https://knilt.arcc.albany.edu/api.php?action=feedcontributions&user=Jennifer+Krol&feedformat=atomKNILT - User contributions [en]2022-12-10T10:13:50ZUser contributionsMediaWiki 1.35.5https://knilt.arcc.albany.edu/index.php?title=Unit_4:_Creating_Concept_Activities_for_the_Nspire&diff=26831Unit 4: Creating Concept Activities for the Nspire2010-12-02T00:29:03Z<p>Jennifer Krol: /* Implementation */</p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 4, you should be able to create graphing calculator concept activities to use in lessons.==<br />
<br />
Sometimes after searching the previous links, you may discover that no activity is exactly what you want. Instead of spending time trying to alter an existing activity, it sometimes might be easier to start from scratch. <br />
<br />
===Example Activity===<br />
An activity that is easy to create is one that changes the coefficients of an equation. For example, below is a snap shot of a simple activity of an absolute value equation (y = a| x + h | + k) in which the students discover how changing the value of a, h, and k affect the graph. The attached worksheet is used with the tns file:[[Media:Absolute_value_worksheet.pdf]]<br />
<br />
<br />
<br />
[[File:Abs_copy.jpg]]<br />
<br />
<br />
===Lesson Plan===<br />
<br />
Now, think of a concept that you think would be better understood by your students if you created an activity with the Nspire. If you feel you need more information about the Nspire or CAS Teacher Edition Software, refer to the reference: [[http://www.atomiclearning.com/k12/en/ti_nspire]]<br />
<br />
Create an Nspire activity, and then write a lesson plan that incorporate the activity you created.<br />
<br />
===Pair & Share===<br />
<br />
When you have finished, exchange your lesson with a partner electronically including links to download the Nspire files (tns files) and/or worksheets. After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period?<br />
<br />
===Implementation===<br />
<br />
With all new technology and instructional techniques, you will have bumps in the road. When you first implement that Nspire activities into an actual lesson with your students, I suggest you keep the following in mind:<br />
*Make sure you know all the necessary skills to complete the activity with your students.<br />
*If you get confused during the activity because you can't remember a keystroke or where something is located, don't be afraid to ask your students for help. Your students will learn the Nspire probably more quickly than you so don't be embarrassed if you find yourself asking them for help!<br />
*Make sure your lesson plan is flexible because even though you think an activity will only take 15 minutes, you might run into small problems or questions that will make the activity take more time. On the other hand, you might plan for the activity to take 15 minutes, but find that the students move quickly through it and finish the activity in 8 minutes. <br />
*If you have an Interactive Whiteboard or projector in your room, you will find it helpful to project the TI-CAS Teacher Edition Software with Nspire emulator on the screen so that the students can follow along as they use their own calculators. Or, if you are short on time, you can complete activities together on the screen.<br />
*Lastly, technology is not perfect: Always have a back up plan. There may be times where batteries run out, the transfer tool doesn't seem to be working right, or the file magically becomes corrupted! Don't give up on any technology simply because of one experience.<br />
<br />
===End of Course Reflection===<br />
1) Do you feel comfortable incorporating the Nspire into your lessons? Explain.<br />
<br />
2) Do you feel incorporating the Nspire into your lessons will be beneficial to your students? Explain.<br />
<br />
3) Do you feel comfortable locating existing activities online or creating your own Nspire activities?<br />
<br />
4) What concepts do you see yourself using the Nspire to help students better understand?<br />
<br />
5) What additional skills and/or resources do you wish you had receive in this course to better help you incorporate the Nspire into your lesson plans to improve student understanding?<br />
<br />
===End of Course===<br />
Great work! I hope you are excited and ready to try to incorporate the Nspire into your lesson plans to increase your students' understanding of mathematics. With any technology, there will always be new skills to learn and you will come across questions that did not arise in your work in this course. Remember to visit the website with all the tutorials [[http://www.atomiclearning.com/k12/en/ti_nspire]] and if you can't figure out the answer to your question through the website, please feel free to email me with any questions that you have: jkrol@fmschools.org. <br />
Thanks for participating in the course!<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_4:_Creating_Concept_Activities_for_the_Nspire&diff=26829Unit 4: Creating Concept Activities for the Nspire2010-12-02T00:27:38Z<p>Jennifer Krol: /* Lesson Plan */</p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 4, you should be able to create graphing calculator concept activities to use in lessons.==<br />
<br />
Sometimes after searching the previous links, you may discover that no activity is exactly what you want. Instead of spending time trying to alter an existing activity, it sometimes might be easier to start from scratch. <br />
<br />
===Example Activity===<br />
An activity that is easy to create is one that changes the coefficients of an equation. For example, below is a snap shot of a simple activity of an absolute value equation (y = a| x + h | + k) in which the students discover how changing the value of a, h, and k affect the graph. The attached worksheet is used with the tns file:[[Media:Absolute_value_worksheet.pdf]]<br />
<br />
<br />
<br />
[[File:Abs_copy.jpg]]<br />
<br />
<br />
===Lesson Plan===<br />
<br />
Now, think of a concept that you think would be better understood by your students if you created an activity with the Nspire. If you feel you need more information about the Nspire or CAS Teacher Edition Software, refer to the reference: [[http://www.atomiclearning.com/k12/en/ti_nspire]]<br />
<br />
Create an Nspire activity, and then write a lesson plan that incorporate the activity you created.<br />
<br />
===Pair & Share===<br />
<br />
When you have finished, exchange your lesson with a partner electronically including links to download the Nspire files (tns files) and/or worksheets. After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period?<br />
<br />
===Implementation===<br />
<br />
With all new technology and instructional techniques, you will have bumps in the road. When you first implement that Nspire activities into an actual lesson with your students, I suggest you keep the following in mind:<br />
*Make sure you know all the necessary skills to complete the activity with your students<br />
*If you get confused during the activity because you can't remember a keystroke or where something is located, don't be afraid to ask your students for help. Your students will learn the Nspire probably more quickly than you so don't be embarrassed if you find yourself asking them for help!<br />
*Make sure your lesson plan is flexible because even though you think an activity will only take 15 minutes, you might run into small problems or questions that will make the activity take more time. On the other hand, you might plan for the activity to take 15 minutes, but the students move quickly through it and finish the activity in 8 minutes. <br />
*If you have an Interactive Whiteboard or projector in your room, you will find it helpful to project the TI-CAS Teacher Edition Software with Nspire emulator on the screen so that the students can follow along as they use their own calculators. Or, if you are short on time, you can complete activities together on the screen.<br />
*Lastly, technology is not perfect: Always have a back up plan. There may be times where batteries run out, the transfer tool doesn't seem to be working right, or the file magically became corrupted! Don't give up on any technology simply because of one experience.<br />
<br />
===End of Course Reflection===<br />
1) Do you feel comfortable incorporating the Nspire into your lessons? Explain.<br />
<br />
2) Do you feel incorporating the Nspire into your lessons will be beneficial to your students? Explain.<br />
<br />
3) Do you feel comfortable locating existing activities online or creating your own Nspire activities?<br />
<br />
4) What concepts do you see yourself using the Nspire to help students better understand?<br />
<br />
5) What additional skills and/or resources do you wish you had receive in this course to better help you incorporate the Nspire into your lesson plans to improve student understanding?<br />
<br />
===End of Course===<br />
Great work! I hope you are excited and ready to try to incorporate the Nspire into your lesson plans to increase your students' understanding of mathematics. With any technology, there will always be new skills to learn and you will come across questions that did not arise in your work in this course. Remember to visit the website with all the tutorials [[http://www.atomiclearning.com/k12/en/ti_nspire]] and if you can't figure out the answer to your question through the website, please feel free to email me with any questions that you have: jkrol@fmschools.org. <br />
Thanks for participating in the course!<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Better_Understanding_of_Mathematical_Concepts_through_the_Graphing_Calculator&diff=26828Better Understanding of Mathematical Concepts through the Graphing Calculator2010-12-02T00:26:19Z<p>Jennifer Krol: </p>
<hr />
<div>===Course Introduction===<br />
<br />
Teachers need to make sure their students to truly understand mathematics and not simply view it as a set of rules that do not make sense (Darling-Hammond, 2008). Research shows that using the graphing calculator as a learning tool can help students better understand mathematics (Edwards, 1994; Smith, 1998; Grouws & Kristin, 2000; Ye, 2009). Thus, this course should be used as a professional development program for teachers who may not know how to use the graphing calculator as a teaching tool to help students better understand mathematical concepts. <br />
<br />
'''Course Purpose''': At the end of the course, participants will be able to demonstrate utilizing the graphing calculator to increase student understanding of mathematics.<br />
<br />
'''Required Materials''': <br />
<br />
1) a TI-Nspire graphing calculator (numeric or CAS versions acceptable) with the latest operating system. <br />
<br />
2) a computer with TI CAS Teacher Edition Software and Internet access. <br />
<br />
'''Prerequisites''': <br />
<br />
1) have a basic understanding of how to use TI-nSpire and TI CAS Teacher Edition Software<br />
<br />
2) know the Algebra curriculum.<br />
<br />
3) have an understanding of how to create a lesson.<br />
<br />
4) be willinging to learn<br />
<br />
5) be open minded in terms of your ideas of mathematics instruction<br />
<br />
<br />
===[[Unit 1: Understanding the Benefits of the Nspire in Mathematics Instruction]]===<br />
<br />
Objective: By the end of Unit 1, you should be able to explain and understand why utilizing the graphing calculator for mathematics instruction is beneficial for student understanding.<br />
<br />
===[[Unit 2: Operating the TI-Nspire and TI CAS Teacher Edition Software]]===<br />
<br />
Objective: By the end of Unit 2, you should be able to operate the TI-Nspire and TI-CAS Teacher Edition Software.<br />
<br />
===[[Unit 3: Locating Existing Concept Activities for the Nspire]]===<br />
<br />
Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons.<br />
<br />
===[[Unit 4: Creating Concept Activities for the Nspire]]===<br />
<br />
Objective: By the end of Unit 4, you should be able to create graphing calculator concept activities to use in lessons.<br />
<br />
<br />
===Resources===<br />
Darling-Hammond, L. (2008). Powerful Learning: What we know about teaching for understanding. San Francisco: Jossey Bass.<br />
<br />
Grouws, D.A. & Cebulla. K.J. (2000) Improving student achievement in mathematics, part 2: Recommendations for the classroom. Columbus OH:ERIC Clearinghouse for Science Mathematics and Environmental Education http://www.ericdigests.org/2003-1/math3.htm <br />
<br />
Edwards, T.G. (1994). Current reform efforts in mathematics education. Columbus OH: ERIC Clearinghouse for Science Mathematics and Environmental Education. http://www.ericdigests.org/1995-1/current.htm <br />
<br />
Smith, J.P. (1998). Graphing calculators in the mathematics classroom. Columbus OH: ERIC Clearinghouse for Science Mathematics and Environmental Education. http://www.ericdigests.org/2000-2/graphing.htm <br />
<br />
Ye, L. (2009) Integration of graphing calculator in mathematics teaching in China. Journal of Mathematics. 2(2), 134 - 146.</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_4:_Creating_Concept_Activities_for_the_Nspire&diff=26827Unit 4: Creating Concept Activities for the Nspire2010-12-02T00:25:41Z<p>Jennifer Krol: /* End of Course */</p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 4, you should be able to create graphing calculator concept activities to use in lessons.==<br />
<br />
Sometimes after searching the previous links, you may discover that no activity is exactly what you want. Instead of spending time trying to alter an existing activity, it sometimes might be easier to start from scratch. <br />
<br />
===Example Activity===<br />
An activity that is easy to create is one that changes the coefficients of an equation. For example, below is a snap shot of a simple activity of an absolute value equation (y = a| x + h | + k) in which the students discover how changing the value of a, h, and k affect the graph. The attached worksheet is used with the tns file:[[Media:Absolute_value_worksheet.pdf]]<br />
<br />
<br />
<br />
[[File:Abs_copy.jpg]]<br />
<br />
<br />
===Lesson Plan===<br />
<br />
Now, think of a concept that you think would be better understood by your students if you created an activity with the Nspire. If you feel you need more information about the Nspire or CAS Teacher Edition Software, refer to the reference: [[http://www.atomiclearning.com/k12/en/ti_nspire]]<br />
<br />
Create an Nspire activity to use in a lesson plan. <br />
<br />
===Pair & Share===<br />
<br />
When you have finished, exchange your lesson with a partner electronically including links to download the Nspire files (tns files) and/or worksheets. After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period?<br />
<br />
===Implementation===<br />
<br />
With all new technology and instructional techniques, you will have bumps in the road. When you first implement that Nspire activities into an actual lesson with your students, I suggest you keep the following in mind:<br />
*Make sure you know all the necessary skills to complete the activity with your students<br />
