Reflection: Student Ownership Tech Time - Section 3: Wrap It Up

 

My intent with this exit ticket was to encourage my students to take the time to reflect on their use of the graphing calculators, both when to and when not to.  The responses I got were as varied as my students, but one of the most interesting came from a student who had never used a graphing calculator until this class.  Jeff is generally not a fan of the graphing calculator, saying that it is much easier and less confusing to use a simpler scientific calculator.  I hoped that the experience in an earlier lesson with graphing using tables and this lesson using the calculator would show him that his graphing calculator can significantly reduce the amount of time and work he needs to put in to evaluate transformations.  Jeff observed that although it was quicker to check his equation with a graphing calculator he feel more certain of his accuracy using the table and plotted points technique, even though it takes longer.  It's interesting to me that he regularly uses a simple calculator to check his arithmetic because it's faster and easier than, say, long division, but hasn't come to the same realization about graphing calculators.  I believe this is in part because he didn't get the chance to get comfortable with one earlier and also because he hasn't done a lot of transformations or graphing.  Next year I will try to identify which students have used graphing calculators and which haven't in the first week of school so that I can give early support and scaffolding for this useful tool.

  To use my cgraphing alculator or not, that is the question!
  Student Ownership: To use my cgraphing alculator or not, that is the question!
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Tech Time

Unit 7: Building Functions
Lesson 5 of 12

Objective: SWBAT evaluate the effect on a graph of replacing f(x), by f(x)+k, k f(x), f(kx), and f(x+k) for specific values of k using technology. SWBAT explain the effects described above using technology.

Big Idea: Use graphing calculators as tools to evaluate and explain, yes, explain!, changes to a graph.

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Subject(s):
Math, Function Operations and Inverses, Algebra II, function, master teacher project, 11th Grade, graphing calculators
  50 minutes
tech time
 
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