NETS-S Lesson Plan
claculator


  1. Lesson Title:
    1. Understanding domain and range values between theoretical and practical linear functions through the TI-83 Plus Graphing Calculator 
  1. Input:
    1. Understanding the domain and range of functions is in the middle of the unit on functions. Students have just mastered how to recognize functions and graph functions on their papers.
  1. Instructional Materials Needed:
    1. TI-83 Plus Graphing Calculator (supplied by the instructor if student does not have their own)
    2. Writing materials
    3. Class Book
  1. Lesson Objective:
    1. Instructional objective: Show students how to graph functions on the TI-83 and show them how to find the domain, range, and specific values of functions. Show them how to restrict the input and manipulate the window of the graphs. And lastly, show them how to plot different types of graphs through table functions.
    2. Student objective: Be able to graph functions on the TI-83, manipulate the window of the calculator, and find the domain and range of the function. Also, plot different versions of the same graph (i.e., a scatter plot vs. a line graph).
    3. GLEs:
      1. 1.3.2: Use the properties of and relationships among 1-dimensional, 2-dimensional, 3-dimensional shapes and figures including prisms, cylinders, cones, and pyramids.
      2. 1.3.3: Use geometric properties to determine and plot points on a coordinate grid.
    4. NETS-S
      1. 1. Creativity and Innovation
        1. d. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students identify trends and forecast possibilities.
          • This occurs when students go through the proper procedures and plot different graphs, find the domain and range of the function, and manipulate the window of the graph.
      2. 4. Critical Thinking, Decision Making, and Problem Solving.
        1. c. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students collect and analyze data to identify solutions and/or make informed decisions.
          • This occurs when students master knowing when to use a certain type of graph, why, how to plot the function and move around in the graph function to obtain the information of the graph off the calculator.                      
  2. Grouping Students for Instruction:
    1. Students must sit in their seat but are free to move around in order to see the overhead better. Students are allowed to work with their neighbor during independent practice.
  3. Learning Experiences:
    1. Anticipatory Set: The instructor will put an example on the front board and have the students graph the function by hand. Once the students are done, the instructor will turn on the overhead and show the students that all that work could be done on the TI-83 graphing calculator.
    2. Modeling: The instructor will first hand out the calculators as needed. Then will show step by step how to graph a function (a regular line graph). Students are encouraged to take notes during this time. The instructor will then show how to find the domain, range, and table on the calculator. Last will be changing the window settings. The students will then be shown how to input their own lists of data, and change the graph functions to scatter plot.
    3. Guided Practice: The instructor will now go back over the same steps that was modeled but with a different example and having the students mock their actions on the calculator. The teacher will be available to help individuals that when needed.
    4. Independent Practice: The students will now work on a teacher-made worksheet that addresses these objectives and may work individually or together to practice on their own.
    5. Checking for understanding: While the students are working on the worksheet, the teacher is available for individual questioning, moving around the room keeping students on task, and students that finish ahead of time are given another type of graph to do, but are left to try to figure out how to make it on their own (the instructor may have to help get them started).
    6. Closure: First they will go through the steps one more time as a class, lastly the teacher will hand out a sheet of prepared notes on how to do the steps as students are leaving the class. This will ensure that students have the proper steps and will have correct reference in and outside of class.
    7. Assessment Strategy: The instructor will give a small quiz two days later without notes to make sure students know the steps. They should be able to graph the function, find its domain and range, and a specific value. It does not need to be open note because the steps are repetitive and complete mastery is knowing how to maneuver around the graphing calculator.

                                                                                           
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