*If you get confused during the activity because you can't remember a keystroke or where something is located, don't be afraid to ask your students for help. Your students will learn the Nspire probably more quickly than you so don't be embarrassed if you find yourself asking them for help!<br />
*Make sure your lesson plan is flexible because even though you think an activity will only take 15 minutes, you might run into small problems or questions that will make the activity take more time. On the other hand, you might plan for the activity to take 15 minutes, but the students move quickly through it and finish the activity in 8 minutes. <br />
*If you have an Interactive Whiteboard or projector in your room, you will find it helpful to project the TI-CAS Teacher Edition Software with Nspire emulator on the screen so that the students can follow along as they use their own calculators. Or, if you are short on time, you can complete activities together on the screen.<br />
*Lastly, technology is not perfect: Always have a back up plan. There may be times where batteries run out, the transfer tool doesn't seem to be working right, or the file magically became corrupted! Don't give up on any technology simply because of one experience.<br />
<br />
===End of Course Reflection===<br />
1) Do you feel comfortable incorporating the Nspire into your lessons? Explain.<br />
<br />
2) Do you feel incorporating the Nspire into your lessons will be beneficial to your students? Explain.<br />
<br />
3) Do you feel comfortable locating existing activities online or creating your own Nspire activities?<br />
<br />
4) What concepts do you see yourself using the Nspire to help students better understand?<br />
<br />
5) What additional skills and/or resources do you wish you had receive in this course to better help you incorporate the Nspire into your lesson plans to improve student understanding?<br />
<br />
===End of Course===<br />
Great work! I hope you are excited and ready to try to incorporate the Nspire into your lesson plans to increase your students' understanding of mathematics. With any technology, there will always be new skills to learn and you will come across questions that did not arise in your work in this course. Remember to visit the website with all the tutorials [[http://www.atomiclearning.com/k12/en/ti_nspire]] and if you can't figure out the answer to your question through the website, please feel free to email me with any questions that you have: jkrol@fmschools.org. <br />
Thanks for participating in the course!<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_4:_Creating_Concept_Activities_for_the_Nspire&diff=26826Unit 4: Creating Concept Activities for the Nspire2010-12-02T00:24:11Z<p>Jennifer Krol: </p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 4, you should be able to create graphing calculator concept activities to use in lessons.==<br />
<br />
Sometimes after searching the previous links, you may discover that no activity is exactly what you want. Instead of spending time trying to alter an existing activity, it sometimes might be easier to start from scratch. <br />
<br />
===Example Activity===<br />
An activity that is easy to create is one that changes the coefficients of an equation. For example, below is a snap shot of a simple activity of an absolute value equation (y = a| x + h | + k) in which the students discover how changing the value of a, h, and k affect the graph. The attached worksheet is used with the tns file:[[Media:Absolute_value_worksheet.pdf]]<br />
<br />
<br />
<br />
[[File:Abs_copy.jpg]]<br />
<br />
<br />
===Lesson Plan===<br />
<br />
Now, think of a concept that you think would be better understood by your students if you created an activity with the Nspire. If you feel you need more information about the Nspire or CAS Teacher Edition Software, refer to the reference: [[http://www.atomiclearning.com/k12/en/ti_nspire]]<br />
<br />
Create an Nspire activity to use in a lesson plan. <br />
<br />
===Pair & Share===<br />
<br />
When you have finished, exchange your lesson with a partner electronically including links to download the Nspire files (tns files) and/or worksheets. After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period?<br />
<br />
===Implementation===<br />
<br />
With all new technology and instructional techniques, you will have bumps in the road. When you first implement that Nspire activities into an actual lesson with your students, I suggest you keep the following in mind:<br />
*Make sure you know all the necessary skills to complete the activity with your students<br />
*If you get confused during the activity because you can't remember a keystroke or where something is located, don't be afraid to ask your students for help. Your students will learn the Nspire probably more quickly than you so don't be embarrassed if you find yourself asking them for help!<br />
*Make sure your lesson plan is flexible because even though you think an activity will only take 15 minutes, you might run into small problems or questions that will make the activity take more time. On the other hand, you might plan for the activity to take 15 minutes, but the students move quickly through it and finish the activity in 8 minutes. <br />
*If you have an Interactive Whiteboard or projector in your room, you will find it helpful to project the TI-CAS Teacher Edition Software with Nspire emulator on the screen so that the students can follow along as they use their own calculators. Or, if you are short on time, you can complete activities together on the screen.<br />
*Lastly, technology is not perfect: Always have a back up plan. There may be times where batteries run out, the transfer tool doesn't seem to be working right, or the file magically became corrupted! Don't give up on any technology simply because of one experience.<br />
<br />
===End of Course Reflection===<br />
1) Do you feel comfortable incorporating the Nspire into your lessons? Explain.<br />
<br />
2) Do you feel incorporating the Nspire into your lessons will be beneficial to your students? Explain.<br />
<br />
3) Do you feel comfortable locating existing activities online or creating your own Nspire activities?<br />
<br />
4) What concepts do you see yourself using the Nspire to help students better understand?<br />
<br />
5) What additional skills and/or resources do you wish you had receive in this course to better help you incorporate the Nspire into your lesson plans to improve student understanding?<br />
<br />
===End of Course===<br />
Great work! I hope you are excited and ready to try to incorporate the Nspire into your lesson plans to increase your students' understanding of mathematics. With any technology, there will always be new skills to learn and you will come across questions that did not arise in your work in this course. Remember the website with all the tutorials [[ ]] and if you can't figure out the answer to your question through the website, please feel free to email me with any questions that you have: jkrol@fmschools.org. <br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_3:_Locating_Existing_Concept_Activities_for_the_Nspire&diff=26823Unit 3: Locating Existing Concept Activities for the Nspire2010-12-02T00:20:31Z<p>Jennifer Krol: /* Tips for Selecting Activities */</p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons.==<br />
<br />
<br />
In the previous unit, you thought about a unit of study that your students have struggled with. Now you will locate existing activities through the Internet for the Nspire. There are many great activities that TI and other educators have already created. You do not have to create everything from scratch especially when you are first starting to incorporate the Nspire into your lessons. The activities range from 5 minutes to 1 ½ hours, so make sure you check the estimated time to complete when you consider the different activities.<br />
<br />
===Example Activity===<br />
Here is an example of an activity found on the Internet. It is called "Variables on Both Sides." It is used to help students discover that a linear equation with one variable can have 0, 1, or infinitely many solutions. Students drag points on number lines to discover when both sides of the equation are true. Below are some snap shots of the activity:<br />
<br />
<br />
[[File:Eq1_copy.jpg]]<br />
<br />
<br />
The entire activity can be found at the following website. The website includes links to the tns file (this is what files that are created for the Nspire are called) and activity worksheet. [[http://education.ti.com/calculators/downloads/US/Activities/Detail?ID=11342]]<br />
<br />
===Tips for Selecting Activities===<br />
As you search the links below, keep the following in mind:<br />
<br />
*Be selective when looking at activities. Only consider activities that target your learning objectives for that lesson or unit. <br />
<br />
*Select activities that you think will increase your students’ understanding of the concept based on the research you read in Unit 2. Don’t pick an activity just because it seems fun. <br />
<br />
*Remember you can always alter an activity by downloading the worksheet as a Microsoft Word document and downloading the tns file on to your computer to open and change. This might be helpful if you find a good activity that is too long for your class period or just needs to be changed to better fit your students’ needs.<br />
<br />
*Do you want each student to complete the activity on their own, in pairs, or as a class? If you have an Interactive Whiteboard or projector in your room, you will find it helpful to project the TI-CAS Teacher Edition Software with Nspire emulator on the screen so that the students can follow along as they use their own calculators. Or, if you are short on time, you can complete activities together on the screen.<br />
<br />
===Links to Help Locate Activities===<br />
TI has a few different ways to locate activities. The first link allows you to view activities created by other math teachers like yourself! The second link allows you to find your textbook and then search activities that are correlated with a particular section in the textbook. The third link brings you to activities created by TI; these activities are grouped by curriculum and topic. As you search for an activity, try using all three links. You may find similar activities on each, but most likely you will find more activities to choose from!<br />
<br />
====Activities Created By Educators====<br />
This link helps you locate activities made by other educators like yourself. When you go to the website, [[http://education.ti.com/calculators/downloads/US/Activities/Search/Subject?s=5022&sa=5022]], make sure you fill in the following drop down boxes:<br />
*Technology: TI Nspire<br />
*Subject: Math<br />
*Subject Area: Algebra (You may select a different one if you are teaching another course)<br />
*Topic: Think about what kind of topics your students struggle with or you want to improve upon and search for it.<br />
<br />
====Activities Connected to Textbook Sections====<br />
The link below helps you find activities that have been created by TI and other educators that can be used with your textbook. Not all textbooks can be found and some textbooks are better correlated than others. If you use a Holt, McDougal, or Holt-McDougal textbook, you will find this website below to be especially helpful:<br />
*Click on the link [[http://education.ti.com/educationportal/sites/US/nonProductMulti/publishers.html]]<br />
*Select the publisher of your textbook.<br />
*Navigate the website to find your textbook.<br />
**If your textbook publisher is Holt McDougal, you will see a variety of textbooks. Click on the one that is yours and then scroll through the list of chapters and sections to find the one you want. Once you find the section you want, you can click on the link and find many activities that can be used with that section.<br />
**The other textbook publishers' links are not as user friendly so you might not want to search those.<br />
<br />
====Activities Created By TI====<br />
The link below helps you locate activities that have been created by TI. [[http://education.ti.com/calculators/timathnspired/]]<br />
<br />
*You will need to sign up for an account by clicking on “Sign In” and then “Create an Account.” The account is free and easy to set up. You must provide a working email account.<br />
*Once you are signed in, you can access activities from the different curriculums include Algebra 1, Geometry, Algebra 2, and Calculus.<br />
*Within each curriculum, there are topics. For example, in Algebra 1 you can choose from Equations, Linear Inequalities, Quadratic Functions, etc. Select a topic to find Nspire activities.<br />
*A list of activities will appear including videos so that you can watch the activities before choosing to download it to use in your own classroom.<br />
<br />
===Lesson Plan===<br />
After you have located an activity, write a lesson plan incorporating the activity. Remember that you can alter the activity if necessary. The activity might be the majority of the lesson or it could be used as an opening or closing activity. Make sure you pay close attention to the suggested time that is needed to complete the activity. Also, remember that this is your first time creating a lesson with a Nspire activity so the activity might take a little longer than the suggested time.<br />
<br />
===Pair & Share===<br />
Exchange your lessons electronically including links to download the Nspire files (tns files) and/or worksheets. <br />
<br />
After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period? <br />
<br />
<br />
[[Unit 4: Creating Concept Activities for the Nspire]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_3:_Locating_Existing_Concept_Activities_for_the_Nspire&diff=26821Unit 3: Locating Existing Concept Activities for the Nspire2010-12-02T00:19:55Z<p>Jennifer Krol: /* Tips for Selecting Activities */</p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons.==<br />
<br />
<br />
In the previous unit, you thought about a unit of study that your students have struggled with. Now you will locate existing activities through the Internet for the Nspire. There are many great activities that TI and other educators have already created. You do not have to create everything from scratch especially when you are first starting to incorporate the Nspire into your lessons. The activities range from 5 minutes to 1 ½ hours, so make sure you check the estimated time to complete when you consider the different activities.<br />
<br />
===Example Activity===<br />
Here is an example of an activity found on the Internet. It is called "Variables on Both Sides." It is used to help students discover that a linear equation with one variable can have 0, 1, or infinitely many solutions. Students drag points on number lines to discover when both sides of the equation are true. Below are some snap shots of the activity:<br />
<br />
<br />
[[File:Eq1_copy.jpg]]<br />
<br />
<br />
