Lesson Plan Learning About a Graphing Calculator (TI-94 Plus)

By Jerry Cole,2014-05-27 13:08
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Lesson Plan Learning About a Graphing Calculator (TI-94 Plus)

    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.)

     6. (2314)(132)?,?1. 2349

    2. 1516412137. 191813??

    3. 4213

    12118. 1.42109.3210,?,

    4. 19216

    12119. 1.42109.3210,,;;;;

    5. 2314132?,?

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

    3e10. 5 17.

    11. 418. 11

    212. ocos(40)19.

    13. ln2otan(40)20.


    ,~sin21. :?8;?315. e

    1cos(.512)22. 516.

    Calculate the following. (Figure out how to recall a previous entry.)

    12(313)??12(313)??23. 26. 14142

    12(313)??12(313)5??24. 27. 141426

    28. 12(313)??212226??25. 14

    10029. 212226??

    Graph the following lines.

    30. yx

    31. yx,?25

    132. yx,??12

    33. (You may need to adjust your window settings to see the whole graph) yx,?1025

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

    234. yx,??13;;

    (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?)

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