Introduction to Graphing
Calculators
Using Graphing Calculators to Describe
Linear Motion in terms of Distance and Time
University of Virginia
Fall 2001
Participants/Authors
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University of Virginia:
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Student
Albemarle Co. Middle School:
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Cooperating teacher
Honors Math 6 Class
Module Goal
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Students will become more comfortable using
technology to aid in learning mathematical
concepts
Module Objective
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Students will learn the general properties of
graphs and how to aid in describing distance
vs. time relationships
Lesson 0: Introduction to Graphing
Calculators (preliminary work)
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Objective: Students will learn how to use the following
functions on the TI-83 graphing calculator:
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Entering and graphing equations
Using table to analyze specific point on a graph
Recognizing the meaning of MODE, FORMAT, and ZOOM
settings in changing appearance of graph
Activity:
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Informal manipulation of graphs. Students also learned what
a sine graph looks like and applied settings to change
appearance.
Played on calculators for 2 lessons (plus additional work on
using lists during “optional” lesson)
Lesson 1: Characteristics of Graphs
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Objective: Students will learn how coefficients affect the
behavior/appearance of graphs
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Changing x-coefficients (slope) and constants (y-intercepts)
Graphing linear, simple quadratics [and sine and cosine
graphs]
Activity:
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After working through a few equations together, students
broke into groups complete exercises and discussion
questions
Lesson 2: Review of Linear Equation
Concepts (discussion)
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Objective: Students will be able to explain the concepts of
slope and y-intercepts in terms of the x-coefficient and
constant term in a linear equation
y=mx+b
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Activity:
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Discussion to lead in to next lessons
Lesson 3: Linear Graphs as a
Representation of Distance and
Velocity vs. Time (discussion)
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Objective: Students will be able to describe the
relationship between distance and time by observing a
linear-type graph
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Observe and describe data collected by CBR unit
What types of lines describe specific motions? (moving closer
to, further away, or staying in one location in relation to CBR
unit)
Does the speed change when the line is straight?
Activity:
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Discussion and demonstration of CBR unit to lead in to next
lesson
Lesson 4: Distance Match
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Objective: Students will experiment with representing
distance vs. time on the coordinate plane
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Learn to use CBR unit as a motion detector
Learn to execute programs (applications associated with CBR
and otherwise)
Activity:
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CBR application programs have the ability to measure
distance from the CBR unit and plot on the TI-83 calculator.
Distance Match application allows students to observe realtime motion (as compared to linear-type graph generated by
calculator)
Students ran experiment in pairs with prompting from other
students, using equipment themselves, completing guided
questionaire and discussion questions
Lesson 5: Creating Scatter Plots and
Introduction to Regression
(supplementary)
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Objective: Students will learn to create scatter plots and
do regressions using data entered into lists in calculator
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Will gain understanding of concept of regression (best fit line)
and apply to different types of equations
Will learn how to use linking function of calculator
Extension of objective: Through experimenting with different
types of regressions on the calculator, students can begin to
identify different types of functions (quadratic, exponential,
etc., …)
Activity: Given sets of data collected with the CBR unit
(representing different types of motion),
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Students entered each set of data into lists
Created a scatter plot to show exact data “points” collected
Performed regression and had calculator graph along side of
scatter plot to investigate accuracy, predict future values
completing guided questionnaire
What the students were able to
accomplish through this module
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Understanding of premises behind graphing functions
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Applications of functions to real-life uses
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Graphing linear equations by hand (making a table)
Graphing by transforming the line y = x
Change of variables to measurements (y = distance, x= time)
Matching motion to graph
Prediction of future measurements based on collected data
Increased familiarity with the TI-83 graphing calculator
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Use of graphing utilities, CBR motion detector
Use of application programs
Use of linking function (to transfer data)
What the students were able to
accomplish through this module (SOL
technology and math correlations)
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C/T8.4: Processing, retrieval, transmission of electronic
information (entire module)
6.21: Patterns in graphs
6.18: Analyze and interpret data in graph form
6.23: Use of tables to graph equations
7.21: Predict data behavior
8.13: Use information in graph to predict future data
C/T8.4
6.21
SOL
6.18
6.23
7.21
8.13
0
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Lessons
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3
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4
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5
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How students were evaluated
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Classes led in discussion based format and through group
learning projects during which students were observed and
questioned for understanding of material
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Evaluation rubric provided for class teacher
What the teachers were able to
accomplish through this module
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Exchange of ideas in using graphing calculators and CBR’s
(or CBL’s) as a supplement to learning basic properties of
linear (and other) graphs
Discussion of CBR use versus CBL use (both types of
probes for graphing calculators)
What the teachers were able to
accomplish through this module
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Exchange of ideas in using graphing calculators and CBR’s
(or CBL’s) as a supplement to learning basic properties of
linear (and other) graphs
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Calculator use
• New methods of approaching the same type of problems (how to
set up functions, programs on calculator)
• Applications to use with collections of data (regressions)
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Exposure to new resources related to use of graphing
calculators in the math classroom
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Texas Instrument’s Educational Resources Homepage
Getting Started with CBR, Texas Instruments ©1997
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