The entire activity can be found at the following website. The website includes links to the tns file (this is what files that are created for the Nspire are called) and activity worksheet. [[http://education.ti.com/calculators/downloads/US/Activities/Detail?ID=11342]]<br />
<br />
===Tips for Selecting Activities===<br />
As you search the links below, keep the following in mind:<br />
<br />
*Be selective when looking at activities. Only consider activities that target your learning objectives for that lesson or unit. <br />
<br />
*Select activities that you think will increase your students’ understanding of the concept based on the research you read in Unit 2. Don’t pick an activity just because it seems fun. <br />
<br />
*Remember you can always alter an activity by downloading the worksheet as a Microsoft Word document and downloading the tns file on to your computer to open and change. This might be helpful if you find a good activity that is too long for your class period or just needs to be changed to better fit your students’ needs.<br />
<br />
*Do each student to complete the activity on their own, in pairs, or as a class? If you have an Interactive Whiteboard or projector in your room, you will find it helpful to project the TI-CAS Teacher Edition Software with Nspire emulator on the screen so that the students can follow along as they use their own calculators. Or, if you are short on time, you can complete activities together on the screen.<br />
<br />
===Links to Help Locate Activities===<br />
TI has a few different ways to locate activities. The first link allows you to view activities created by other math teachers like yourself! The second link allows you to find your textbook and then search activities that are correlated with a particular section in the textbook. The third link brings you to activities created by TI; these activities are grouped by curriculum and topic. As you search for an activity, try using all three links. You may find similar activities on each, but most likely you will find more activities to choose from!<br />
<br />
====Activities Created By Educators====<br />
This link helps you locate activities made by other educators like yourself. When you go to the website, [[http://education.ti.com/calculators/downloads/US/Activities/Search/Subject?s=5022&sa=5022]], make sure you fill in the following drop down boxes:<br />
*Technology: TI Nspire<br />
*Subject: Math<br />
*Subject Area: Algebra (You may select a different one if you are teaching another course)<br />
*Topic: Think about what kind of topics your students struggle with or you want to improve upon and search for it.<br />
<br />
====Activities Connected to Textbook Sections====<br />
The link below helps you find activities that have been created by TI and other educators that can be used with your textbook. Not all textbooks can be found and some textbooks are better correlated than others. If you use a Holt, McDougal, or Holt-McDougal textbook, you will find this website below to be especially helpful:<br />
*Click on the link [[http://education.ti.com/educationportal/sites/US/nonProductMulti/publishers.html]]<br />
*Select the publisher of your textbook.<br />
*Navigate the website to find your textbook.<br />
**If your textbook publisher is Holt McDougal, you will see a variety of textbooks. Click on the one that is yours and then scroll through the list of chapters and sections to find the one you want. Once you find the section you want, you can click on the link and find many activities that can be used with that section.<br />
**The other textbook publishers' links are not as user friendly so you might not want to search those.<br />
<br />
====Activities Created By TI====<br />
The link below helps you locate activities that have been created by TI. [[http://education.ti.com/calculators/timathnspired/]]<br />
<br />
*You will need to sign up for an account by clicking on “Sign In” and then “Create an Account.” The account is free and easy to set up. You must provide a working email account.<br />
*Once you are signed in, you can access activities from the different curriculums include Algebra 1, Geometry, Algebra 2, and Calculus.<br />
*Within each curriculum, there are topics. For example, in Algebra 1 you can choose from Equations, Linear Inequalities, Quadratic Functions, etc. Select a topic to find Nspire activities.<br />
*A list of activities will appear including videos so that you can watch the activities before choosing to download it to use in your own classroom.<br />
<br />
===Lesson Plan===<br />
After you have located an activity, write a lesson plan incorporating the activity. Remember that you can alter the activity if necessary. The activity might be the majority of the lesson or it could be used as an opening or closing activity. Make sure you pay close attention to the suggested time that is needed to complete the activity. Also, remember that this is your first time creating a lesson with a Nspire activity so the activity might take a little longer than the suggested time.<br />
<br />
===Pair & Share===<br />
Exchange your lessons electronically including links to download the Nspire files (tns files) and/or worksheets. <br />
<br />
After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period? <br />
<br />
<br />
[[Unit 4: Creating Concept Activities for the Nspire]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_4:_Creating_Concept_Activities_for_the_Nspire&diff=26818Unit 4: Creating Concept Activities for the Nspire2010-12-02T00:18:32Z<p>Jennifer Krol: /* Objective: By the end of Unit 4, you should be able to create graphing calculator concept activities to use in lessons. */</p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 4, you should be able to create graphing calculator concept activities to use in lessons.==<br />
<br />
Sometimes after searching the previous links, you may discover that no activity is exactly what you want. Instead of spending time trying to alter an existing activity, it sometimes might be easier to start from scratch. <br />
<br />
===Example Activity===<br />
An activity that is easy to create is one that changes the coefficients of an equation. For example, below is a snap shot of a simple activity of an absolute value equation (y = a| x + h | + k) in which the students discover how changing the value of a, h, and k affect the graph. The attached worksheet is used with the tns file:[[Media:Absolute_value_worksheet.pdf]]<br />
<br />
<br />
<br />
[[File:Abs_copy.jpg]]<br />
<br />
<br />
===Lesson Plan===<br />
<br />
Now, think of a concept that you think would be better understood by your students if you created an activity with the Nspire. If you feel you need more information about the Nspire or CAS Teacher Edition Software, refer to the reference: [[http://www.atomiclearning.com/k12/en/ti_nspire]]<br />
<br />
Create an Nspire activity to use in a lesson plan. <br />
<br />
===Pair & Share===<br />
<br />
When you have finished, exchange your lesson with a partner electronically including links to download the Nspire files (tns files) and/or worksheets. After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period?<br />
<br />
===Implementation===<br />
<br />
With all new technology and instructional techniques, you will have bumps in the road. When you first implement that Nspire activities into an actual lesson with your students, I suggest you keep the following in mind:<br />
*Make sure you know all the necessary skills to complete the activity with your students<br />
*If you get confused during the activity because you can't remember a keystroke or where something is located, don't be afraid to ask your students for help. Your students will learn the Nspire probably more quickly than you so don't be embarrassed if you find yourself asking them for help!<br />
*Make sure your lesson plan is flexible because even though you think an activity will only take 15 minutes, you might run into small problems or questions that will make the activity take more time. On the other hand, you might plan for the activity to take 15 minutes, but the students move quickly through it and finish the activity in 8 minutes. <br />
*If you have an Interactive Whiteboard or projector in your room, you will find it helpful to project the TI-CAS Teacher Edition Software with Nspire emulator on the screen so that the students can follow along as they use their own calculators. Or, if you are short on time, you can complete activities together on the screen.<br />
*Lastly, technology is not perfect: Always have a back up plan. There may be times where batteries run out, the transfer tool doesn't seem to be working right, or the file magically became corrupted! Don't give up on any technology simply because of one experience.<br />
<br />
===End of Course Reflection===<br />
1) Do you feel comfortable incorporating the Nspire into your lessons? Explain.<br />
<br />
2) Do you feel incorporating the Nspire into your lessons will be beneficial to your students? Explain.<br />
<br />
3) Do you feel comfortable locating existing activities online or creating your own Nspire activities?<br />
<br />
4) What concepts do you see yourself using the Nspire to help students better understand?<br />
<br />
5) What additional skills and/or resources do you wish you had receive in this course to better help you incorporate the Nspire into your lesson plans to improve student understanding?<br />
<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_3:_Locating_Existing_Concept_Activities_for_the_Nspire&diff=26817Unit 3: Locating Existing Concept Activities for the Nspire2010-12-02T00:09:18Z<p>Jennifer Krol: /* Links to Help Locate Activities */</p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons.==<br />
<br />
<br />
In the previous unit, you thought about a unit of study that your students have struggled with. Now you will locate existing activities through the Internet for the Nspire. There are many great activities that TI and other educators have already created. You do not have to create everything from scratch especially when you are first starting to incorporate the Nspire into your lessons. The activities range from 5 minutes to 1 ½ hours, so make sure you check the estimated time to complete when you consider the different activities.<br />
<br />
===Example Activity===<br />
Here is an example of an activity found on the Internet. It is called "Variables on Both Sides." It is used to help students discover that a linear equation with one variable can have 0, 1, or infinitely many solutions. Students drag points on number lines to discover when both sides of the equation are true. Below are some snap shots of the activity:<br />
<br />
<br />
[[File:Eq1_copy.jpg]]<br />
<br />
<br />
The entire activity can be found at the following website. The website includes links to the tns file (this is what files that are created for the Nspire are called) and activity worksheet. [[http://education.ti.com/calculators/downloads/US/Activities/Detail?ID=11342]]<br />
<br />
===Tips for Selecting Activities===<br />
As you search the links below, keep the following in mind:<br />
<br />
*Be selective when looking at activities. Only consider activities that target your learning objectives for that lesson or unit. <br />
<br />
*Select activities that you think will increase your students’ understanding of the concept based on the research you read in Unit 2. Don’t pick an activity just because it seems fun. <br />
<br />
*Remember you can always alter an activity by downloading the worksheet as a Microsoft Word document and downloading the tns file on to your computer to open and change. This might be helpful if you find a good activity that is too long for your class period or just needs to be changed to better fit your students’ needs.<br />
<br />
===Links to Help Locate Activities===<br />
TI has a few different ways to locate activities. The first link allows you to view activities created by other math teachers like yourself! The second link allows you to find your textbook and then search activities that are correlated with a particular section in the textbook. The third link brings you to activities created by TI; these activities are grouped by curriculum and topic. As you search for an activity, try using all three links. You may find similar activities on each, but most likely you will find more activities to choose from!<br />
<br />
====Activities Created By Educators====<br />
This link helps you locate activities made by other educators like yourself. When you go to the website, [[http://education.ti.com/calculators/downloads/US/Activities/Search/Subject?s=5022&sa=5022]], make sure you fill in the following drop down boxes:<br />
*Technology: TI Nspire<br />
*Subject: Math<br />
*Subject Area: Algebra (You may select a different one if you are teaching another course)<br />
*Topic: Think about what kind of topics your students struggle with or you want to improve upon and search for it.<br />
<br />
====Activities Connected to Textbook Sections====<br />
The link below helps you find activities that have been created by TI and other educators that can be used with your textbook. Not all textbooks can be found and some textbooks are better correlated than others. If you use a Holt, McDougal, or Holt-McDougal textbook, you will find this website below to be especially helpful:<br />
*Click on the link [[http://education.ti.com/educationportal/sites/US/nonProductMulti/publishers.html]]<br />
*Select the publisher of your textbook.<br />
*Navigate the website to find your textbook.<br />
**If your textbook publisher is Holt McDougal, you will see a variety of textbooks. Click on the one that is yours and then scroll through the list of chapters and sections to find the one you want. Once you find the section you want, you can click on the link and find many activities that can be used with that section.<br />
**The other textbook publishers' links are not as user friendly so you might not want to search those.<br />
<br />
====Activities Created By TI====<br />
The link below helps you locate activities that have been created by TI. [[http://education.ti.com/calculators/timathnspired/]]<br />
<br />
*You will need to sign up for an account by clicking on “Sign In” and then “Create an Account.” The account is free and easy to set up. You must provide a working email account.<br />
*Once you are signed in, you can access activities from the different curriculums include Algebra 1, Geometry, Algebra 2, and Calculus.<br />
*Within each curriculum, there are topics. For example, in Algebra 1 you can choose from Equations, Linear Inequalities, Quadratic Functions, etc. Select a topic to find Nspire activities.<br />
*A list of activities will appear including videos so that you can watch the activities before choosing to download it to use in your own classroom.<br />
<br />
===Lesson Plan===<br />
