures:

Divide the class into groups of 4-5 students.

Each group should be issued a calculator.

Each group will be assigned a story problem or real-life situation that involves using the graphing calculator. Upon completion, the group will present their solution to the class. Included in the presentation should be the detailed steps to solving the problem using the calculator.

Learning Styles Procedure:

Concrete Sequential: These students will be actually punching buttons on the calculator as the group figures out the steps to completing the problem.

Concrete Random: These students will be the “brainstormers” of the group when looking for solutions to the given problem. They will think of different ways in which their material can be presented.

Abstract Sequential: These students can read the owner’s manual to discover how to use the calculator for the problem that was issued to their group.

Abstract Random: These students will come up with different ways to interpret what the given problem is really asking and look for alternative solutions.

Assessment:

Students/Groups will be evaluated on the following:

Accuracy of solution to problem

Correct usage of calculator functions

Proof of correct “paper and pencil” calculations

Clarity of presentation to class (i.e. Each student in the class will be able to perform the task presented on their own calculator.)