After you have located an activity, write a lesson plan incorporating the activity. Remember that you can alter the activity if necessary. The activity might be the majority of the lesson or it could be used as an opening or closing activity. Make sure you pay close attention to the suggested time that is needed to complete the activity. Also, remember that this is your first time creating a lesson with a Nspire activity so the activity might take a little longer than the suggested time.<br />
<br />
===Pair & Share===<br />
Exchange your lessons electronically including links to download the Nspire files (tns files) and/or worksheets. <br />
<br />
After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period? <br />
<br />
<br />
[[Unit 4: Creating Concept Activities for the Nspire]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_2:_Operating_the_TI-Nspire_and_TI_CAS_Teacher_Edition_Software&diff=26816Unit 2: Operating the TI-Nspire and TI CAS Teacher Edition Software2010-12-02T00:07:39Z<p>Jennifer Krol: </p>
<hr />
<div>==Objective: By the end of Unit 2, you should be able to operate the TI-Nspire and TI- CAS Teacher Edition Software.==<br />
<br />
Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
===Scavenger Hunt===<br />
<br />
Before we start using the Nspire graphing calculator and TI CAS Teacher Edition Software to modify and create activities, you need to make sure you have the necessary calculator and computer skills. Make sure you have an updated TI-Nspire graphing calculator and TI-Nspire Teacher Computer Software (edition 2.1). Next, complete the activity at this link using your TI-Nspire to make sure you are ready to start.<br />
<br />
Scavenger Hunt: [[http://education.ti.com/xchange/US/Math/MathGeneral/9202/NspireScavengerHunt.pdf]]<br />
<br />
If you need help with the scavenger hunt at any point, using the following website as a reference guide.[[http://www.atomiclearning.com/k12/en/ti_nspire]] Make sure you use the tutorials that are designed for the calculator and not the software.<br />
<br />
===Software Skills===<br />
(Screen capture of TI-CAS Teacher Edition Software with calculator emulator - TI-SmartView)<br />
<br />
[[File:Software_copy.jpg]]<br />
<br />
(Screen capture of TI-CAS Teacher Edition Software with calculator emulator - TI-SmartView)<br />
<br />
<br />
Many of the skills you practiced during the Scavenger Hunt are the same for the TI-CAS Teacher Edition Software while others are different. You will use the same skills on the software as the handheld calculator when adding and creating pages of Graphs & Geometry, Lists & Spreadsheets, Data & Statistics, Calculator, and Data Collection.<br />
<br />
Other skills are needed to modify and create activities on the TI-CAS Teacher Edition Software. <br />
<br />
====Basic Software Skills====<br />
Basic software skills are those needed to begin using the TI CAS Teacher Edition Software. For an introduction to using the software visit [[http://www.atomiclearning.com/k12/en/ti_nspire]] and scroll down to TI-Nspire Computer Software. Click on the Basics tab and look at video 1 (Using the TI-Nspire Software). You do not need to login to view any of the videos.<br />
<br />
=====Document Creation and Editing===== <br />
The skills listed below are essential to know in order to begin using the software. <br />
If you need help with any of these skills, visit this website [[http://www.atomiclearning.com/k12/en/ti_nspire]] and scroll down to TI-Nspire Computer Software. Click on the Basics tab and look at videos 2 and 3.<br />
<br />
*Creating and saving a new document (2)<br />
*Finding and opening a document (3)<br />
<br />
=====Altering the Standard View of Documents=====<br />
The skills listed below allow you to alter the standard view of the documents you create or find. Though you will still be able to operate the software without these skills, you will be able to make more interactive activities with these skills.<br />
If you need help with any of these skills, visit this website [[http://www.atomiclearning.com/k12/en/ti_nspire]] and scroll down to TI-Nspire Computer Software. Click on the Basics tab and look at videos 4 - 7 and 9.<br />
<br />
*Changing page layout and position (4)<br />
*Changing document and system settings (5)<br />
*Accessing and using the catalog (6)<br />
*Using templates in Notes (7)<br />
*Using Panels (9)<br />
<br />
=====Advanced Basic Topics=====<br />
The skills listed below are necessary to keep your software up to date and help you learn how to download lessons from the websites. The "My Files Tab" is where you will store lessons that are on your emulator calculator. The transfer tool allows you to send documents to students from the software. If you need help with any of these skills, visit this website [[http://www.atomiclearning.com/k12/en/ti_nspire]] and scroll down to TI-Nspire Computer Software. Click on the Basics tab and look at videos 10 - 12. The "Transfer Tool" video is under the Teacher Software tab and it is video number 6.<br />
<br />
*Working with Lesson Bundles (10)<br />
*Updating the Operating System (11)<br />
*Using the My Files tab in the TI-Nspire Computer Software (12)<br />
*Transfer Tool (6)<br />
<br />
===Future Help===<br />
<br />
'''Future Help:''' If at any point during the course, you are confused on how to do something the website [[http://www.atomiclearning.com/k12/en/ti_nspire]] has many tutorials to assist you.<br />
<br />
Also remember, that the TI CAS Teacher Edition Software has a Nspire emulator (TI-SmartView) that you can always use if you prefer to create using the calculator instead of the software buttons (the ones along the top in the image above).<br />
<br />
<br />
[[Unit 3: Locating Existing Concept Activities for the Nspire]]<br />
<br />
Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_2:_Operating_the_TI-Nspire_and_TI_CAS_Teacher_Edition_Software&diff=26814Unit 2: Operating the TI-Nspire and TI CAS Teacher Edition Software2010-12-02T00:04:10Z<p>Jennifer Krol: /* Software Skills */</p>
<hr />
<div>==Objective: By the end of Unit 2, you should be able to operate the TI-Nspire and TI- CAS Teacher Edition Software.==<br />
<br />
Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
===Scavenger Hunt===<br />
<br />
Before we start using the Nspire graphing calculator and TI CAS Teacher Edition Software to modify and create activities, you need to make sure you have the necessary calculator and computer skills. Make sure you have an updated TI-Nspire graphing calculator and TI-Nspire Teacher Computer Software (edition 2.1). Next, complete the activity at this link using your TI-Nspire to make sure you are ready to start.<br />
<br />
Scavenger Hunt: [[http://education.ti.com/xchange/US/Math/MathGeneral/9202/NspireScavengerHunt.pdf]]<br />
<br />
If you need help with the scavenger hunt at any point, using the following website as a reference guide.[[http://www.atomiclearning.com/k12/en/ti_nspire]] Make sure you use the tutorials that are designed for the calculator and not the software.<br />
<br />
===Software Skills===<br />
(Screen capture of TI-CAS Teacher Edition Software with calculator emulator - TI-SmartView)<br />
<br />
[[File:Software_copy.jpg]]<br />
<br />
(Screen capture of TI-CAS Teacher Edition Software with calculator emulator - TI-SmartView)<br />
<br />
<br />
Many of the skills you practiced during the Scavenger Hunt are the same for the TI-CAS Teacher Edition Software while others are different. You will use the same skills on the software as the handheld calculator when adding and creating pages of Graphs & Geometry, Lists & Spreadsheets, Data & Statistics, Calculator, and Data Collection.<br />
<br />
Other skills are needed to modify and create activities on the TI CAS Teacher Edition Software. <br />
<br />
====Basic Software Skills====<br />
Basic software skills are those needed to begin using the TI CAS Teacher Edition Software. For an introduction to using the software visit [[http://www.atomiclearning.com/k12/en/ti_nspire]] and scroll down to TI-Nspire Computer Software. Click on the Basics tab and look at video 1 (Using the TI-Nspire Software).<br />
<br />
=====Document Creation and Editing===== <br />
The skills listed below are essential to know in order to begin using the software. <br />
If you need help with any of these skills, visit this website [[http://www.atomiclearning.com/k12/en/ti_nspire]] and scroll down to TI-Nspire Computer Software. Click on the Basics tab and look at videos 2 and 3.<br />
<br />
*Creating and saving a new document (2)<br />
*Finding and opening a document (3)<br />
<br />
=====Altering the Standard View of Documents=====<br />
The skills listed below allow you to alter the standard view of the documents you create or find. Though you will still be able to operate the software without these skills, you will be able to make more interactive activities with these skills.<br />
If you need help with any of these skills, visit this website [[http://www.atomiclearning.com/k12/en/ti_nspire]] and scroll down to TI-Nspire Computer Software. Click on the Basics tab and look at videos 4 - 7 and 9.<br />
<br />
*Changing page layout and position (4)<br />
*Changing document and system settings (5)<br />
*Accessing and using the catalog (6)<br />
*Using templates in Notes (7)<br />
*Using Panels (9)<br />
<br />
=====Advanced Basic Topics=====<br />
The skills listed below are necessary to keep your software up to date and help you learn how to download lessons from the websites. The "My Files Tab" is where you will store lessons that are on your emulator calculator. The transfer tool allows you to send documents to students from the software. If you need help with any of these skills, visit this website [[http://www.atomiclearning.com/k12/en/ti_nspire]] and scroll down to TI-Nspire Computer Software. Click on the Basics tab and look at videos 10 - 12. The "Transfer Tool" video is under the Teacher Software tab and it is video number 6.<br />
<br />
*Working with Lesson Bundles (10)<br />
*Updating the Operating System (11)<br />
*Using the My Files tab in the TI-Nspire Computer Software (12)<br />
*Transfer Tool (6)<br />
<br />
===Future Help===<br />
<br />
'''Future Help:''' If at any point during the course, you are confused on how to do something the website [[http://www.atomiclearning.com/k12/en/ti_nspire]] has many tutorials to assist you.<br />
<br />
Also remember, that the TI CAS Teacher Edition Software has a Nspire emulator (TI-SmartView) that you can always use if you prefer to create using the calculator instead of the software buttons (the ones along the top in the image above).<br />
<br />
<br />
[[Unit 3: Locating Existing Concept Activities for the Nspire]]<br />
<br />
Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_2:_Operating_the_TI-Nspire_and_TI_CAS_Teacher_Edition_Software&diff=26813Unit 2: Operating the TI-Nspire and TI CAS Teacher Edition Software2010-12-02T00:03:33Z<p>Jennifer Krol: /* Software Skills */</p>
<hr />
<div>==Objective: By the end of Unit 2, you should be able to operate the TI-Nspire and TI- CAS Teacher Edition Software.==<br />
<br />
Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
===Scavenger Hunt===<br />
<br />
Before we start using the Nspire graphing calculator and TI CAS Teacher Edition Software to modify and create activities, you need to make sure you have the necessary calculator and computer skills. Make sure you have an updated TI-Nspire graphing calculator and TI-Nspire Teacher Computer Software (edition 2.1). Next, complete the activity at this link using your TI-Nspire to make sure you are ready to start.<br />
<br />
Scavenger Hunt: [[http://education.ti.com/xchange/US/Math/MathGeneral/9202/NspireScavengerHunt.pdf]]<br />
<br />
If you need help with the scavenger hunt at any point, using the following website as a reference guide.[[http://www.atomiclearning.com/k12/en/ti_nspire]] Make sure you use the tutorials that are designed for the calculator and not the software.<br />
<br />
===Software Skills===<br />
(Screen capture of TI CAS Teacher Edition Software with calculator emulator - TI-SmartView)<br />
<br />
[[File:Software_copy.jpg]]<br />
<br />
(Screen capture of TI CAS Teacher Edition Software with calculator emulator - TI-SmartView)<br />
<br />
<br />
Many of the skills you practiced during the Scavenger Hunt are the same for the TI CAS Teacher Edition Software while others are different. You will use the same skills on the software as the handheld calculator when adding and creating pages of Graphs & Geometry, Lists & Spreadsheets, Data & Statistics, Calculator, and Data Collection.<br />
<br />
Other skills are needed to modify and create activities on the TI CAS Teacher Edition Software. <br />
<br />
====Basic Software Skills====<br />
Basic software skills are those needed to begin using the TI CAS Teacher Edition Software. For an introduction to using the software visit [[http://www.atomiclearning.com/k12/en/ti_nspire]] and scroll down to TI-Nspire Computer Software. Click on the Basics tab and look at video 1 (Using the TI-Nspire Software).<br />
<br />
=====Document Creation and Editing===== <br />
The skills listed below are essential to know in order to begin using the software. <br />
If you need help with any of these skills, visit this website [[http://www.atomiclearning.com/k12/en/ti_nspire]] and scroll down to TI-Nspire Computer Software. Click on the Basics tab and look at videos 2 and 3.<br />
<br />
*Creating and saving a new document (2)<br />
*Finding and opening a document (3)<br />
<br />
=====Altering the Standard View of Documents=====<br />
The skills listed below allow you to alter the standard view of the documents you create or find. Though you will still be able to operate the software without these skills, you will be able to make more interactive activities with these skills.<br />
If you need help with any of these skills, visit this website [[http://www.atomiclearning.com/k12/en/ti_nspire]] and scroll down to TI-Nspire Computer Software. Click on the Basics tab and look at videos 4 - 7 and 9.<br />
<br />
*Changing page layout and position (4)<br />
*Changing document and system settings (5)<br />
*Accessing and using the catalog (6)<br />
*Using templates in Notes (7)<br />
*Using Panels (9)<br />
<br />
=====Advanced Basic Topics=====<br />
The skills listed below are necessary to keep your software up to date and help you learn how to download lessons from the websites. The "My Files Tab" is where you will store lessons that are on your emulator calculator. The transfer tool allows you to send documents to students from the software. If you need help with any of these skills, visit this website [[http://www.atomiclearning.com/k12/en/ti_nspire]] and scroll down to TI-Nspire Computer Software. Click on the Basics tab and look at videos 10 - 12. The "Transfer Tool" video is under the Teacher Software tab and it is video number 6.<br />
<br />
*Working with Lesson Bundles (10)<br />
*Updating the Operating System (11)<br />
*Using the My Files tab in the TI-Nspire Computer Software (12)<br />
*Transfer Tool (6)<br />
<br />
===Future Help===<br />
<br />
'''Future Help:''' If at any point during the course, you are confused on how to do something the website [[http://www.atomiclearning.com/k12/en/ti_nspire]] has many tutorials to assist you.<br />
<br />
Also remember, that the TI CAS Teacher Edition Software has a Nspire emulator (TI-SmartView) that you can always use if you prefer to create using the calculator instead of the software buttons (the ones along the top in the image above).<br />
<br />
<br />
[[Unit 3: Locating Existing Concept Activities for the Nspire]]<br />
<br />
Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_2:_Operating_the_TI-Nspire_and_TI_CAS_Teacher_Edition_Software&diff=26811Unit 2: Operating the TI-Nspire and TI CAS Teacher Edition Software2010-12-02T00:02:04Z<p>Jennifer Krol: /* Scavenger Hunt */</p>
<hr />
<div>==Objective: By the end of Unit 2, you should be able to operate the TI-Nspire and TI- CAS Teacher Edition Software.==<br />
<br />
Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
===Scavenger Hunt===<br />
<br />
Before we start using the Nspire graphing calculator and TI CAS Teacher Edition Software to modify and create activities, you need to make sure you have the necessary calculator and computer skills. Make sure you have an updated TI-Nspire graphing calculator and TI-Nspire Teacher Computer Software (edition 2.1). Next, complete the activity at this link using your TI-Nspire to make sure you are ready to start.<br />
<br />
Scavenger Hunt: [[http://education.ti.com/xchange/US/Math/MathGeneral/9202/NspireScavengerHunt.pdf]]<br />
<br />
If you need help with the scavenger hunt at any point, using the following website as a reference guide.[[http://www.atomiclearning.com/k12/en/ti_nspire]] Make sure you use the tutorials that are designed for the calculator and not the software.<br />
<br />
===Software Skills===<br />
(Screen capture of TI CAS Teacher Edition Software with calculator emulator - TI-SmartView)<br />
<br />
[[File:Software_copy.jpg]]<br />
<br />
(Screen capture of TI CAS Teacher Edition Software with calculator emulator - TI-SmartView)<br />
<br />
<br />
Many of the skills you practice are the same for the TI CAS Teacher Edition Software while others are different. You will use the same skills on the software as the handheld calculator when adding and creating pages of Graphs & Geometry, Lists & Spreadsheets, Data & Statistics, Calculator, and Data Collection.<br />
<br />
Other skills are needed to modify and create activities on the TI CAS Teacher Edition Software. <br />
<br />
====Basic Software Skills====<br />
Basic software skills are those needed to begin using the TI CAS Teacher Edition Software. For an introduction to using the software visit [[http://www.atomiclearning.com/k12/en/ti_nspire]] and scroll down to TI-Nspire Computer Software. Click on the Basics tab and look at video 1 (Using the TI-Nspire Software).<br />
<br />
=====Document Creation and Editing===== <br />
The skills listed below are essential to know in order to begin using the software. <br />
If you need help with any of these skills, visit this website [[http://www.atomiclearning.com/k12/en/ti_nspire]] and scroll down to TI-Nspire Computer Software. Click on the Basics tab and look at videos 2 and 3.<br />
<br />
*Creating and saving a new document (2)<br />
*Finding and opening a document (3)<br />
<br />
=====Altering the Standard View of Documents=====<br />
The skills listed below allow you to alter the standard view of the documents you create or find. Though you will still be able to operate the software without these skills, you will be able to make more interactive activities with these skills.<br />
If you need help with any of these skills, visit this website [[http://www.atomiclearning.com/k12/en/ti_nspire]] and scroll down to TI-Nspire Computer Software. Click on the Basics tab and look at videos 4 - 7 and 9.<br />
<br />
*Changing page layout and position (4)<br />
*Changing document and system settings (5)<br />
*Accessing and using the catalog (6)<br />
*Using templates in Notes (7)<br />
*Using Panels (9)<br />
<br />
=====Advanced Basic Topics=====<br />
The skills listed below are necessary to keep your software up to date and help you learn how to download lessons from the websites. The "My Files Tab" is where you will store lessons that are on your emulator calculator. The transfer tool allows you to send documents to students from the software. If you need help with any of these skills, visit this website [[http://www.atomiclearning.com/k12/en/ti_nspire]] and scroll down to TI-Nspire Computer Software. Click on the Basics tab and look at videos 10 - 12. The "Transfer Tool" video is under the Teacher Software tab and it is video number 6.<br />
<br />
*Working with Lesson Bundles (10)<br />
*Updating the Operating System (11)<br />
*Using the My Files tab in the TI-Nspire Computer Software (12)<br />
*Transfer Tool (6)<br />
<br />
===Future Help===<br />
<br />
'''Future Help:''' If at any point during the course, you are confused on how to do something the website [[http://www.atomiclearning.com/k12/en/ti_nspire]] has many tutorials to assist you.<br />
<br />
Also remember, that the TI CAS Teacher Edition Software has a Nspire emulator (TI-SmartView) that you can always use if you prefer to create using the calculator instead of the software buttons (the ones along the top in the image above).<br />
<br />
<br />
[[Unit 3: Locating Existing Concept Activities for the Nspire]]<br />
<br />
Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_1:_Understanding_the_Benefits_of_the_Nspire_in_Mathematics_Instruction&diff=26810Unit 1: Understanding the Benefits of the Nspire in Mathematics Instruction2010-12-02T00:01:05Z<p>Jennifer Krol: /* Article */</p>
<hr />
<div>Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
<br />
==Objective: By the end of Unit 1, you should be able to explain and understand why utilizing the graphing calculator for mathematics instruction is beneficial for student understanding.==<br />
<br />
====Introduction====<br />
Darling-Hammond (2008) explains their view of the learning of math in school:<br />
<br />
“. . [Math] can be experienced in two different ways. For mathematicians, and for those students lucky enough to experience it this way in classrooms. Mathematics is a form of sense making, a result of which is that patterns, rules and procedures, and results all cohere in a meaningful way. It is a discipline in which one can explore, and make and verify discoveries. For most, however, mathematics has been experienced as a set of somewhat arbitrary rules and procedures to be memorized and applied” (p. 113 - 114).<br />
<br />
The graphing calculator is one way in which students can better understand mathematics and not simply view it as a set of rules.<br />
<br />
===Sample Activity===<br />
Here is an example of an activity where students learn using the TI (Texas Instruments) Nspire graphing calculator. The images you see are snap shots of the different screens students see as they are completing the activity to learn about equations in point-slope form:<br />
<br />
<br />
<br />
[[File:Shark_attack1.jpg]]<br />
<br />
<br />
The above image just gives you a preview to what the Nspire is capable of demonstrating for your students. Check out the complete file at the website below. It contains links to download the actual tns file (this is what files that are created for the Nspire are called) for the Nspire and activity sheet (Word or PDF): [[http://education.ti.com/calculators/downloads/US/Activities/Detail?id=11848]]<br />
<br />
===Article===<br />
Below is a link to a short article “Graphing Calculators in the Mathematics Classroom.” It presents some general ideas of how graphing calculators are beneficial in the classroom for students’ understanding of mathematics. It also provides references and summaries to further studies and informative articles. Please read the article:[[http://www.ericdigests.org/2000-2/graphing.htm]]<br />
<br />
===Reflection of Research & Sample Activity===<br />
After reading the article and looking at the Shark Attack activity, discuss the following with a partner:<br />
<br />
1) Create a list of reasons why utilizing the graphing calculator would be beneficial to use in the mathematics classroom.<br />
<br />
2) Do you agree with everything the research says? Why or why not? <br />
<br />
3) Did you find the Shark Attack activity to be engaging and beneficial for students' learning of point-slope form? Why or why not?<br />
<br />
4) After thinking about the ways the graphing calculator can be beneficial in the mathematics classroom, reflect how you might try to use it in your own classroom. A unit your students have traditionally struggle with might be a great place to start!<br />
<br />
<br />
<br />
[[Unit 2: Operating the TI-Nspire and TI CAS Teacher Edition Software]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Better_Understanding_of_Mathematical_Concepts_through_the_Graphing_Calculator&diff=26809Better Understanding of Mathematical Concepts through the Graphing Calculator2010-12-01T23:59:30Z<p>Jennifer Krol: /* Unit 2: Operating the TI-Nspire and TI CAS Teacher Edition Software */</p>
<hr />
<div>===Course Introduction===<br />
<br />
Teachers need to make sure their students to truly understand mathematics and not simply view it as a set of rules that do not make sense (Darling-Hammond, 2008). Research shows that using the graphing calculator as a learning tool can help students better understand mathematics (Edwards, 1994; Smith, 1998; Grouws & Kristin, 2000; Ye, 2009). Thus, this course should be used as a professional development program for teachers who may not know how to use the graphing calculator as a teaching tool to help students better understand mathematical concepts. <br />
<br />
'''Course Purpose''': At the end of the course, participants will be able to demonstrate utilizing the graphing calculator to increase student understanding of mathematics.<br />
<br />
'''Required Materials''': <br />
<br />
1) a TI-Nspire graphing calculator (numeric or CAS versions acceptable) with the latest operating system. <br />
<br />
2) a computer with TI CAS Teacher Edition Software and Internet access. <br />
<br />
'''Prerequisites''': <br />
<br />
1) have a basic understanding of how to use TI-nSpire and TI CAS Teacher Edition Software<br />
<br />
2) know the Algebra curriculum.<br />
<br />
3) have an understanding of how to create a lesson.<br />
<br />
4) be willinging to learn<br />
<br />
5) be open minded in terms of your ideas of mathematics instruction<br />
<br />
<br />
===[[Unit 1: Understanding the Benefits of the Nspire in Mathematics Instruction]]===<br />
<br />
Objective: By the end of Unit 1, you should be able to explain and understand why utilizing the graphing calculator for mathematics instruction is beneficial for student understanding.<br />
<br />
<br />
===[[Unit 2: Operating the TI-Nspire and TI CAS Teacher Edition Software]]===<br />
<br />
Objective: By the end of Unit 2, you should be able to operate the TI-Nspire and TI-CAS Teacher Edition Software.<br />
<br />
===[[Unit 3: Locating Existing Concept Activities for the Nspire]]===<br />
<br />
Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons.<br />
<br />
<br />
===[[Unit 4: Creating Concept Activities for the Nspire]]===<br />
<br />
Objective: By the end of Unit 4, you should be able to create graphing calculator concept activities to use in lessons.<br />
<br />
<br />
===Resources===<br />
Darling-Hammond, L. (2008). Powerful Learning: What we know about teaching for understanding. San Francisco: Jossey Bass.<br />
<br />
Grouws, D.A. & Cebulla. K.J. (2000) Improving student achievement in mathematics, part 2: Recommendations for the classroom. Columbus OH:ERIC Clearinghouse for Science Mathematics and Environmental Education http://www.ericdigests.org/2003-1/math3.htm <br />
<br />
Edwards, T.G. (1994). Current reform efforts in mathematics education. Columbus OH: ERIC Clearinghouse for Science Mathematics and Environmental Education. http://www.ericdigests.org/1995-1/current.htm <br />
<br />
Smith, J.P. (1998). Graphing calculators in the mathematics classroom. Columbus OH: ERIC Clearinghouse for Science Mathematics and Environmental Education. http://www.ericdigests.org/2000-2/graphing.htm <br />
<br />
Ye, L. (2009) Integration of graphing calculator in mathematics teaching in China. Journal of Mathematics. 2(2), 134 - 146.</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_3:_Locating_Existing_Concept_Activities_for_the_Nspire&diff=26726Unit 3: Locating Existing Concept Activities for the Nspire2010-12-01T13:01:45Z<p>Jennifer Krol: /* Lesson Plan */</p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons.==<br />
<br />
<br />
In the previous unit, you thought about a unit of study that your students have struggled with. Now you will locate existing activities through the Internet for the Nspire. There are many great activities that TI and other educators have already created. You do not have to create everything from scratch especially when you are first starting to incorporate the Nspire into your lessons. The activities range from 5 minutes to 1 ½ hours, so make sure you check the estimated time to complete when you consider the different activities.<br />
<br />
===Example Activity===<br />
Here is an example of an activity found on the Internet. It is called "Variables on Both Sides." It is used to help students discover that a linear equation with one variable can have 0, 1, or infinitely many solutions. Students drag points on number lines to discover when both sides of the equation are true. Below are some snap shots of the activity:<br />
<br />
<br />
[[File:Eq1_copy.jpg]]<br />
<br />
<br />
The entire activity can be found at the following website. The website includes links to the tns file (this is what files that are created for the Nspire are called) and activity worksheet. [[http://education.ti.com/calculators/downloads/US/Activities/Detail?ID=11342]]<br />
<br />
===Tips for Selecting Activities===<br />
As you search the links below, keep the following in mind:<br />
<br />
*Be selective when looking at activities. Only consider activities that target your learning objectives for that lesson or unit. <br />
<br />
*Select activities that you think will increase your students’ understanding of the concept based on the research you read in Unit 2. Don’t pick an activity just because it seems fun. <br />
<br />
*Remember you can always alter an activity by downloading the worksheet as a Microsoft Word document and downloading the tns file on to your computer to open and change. This might be helpful if you find a good activity that is too long for your class period or just needs to be changed to better fit your students’ needs.<br />
<br />
===Links to Help Locate Activities===<br />
TI has a few different ways to locate activities. The first link allows you to view activities created by other math teachers like yourself! The second link allows you to find your textbook and then search activities that are correlated with a particular section in the textbook. The third link brings you to activities created by TI; these activities are grouped by curriculum and topic. As you search for an activity, try using all three links. You may find similar activities on each, but most likely you will also find more activities to choose from!<br />
<br />
====Activities Created By Educators====<br />
This link helps you locate activities made by other educators like yourself. When you go to the website, [[http://education.ti.com/calculators/downloads/US/Activities/Search/Subject?s=5022&sa=5022]], make sure you fill in the following drop down boxes:<br />
*Technology: TI Nspire<br />
*Subject: Math<br />
*Subject Area: Algebra (You may select a different one if you are teaching another course)<br />
*Topic: Think about what kind of topics your students struggle with or you want to improve upon and search for it.<br />
<br />
====Activities Connected to Textbook Sections====<br />
The link below helps you find activities that have been created by TI and other educators that can be used with your textbook. Not all textbooks can be found and some textbooks are better correlated than others. If you use a Holt, McDougal, or Holt-McDougal textbook, you will find this website below to be especially helpful:<br />
*Click on the link [[http://education.ti.com/educationportal/sites/US/nonProductMulti/publishers.html]]<br />
*Select the publisher of your textbook.<br />
*Navigate the website to find your textbook.<br />
**If your textbook publisher is Holt McDougal, you will see a variety of textbooks. Click on the one that is yours and then scroll through the list of chapters and sections to find the one you want. Once you find the section you want, you can click on the link and find many activities that can be used with that section.<br />
**The other textbook publishers' links are not as user friendly so you might not want to search those.<br />
<br />
====Activities Created By TI====<br />
The link below helps you locate activities that have been created by TI. [[http://education.ti.com/calculators/timathnspired/]]<br />
<br />
*You will need to sign up for an account by clicking on “Sign In” and then “Create an Account.” The account is free and easy to set up. You must provide a working email account.<br />
*Once you are signed in, you can access activities from the different curriculums include Algebra 1, Geometry, Algebra 2, and Calculus.<br />
*Within each curriculum, there are topics. For example, in Algebra 1 you can choose from Equations, Linear Inequalities, Quadratic Functions, etc. Select a topic to find Nspire activities.<br />
*A list of activities will appear including videos so that you can watch the activities before choosing to download it to use in your own classroom.<br />
<br />
===Lesson Plan===<br />
After you have located an activity, write a lesson plan incorporating the activity. Remember that you can alter the activity if necessary. The activity might be the majority of the lesson or it could be used as an opening or closing activity. Make sure you pay close attention to the suggested time that is needed to complete the activity. Also, remember that this is your first time creating a lesson with a Nspire activity so the activity might take a little longer than the suggested time.<br />
<br />
===Pair & Share===<br />
Exchange your lessons electronically including links to download the Nspire files (tns files) and/or worksheets. <br />
<br />
After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period? <br />
<br />
<br />
[[Unit 4: Creating Concept Activities for the Nspire]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_3:_Locating_Existing_Concept_Activities_for_the_Nspire&diff=26725Unit 3: Locating Existing Concept Activities for the Nspire2010-12-01T13:01:14Z<p>Jennifer Krol: /* Activities Created By TI */</p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons.==<br />
<br />
<br />
In the previous unit, you thought about a unit of study that your students have struggled with. Now you will locate existing activities through the Internet for the Nspire. There are many great activities that TI and other educators have already created. You do not have to create everything from scratch especially when you are first starting to incorporate the Nspire into your lessons. The activities range from 5 minutes to 1 ½ hours, so make sure you check the estimated time to complete when you consider the different activities.<br />
<br />
===Example Activity===<br />
Here is an example of an activity found on the Internet. It is called "Variables on Both Sides." It is used to help students discover that a linear equation with one variable can have 0, 1, or infinitely many solutions. Students drag points on number lines to discover when both sides of the equation are true. Below are some snap shots of the activity:<br />
<br />
<br />
[[File:Eq1_copy.jpg]]<br />
<br />
<br />
The entire activity can be found at the following website. The website includes links to the tns file (this is what files that are created for the Nspire are called) and activity worksheet. [[http://education.ti.com/calculators/downloads/US/Activities/Detail?ID=11342]]<br />
<br />
===Tips for Selecting Activities===<br />
As you search the links below, keep the following in mind:<br />
<br />
*Be selective when looking at activities. Only consider activities that target your learning objectives for that lesson or unit. <br />
<br />
*Select activities that you think will increase your students’ understanding of the concept based on the research you read in Unit 2. Don’t pick an activity just because it seems fun. <br />
<br />
*Remember you can always alter an activity by downloading the worksheet as a Microsoft Word document and downloading the tns file on to your computer to open and change. This might be helpful if you find a good activity that is too long for your class period or just needs to be changed to better fit your students’ needs.<br />
<br />
===Links to Help Locate Activities===<br />
TI has a few different ways to locate activities. The first link allows you to view activities created by other math teachers like yourself! The second link allows you to find your textbook and then search activities that are correlated with a particular section in the textbook. The third link brings you to activities created by TI; these activities are grouped by curriculum and topic. As you search for an activity, try using all three links. You may find similar activities on each, but most likely you will also find more activities to choose from!<br />
<br />
====Activities Created By Educators====<br />
This link helps you locate activities made by other educators like yourself. When you go to the website, [[http://education.ti.com/calculators/downloads/US/Activities/Search/Subject?s=5022&sa=5022]], make sure you fill in the following drop down boxes:<br />
*Technology: TI Nspire<br />
*Subject: Math<br />
*Subject Area: Algebra (You may select a different one if you are teaching another course)<br />
*Topic: Think about what kind of topics your students struggle with or you want to improve upon and search for it.<br />
<br />
====Activities Connected to Textbook Sections====<br />
The link below helps you find activities that have been created by TI and other educators that can be used with your textbook. Not all textbooks can be found and some textbooks are better correlated than others. If you use a Holt, McDougal, or Holt-McDougal textbook, you will find this website below to be especially helpful:<br />
*Click on the link [[http://education.ti.com/educationportal/sites/US/nonProductMulti/publishers.html]]<br />
*Select the publisher of your textbook.<br />
*Navigate the website to find your textbook.<br />
**If your textbook publisher is Holt McDougal, you will see a variety of textbooks. Click on the one that is yours and then scroll through the list of chapters and sections to find the one you want. Once you find the section you want, you can click on the link and find many activities that can be used with that section.<br />
**The other textbook publishers' links are not as user friendly so you might not want to search those.<br />
<br />
====Activities Created By TI====<br />
The link below helps you locate activities that have been created by TI. [[http://education.ti.com/calculators/timathnspired/]]<br />
<br />
*You will need to sign up for an account by clicking on “Sign In” and then “Create an Account.” The account is free and easy to set up. You must provide a working email account.<br />
*Once you are signed in, you can access activities from the different curriculums include Algebra 1, Geometry, Algebra 2, and Calculus.<br />
*Within each curriculum, there are topics. For example, in Algebra 1 you can choose from Equations, Linear Inequalities, Quadratic Functions, etc. Select a topic to find Nspire activities.<br />
*A list of activities will appear including videos so that you can watch the activities before choosing to download it to use in your own classroom.<br />
<br />
===Lesson Plan===<br />
After you have located an activity, write a lesson plan incorporating the activity. Remember that you can alter the activity if necessary. The activity might be the majority of the lesson or it could be used as an opening activity or closing. Make sure you pay close attention to the suggested time that is needed to complete the activity. Also, remember that this is your first time creating a lesson with a Nspire activity so the activity might take a little longer than the suggested time.<br />
<br />
===Pair & Share===<br />
Exchange your lessons electronically including links to download the Nspire files (tns files) and/or worksheets. <br />
<br />
After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period? <br />
<br />
<br />
[[Unit 4: Creating Concept Activities for the Nspire]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_3:_Locating_Existing_Concept_Activities_for_the_Nspire&diff=26724Unit 3: Locating Existing Concept Activities for the Nspire2010-12-01T13:00:07Z<p>Jennifer Krol: /* Activities Created By TI */</p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons.==<br />
<br />
<br />
In the previous unit, you thought about a unit of study that your students have struggled with. Now you will locate existing activities through the Internet for the Nspire. There are many great activities that TI and other educators have already created. You do not have to create everything from scratch especially when you are first starting to incorporate the Nspire into your lessons. The activities range from 5 minutes to 1 ½ hours, so make sure you check the estimated time to complete when you consider the different activities.<br />
<br />
===Example Activity===<br />
Here is an example of an activity found on the Internet. It is called "Variables on Both Sides." It is used to help students discover that a linear equation with one variable can have 0, 1, or infinitely many solutions. Students drag points on number lines to discover when both sides of the equation are true. Below are some snap shots of the activity:<br />
<br />
<br />
[[File:Eq1_copy.jpg]]<br />
<br />
<br />
The entire activity can be found at the following website. The website includes links to the tns file (this is what files that are created for the Nspire are called) and activity worksheet. [[http://education.ti.com/calculators/downloads/US/Activities/Detail?ID=11342]]<br />
<br />
===Tips for Selecting Activities===<br />
As you search the links below, keep the following in mind:<br />
<br />
*Be selective when looking at activities. Only consider activities that target your learning objectives for that lesson or unit. <br />
<br />
*Select activities that you think will increase your students’ understanding of the concept based on the research you read in Unit 2. Don’t pick an activity just because it seems fun. <br />
<br />
*Remember you can always alter an activity by downloading the worksheet as a Microsoft Word document and downloading the tns file on to your computer to open and change. This might be helpful if you find a good activity that is too long for your class period or just needs to be changed to better fit your students’ needs.<br />
<br />
===Links to Help Locate Activities===<br />
TI has a few different ways to locate activities. The first link allows you to view activities created by other math teachers like yourself! The second link allows you to find your textbook and then search activities that are correlated with a particular section in the textbook. The third link brings you to activities created by TI; these activities are grouped by curriculum and topic. As you search for an activity, try using all three links. You may find similar activities on each, but most likely you will also find more activities to choose from!<br />
<br />
====Activities Created By Educators====<br />
This link helps you locate activities made by other educators like yourself. When you go to the website, [[http://education.ti.com/calculators/downloads/US/Activities/Search/Subject?s=5022&sa=5022]], make sure you fill in the following drop down boxes:<br />
*Technology: TI Nspire<br />
*Subject: Math<br />
*Subject Area: Algebra (You may select a different one if you are teaching another course)<br />
*Topic: Think about what kind of topics your students struggle with or you want to improve upon and search for it.<br />
<br />
====Activities Connected to Textbook Sections====<br />
The link below helps you find activities that have been created by TI and other educators that can be used with your textbook. Not all textbooks can be found and some textbooks are better correlated than others. If you use a Holt, McDougal, or Holt-McDougal textbook, you will find this website below to be especially helpful:<br />
*Click on the link [[http://education.ti.com/educationportal/sites/US/nonProductMulti/publishers.html]]<br />
*Select the publisher of your textbook.<br />
*Navigate the website to find your textbook.<br />
**If your textbook publisher is Holt McDougal, you will see a variety of textbooks. Click on the one that is yours and then scroll through the list of chapters and sections to find the one you want. Once you find the section you want, you can click on the link and find many activities that can be used with that section.<br />
**The other textbook publishers' links are not as user friendly so you might not want to search those.<br />
<br />
====Activities Created By TI====<br />
The link below helps you locate activities that have been created by TI. [[http://education.ti.com/calculators/timathnspired/]]<br />
<br />
*You will need to sign up for an account by clicking on “Sign In” and then “Create an Account.” The account is free and easy to set up. You must provide a working email account.<br />
*Once you are signed in, you can access activities from the different curriculums include Algebra 1, Geometry, Algebra 2, and Calculus.<br />
*Within each curriculum, there are topics. For example, in Algebra 1 you can choose from Equations, Linear Inequalities, Quadratic Functions, etc. Select a topic to find Nspire activities.<br />
*A list of activities will appear including a video so that you can watch the activities before choosing to download it to use in your own classroom.<br />
<br />
===Lesson Plan===<br />
After you have located an activity, write a lesson plan incorporating the activity. Remember that you can alter the activity if necessary. The activity might be the majority of the lesson or it could be used as an opening activity or closing. Make sure you pay close attention to the suggested time that is needed to complete the activity. Also, remember that this is your first time creating a lesson with a Nspire activity so the activity might take a little longer than the suggested time.<br />
<br />
===Pair & Share===<br />
Exchange your lessons electronically including links to download the Nspire files (tns files) and/or worksheets. <br />
<br />
After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period? <br />
<br />
<br />
[[Unit 4: Creating Concept Activities for the Nspire]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_3:_Locating_Existing_Concept_Activities_for_the_Nspire&diff=26723Unit 3: Locating Existing Concept Activities for the Nspire2010-12-01T12:59:32Z<p>Jennifer Krol: /* Activities Created By TI */</p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons.==<br />
<br />
<br />
In the previous unit, you thought about a unit of study that your students have struggled with. Now you will locate existing activities through the Internet for the Nspire. There are many great activities that TI and other educators have already created. You do not have to create everything from scratch especially when you are first starting to incorporate the Nspire into your lessons. The activities range from 5 minutes to 1 ½ hours, so make sure you check the estimated time to complete when you consider the different activities.<br />
<br />
===Example Activity===<br />
Here is an example of an activity found on the Internet. It is called "Variables on Both Sides." It is used to help students discover that a linear equation with one variable can have 0, 1, or infinitely many solutions. Students drag points on number lines to discover when both sides of the equation are true. Below are some snap shots of the activity:<br />
<br />
<br />
[[File:Eq1_copy.jpg]]<br />
<br />
<br />
The entire activity can be found at the following website. The website includes links to the tns file (this is what files that are created for the Nspire are called) and activity worksheet. [[http://education.ti.com/calculators/downloads/US/Activities/Detail?ID=11342]]<br />
<br />
===Tips for Selecting Activities===<br />
As you search the links below, keep the following in mind:<br />
<br />
*Be selective when looking at activities. Only consider activities that target your learning objectives for that lesson or unit. <br />
<br />
*Select activities that you think will increase your students’ understanding of the concept based on the research you read in Unit 2. Don’t pick an activity just because it seems fun. <br />
<br />
*Remember you can always alter an activity by downloading the worksheet as a Microsoft Word document and downloading the tns file on to your computer to open and change. This might be helpful if you find a good activity that is too long for your class period or just needs to be changed to better fit your students’ needs.<br />
<br />
===Links to Help Locate Activities===<br />
TI has a few different ways to locate activities. The first link allows you to view activities created by other math teachers like yourself! The second link allows you to find your textbook and then search activities that are correlated with a particular section in the textbook. The third link brings you to activities created by TI; these activities are grouped by curriculum and topic. As you search for an activity, try using all three links. You may find similar activities on each, but most likely you will also find more activities to choose from!<br />
<br />
====Activities Created By Educators====<br />
This link helps you locate activities made by other educators like yourself. When you go to the website, [[http://education.ti.com/calculators/downloads/US/Activities/Search/Subject?s=5022&sa=5022]], make sure you fill in the following drop down boxes:<br />
*Technology: TI Nspire<br />
*Subject: Math<br />
*Subject Area: Algebra (You may select a different one if you are teaching another course)<br />
*Topic: Think about what kind of topics your students struggle with or you want to improve upon and search for it.<br />
<br />
====Activities Connected to Textbook Sections====<br />
The link below helps you find activities that have been created by TI and other educators that can be used with your textbook. Not all textbooks can be found and some textbooks are better correlated than others. If you use a Holt, McDougal, or Holt-McDougal textbook, you will find this website below to be especially helpful:<br />
*Click on the link [[http://education.ti.com/educationportal/sites/US/nonProductMulti/publishers.html]]<br />
*Select the publisher of your textbook.<br />
*Navigate the website to find your textbook.<br />
**If your textbook publisher is Holt McDougal, you will see a variety of textbooks. Click on the one that is yours and then scroll through the list of chapters and sections to find the one you want. Once you find the section you want, you can click on the link and find many activities that can be used with that section.<br />
**The other textbook publishers' links are not as user friendly so you might not want to search those.<br />
<br />
====Activities Created By TI====<br />
The link below helps you locate activities that have been created by TI. [[http://education.ti.com/calculators/timathnspired/]]<br />
<br />
*You will need to sign up for an account by clicking on “Sign In” and then “Create an Account.” The account is free and easy to set up. You must provide a working email account.<br />
*Once you are signed in, you can access activities from the different curriculums include Algebra 1, Geometry, Algebra 2, and Calculus.<br />
*Within each curriculum, there are topics. For example, in Algebra 1 you can choose from Equations, Linear Inequalities, Quadratic Functions, etc. Select a topic to find Nspire activities.<br />
*A list of activities will appear including a video so that you can watch the activities before chosing to download it to use in your own classroom.<br />
<br />
===Lesson Plan===<br />
After you have located an activity, write a lesson plan incorporating the activity. Remember that you can alter the activity if necessary. The activity might be the majority of the lesson or it could be used as an opening activity or closing. Make sure you pay close attention to the suggested time that is needed to complete the activity. Also, remember that this is your first time creating a lesson with a Nspire activity so the activity might take a little longer than the suggested time.<br />
<br />
===Pair & Share===<br />
Exchange your lessons electronically including links to download the Nspire files (tns files) and/or worksheets. <br />
<br />
After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period? <br />
<br />
<br />
[[Unit 4: Creating Concept Activities for the Nspire]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_3:_Locating_Existing_Concept_Activities_for_the_Nspire&diff=26722Unit 3: Locating Existing Concept Activities for the Nspire2010-12-01T12:57:51Z<p>Jennifer Krol: /* Activities Connected to Textbook Sections */</p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons.==<br />
<br />
<br />
In the previous unit, you thought about a unit of study that your students have struggled with. Now you will locate existing activities through the Internet for the Nspire. There are many great activities that TI and other educators have already created. You do not have to create everything from scratch especially when you are first starting to incorporate the Nspire into your lessons. The activities range from 5 minutes to 1 ½ hours, so make sure you check the estimated time to complete when you consider the different activities.<br />
<br />
===Example Activity===<br />
Here is an example of an activity found on the Internet. It is called "Variables on Both Sides." It is used to help students discover that a linear equation with one variable can have 0, 1, or infinitely many solutions. Students drag points on number lines to discover when both sides of the equation are true. Below are some snap shots of the activity:<br />
<br />
<br />
[[File:Eq1_copy.jpg]]<br />
<br />
<br />
The entire activity can be found at the following website. The website includes links to the tns file (this is what files that are created for the Nspire are called) and activity worksheet. [[http://education.ti.com/calculators/downloads/US/Activities/Detail?ID=11342]]<br />
<br />
===Tips for Selecting Activities===<br />
As you search the links below, keep the following in mind:<br />
<br />
*Be selective when looking at activities. Only consider activities that target your learning objectives for that lesson or unit. <br />
<br />
*Select activities that you think will increase your students’ understanding of the concept based on the research you read in Unit 2. Don’t pick an activity just because it seems fun. <br />
<br />
*Remember you can always alter an activity by downloading the worksheet as a Microsoft Word document and downloading the tns file on to your computer to open and change. This might be helpful if you find a good activity that is too long for your class period or just needs to be changed to better fit your students’ needs.<br />
<br />
===Links to Help Locate Activities===<br />
TI has a few different ways to locate activities. The first link allows you to view activities created by other math teachers like yourself! The second link allows you to find your textbook and then search activities that are correlated with a particular section in the textbook. The third link brings you to activities created by TI; these activities are grouped by curriculum and topic. As you search for an activity, try using all three links. You may find similar activities on each, but most likely you will also find more activities to choose from!<br />
<br />
====Activities Created By Educators====<br />
This link helps you locate activities made by other educators like yourself. When you go to the website, [[http://education.ti.com/calculators/downloads/US/Activities/Search/Subject?s=5022&sa=5022]], make sure you fill in the following drop down boxes:<br />
*Technology: TI Nspire<br />
*Subject: Math<br />
*Subject Area: Algebra (You may select a different one if you are teaching another course)<br />
*Topic: Think about what kind of topics your students struggle with or you want to improve upon and search for it.<br />
<br />
====Activities Connected to Textbook Sections====<br />
The link below helps you find activities that have been created by TI and other educators that can be used with your textbook. Not all textbooks can be found and some textbooks are better correlated than others. If you use a Holt, McDougal, or Holt-McDougal textbook, you will find this website below to be especially helpful:<br />
*Click on the link [[http://education.ti.com/educationportal/sites/US/nonProductMulti/publishers.html]]<br />
*Select the publisher of your textbook.<br />
*Navigate the website to find your textbook.<br />
**If your textbook publisher is Holt McDougal, you will see a variety of textbooks. Click on the one that is yours and then scroll through the list of chapters and sections to find the one you want. Once you find the section you want, you can click on the link and find many activities that can be used with that section.<br />
**The other textbook publishers' links are not as user friendly so you might not want to search those.<br />
<br />
====Activities Created By TI====<br />
The link below helps you locate activities that have been created by TI. [[http://education.ti.com/calculators/timathnspired/]]<br />
<br />
*You will need to sign up for an account by clicking on “Sign In” and then “Create an Account.” <br />
*Once you are signed in, you can access activities from the different curriculums include Algebra 1, Geometry, Algebra 2, and Calculus.<br />
*Within each curriculum, there are topics. For example, in Algebra 1 you can choose from Equations, Linear Inequalities, Quadratic Functions, etc. Select a topic to find Nspire activities.<br />
*A list of activities will appear including a video so that you can watch the activities before chosing to download it to use in your own classroom.<br />
<br />
===Lesson Plan===<br />
After you have located an activity, write a lesson plan incorporating the activity. Remember that you can alter the activity if necessary. The activity might be the majority of the lesson or it could be used as an opening activity or closing. Make sure you pay close attention to the suggested time that is needed to complete the activity. Also, remember that this is your first time creating a lesson with a Nspire activity so the activity might take a little longer than the suggested time.<br />
<br />
===Pair & Share===<br />
Exchange your lessons electronically including links to download the Nspire files (tns files) and/or worksheets. <br />
<br />
After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period? <br />
<br />
<br />
[[Unit 4: Creating Concept Activities for the Nspire]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_3:_Locating_Existing_Concept_Activities_for_the_Nspire&diff=26721Unit 3: Locating Existing Concept Activities for the Nspire2010-12-01T12:57:19Z<p>Jennifer Krol: /* Activities Created By Educators */</p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons.==<br />
<br />
<br />
In the previous unit, you thought about a unit of study that your students have struggled with. Now you will locate existing activities through the Internet for the Nspire. There are many great activities that TI and other educators have already created. You do not have to create everything from scratch especially when you are first starting to incorporate the Nspire into your lessons. The activities range from 5 minutes to 1 ½ hours, so make sure you check the estimated time to complete when you consider the different activities.<br />
<br />
===Example Activity===<br />
Here is an example of an activity found on the Internet. It is called "Variables on Both Sides." It is used to help students discover that a linear equation with one variable can have 0, 1, or infinitely many solutions. Students drag points on number lines to discover when both sides of the equation are true. Below are some snap shots of the activity:<br />
<br />
<br />
[[File:Eq1_copy.jpg]]<br />
<br />
<br />
The entire activity can be found at the following website. The website includes links to the tns file (this is what files that are created for the Nspire are called) and activity worksheet. [[http://education.ti.com/calculators/downloads/US/Activities/Detail?ID=11342]]<br />
<br />
===Tips for Selecting Activities===<br />
As you search the links below, keep the following in mind:<br />
<br />
*Be selective when looking at activities. Only consider activities that target your learning objectives for that lesson or unit. <br />
<br />
*Select activities that you think will increase your students’ understanding of the concept based on the research you read in Unit 2. Don’t pick an activity just because it seems fun. <br />
<br />
*Remember you can always alter an activity by downloading the worksheet as a Microsoft Word document and downloading the tns file on to your computer to open and change. This might be helpful if you find a good activity that is too long for your class period or just needs to be changed to better fit your students’ needs.<br />
<br />
===Links to Help Locate Activities===<br />
TI has a few different ways to locate activities. The first link allows you to view activities created by other math teachers like yourself! The second link allows you to find your textbook and then search activities that are correlated with a particular section in the textbook. The third link brings you to activities created by TI; these activities are grouped by curriculum and topic. As you search for an activity, try using all three links. You may find similar activities on each, but most likely you will also find more activities to choose from!<br />
<br />
====Activities Created By Educators====<br />
This link helps you locate activities made by other educators like yourself. When you go to the website, [[http://education.ti.com/calculators/downloads/US/Activities/Search/Subject?s=5022&sa=5022]], make sure you fill in the following drop down boxes:<br />
*Technology: TI Nspire<br />
*Subject: Math<br />
*Subject Area: Algebra (You may select a different one if you are teaching another course)<br />
*Topic: Think about what kind of topics your students struggle with or you want to improve upon and search for it.<br />
<br />
====Activities Connected to Textbook Sections====<br />
The link below helps you find activities that have been created by TI and other educators that can be used with your textbook. Not all textbooks can be found and some textbooks are better correlated than others. If you use a Holt, McDougal, or Holt-McDougal textbook, you will find these website below to be especially helpful:<br />
*Click on the link [[http://education.ti.com/educationportal/sites/US/nonProductMulti/publishers.html]]<br />
*Select the publisher of your textbook.<br />
*Navigate the website to find your textbook.<br />
**If your textbook publisher is Holt McDougal, you will see a variety of textbooks. Click on the one that is yours and then scroll through the list of chapters and sections to find the one you want. Once you find the section you want, you can click on the link and find many activities that can be used with that section.<br />
**The other textbook publishers' links are not as user friendly so you might not want to search those.<br />
<br />
====Activities Created By TI====<br />
The link below helps you locate activities that have been created by TI. [[http://education.ti.com/calculators/timathnspired/]]<br />
<br />
*You will need to sign up for an account by clicking on “Sign In” and then “Create an Account.” <br />
*Once you are signed in, you can access activities from the different curriculums include Algebra 1, Geometry, Algebra 2, and Calculus.<br />
*Within each curriculum, there are topics. For example, in Algebra 1 you can choose from Equations, Linear Inequalities, Quadratic Functions, etc. Select a topic to find Nspire activities.<br />
*A list of activities will appear including a video so that you can watch the activities before chosing to download it to use in your own classroom.<br />
<br />
===Lesson Plan===<br />
After you have located an activity, write a lesson plan incorporating the activity. Remember that you can alter the activity if necessary. The activity might be the majority of the lesson or it could be used as an opening activity or closing. Make sure you pay close attention to the suggested time that is needed to complete the activity. Also, remember that this is your first time creating a lesson with a Nspire activity so the activity might take a little longer than the suggested time.<br />
<br />
===Pair & Share===<br />
Exchange your lessons electronically including links to download the Nspire files (tns files) and/or worksheets. <br />
<br />
After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period? <br />
<br />
<br />
[[Unit 4: Creating Concept Activities for the Nspire]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_3:_Locating_Existing_Concept_Activities_for_the_Nspire&diff=26720Unit 3: Locating Existing Concept Activities for the Nspire2010-12-01T12:56:55Z<p>Jennifer Krol: /* Activities Created By Educators */</p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons.==<br />
<br />
<br />
In the previous unit, you thought about a unit of study that your students have struggled with. Now you will locate existing activities through the Internet for the Nspire. There are many great activities that TI and other educators have already created. You do not have to create everything from scratch especially when you are first starting to incorporate the Nspire into your lessons. The activities range from 5 minutes to 1 ½ hours, so make sure you check the estimated time to complete when you consider the different activities.<br />
<br />
===Example Activity===<br />
Here is an example of an activity found on the Internet. It is called "Variables on Both Sides." It is used to help students discover that a linear equation with one variable can have 0, 1, or infinitely many solutions. Students drag points on number lines to discover when both sides of the equation are true. Below are some snap shots of the activity:<br />
<br />
<br />
[[File:Eq1_copy.jpg]]<br />
<br />
<br />
The entire activity can be found at the following website. The website includes links to the tns file (this is what files that are created for the Nspire are called) and activity worksheet. [[http://education.ti.com/calculators/downloads/US/Activities/Detail?ID=11342]]<br />
<br />
===Tips for Selecting Activities===<br />
As you search the links below, keep the following in mind:<br />
<br />
*Be selective when looking at activities. Only consider activities that target your learning objectives for that lesson or unit. <br />
<br />
*Select activities that you think will increase your students’ understanding of the concept based on the research you read in Unit 2. Don’t pick an activity just because it seems fun. <br />
<br />
*Remember you can always alter an activity by downloading the worksheet as a Microsoft Word document and downloading the tns file on to your computer to open and change. This might be helpful if you find a good activity that is too long for your class period or just needs to be changed to better fit your students’ needs.<br />
<br />
===Links to Help Locate Activities===<br />
TI has a few different ways to locate activities. The first link allows you to view activities created by other math teachers like yourself! The second link allows you to find your textbook and then search activities that are correlated with a particular section in the textbook. The third link brings you to activities created by TI; these activities are grouped by curriculum and topic. As you search for an activity, try using all three links. You may find similar activities on each, but most likely you will also find more activities to choose from!<br />
<br />
====Activities Created By Educators====<br />
The link below helps you locate activities made by other educators like yourself. When you go to the website, [[http://education.ti.com/calculators/downloads/US/Activities/Search/Subject?s=5022&sa=5022]], make sure you fill in the following drop down boxes:<br />
*Technology: TI Nspire<br />
*Subject: Math<br />
*Subject Area: Algebra (You may select a different one if you are teaching another course)<br />
*Topic: Think about what kind of topics your students struggle with or you want to improve upon and search for it.<br />
<br />
====Activities Connected to Textbook Sections====<br />
The link below helps you find activities that have been created by TI and other educators that can be used with your textbook. Not all textbooks can be found and some textbooks are better correlated than others. If you use a Holt, McDougal, or Holt-McDougal textbook, you will find these website below to be especially helpful:<br />
*Click on the link [[http://education.ti.com/educationportal/sites/US/nonProductMulti/publishers.html]]<br />
*Select the publisher of your textbook.<br />
*Navigate the website to find your textbook.<br />
**If your textbook publisher is Holt McDougal, you will see a variety of textbooks. Click on the one that is yours and then scroll through the list of chapters and sections to find the one you want. Once you find the section you want, you can click on the link and find many activities that can be used with that section.<br />
**The other textbook publishers' links are not as user friendly so you might not want to search those.<br />
<br />
====Activities Created By TI====<br />
The link below helps you locate activities that have been created by TI. [[http://education.ti.com/calculators/timathnspired/]]<br />
<br />
*You will need to sign up for an account by clicking on “Sign In” and then “Create an Account.” <br />
*Once you are signed in, you can access activities from the different curriculums include Algebra 1, Geometry, Algebra 2, and Calculus.<br />
*Within each curriculum, there are topics. For example, in Algebra 1 you can choose from Equations, Linear Inequalities, Quadratic Functions, etc. Select a topic to find Nspire activities.<br />
*A list of activities will appear including a video so that you can watch the activities before chosing to download it to use in your own classroom.<br />
<br />
===Lesson Plan===<br />
After you have located an activity, write a lesson plan incorporating the activity. Remember that you can alter the activity if necessary. The activity might be the majority of the lesson or it could be used as an opening activity or closing. Make sure you pay close attention to the suggested time that is needed to complete the activity. Also, remember that this is your first time creating a lesson with a Nspire activity so the activity might take a little longer than the suggested time.<br />
<br />
===Pair & Share===<br />
Exchange your lessons electronically including links to download the Nspire files (tns files) and/or worksheets. <br />
<br />
After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period? <br />
<br />
<br />
[[Unit 4: Creating Concept Activities for the Nspire]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_3:_Locating_Existing_Concept_Activities_for_the_Nspire&diff=26719Unit 3: Locating Existing Concept Activities for the Nspire2010-12-01T12:55:48Z<p>Jennifer Krol: /* Links to Help Locate Activities */</p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons.==<br />
<br />
<br />
In the previous unit, you thought about a unit of study that your students have struggled with. Now you will locate existing activities through the Internet for the Nspire. There are many great activities that TI and other educators have already created. You do not have to create everything from scratch especially when you are first starting to incorporate the Nspire into your lessons. The activities range from 5 minutes to 1 ½ hours, so make sure you check the estimated time to complete when you consider the different activities.<br />
<br />
===Example Activity===<br />
Here is an example of an activity found on the Internet. It is called "Variables on Both Sides." It is used to help students discover that a linear equation with one variable can have 0, 1, or infinitely many solutions. Students drag points on number lines to discover when both sides of the equation are true. Below are some snap shots of the activity:<br />
<br />
<br />
[[File:Eq1_copy.jpg]]<br />
<br />
<br />
The entire activity can be found at the following website. The website includes links to the tns file (this is what files that are created for the Nspire are called) and activity worksheet. [[http://education.ti.com/calculators/downloads/US/Activities/Detail?ID=11342]]<br />
<br />
===Tips for Selecting Activities===<br />
As you search the links below, keep the following in mind:<br />
<br />
*Be selective when looking at activities. Only consider activities that target your learning objectives for that lesson or unit. <br />
<br />
*Select activities that you think will increase your students’ understanding of the concept based on the research you read in Unit 2. Don’t pick an activity just because it seems fun. <br />
<br />
*Remember you can always alter an activity by downloading the worksheet as a Microsoft Word document and downloading the tns file on to your computer to open and change. This might be helpful if you find a good activity that is too long for your class period or just needs to be changed to better fit your students’ needs.<br />
<br />
===Links to Help Locate Activities===<br />
TI has a few different ways to locate activities. The first link allows you to view activities created by other math teachers like yourself! The second link allows you to find your textbook and then search activities that are correlated with a particular section in the textbook. The third link brings you to activities created by TI; these activities are grouped by curriculum and topic. As you search for an activity, try using all three links. You may find similar activities on each, but most likely you will also find more activities to choose from!<br />
<br />
====Activities Created By Educators====<br />
The link below helps you locate activities made by other educators like yourself. When you go to the website, make sure you fill in the following drop down boxes:<br />
*Technology: TI Nspire<br />
*Subject: Math<br />
*Subject Area: Algebra (You may select a different one if you are teaching another course)<br />
*Topic: Think about what kind of topics your students struggle with or you want to improve upon and search for it.<br />
<br />
Website: [http://education.ti.com/calculators/downloads/US/Activities/Search/Subject?s=5022&sa=5022]<br />
<br />
====Activities Connected to Textbook Sections====<br />
The link below helps you find activities that have been created by TI and other educators that can be used with your textbook. Not all textbooks can be found and some textbooks are better correlated than others. If you use a Holt, McDougal, or Holt-McDougal textbook, you will find these website below to be especially helpful:<br />
*Click on the link [[http://education.ti.com/educationportal/sites/US/nonProductMulti/publishers.html]]<br />
*Select the publisher of your textbook.<br />
*Navigate the website to find your textbook.<br />
**If your textbook publisher is Holt McDougal, you will see a variety of textbooks. Click on the one that is yours and then scroll through the list of chapters and sections to find the one you want. Once you find the section you want, you can click on the link and find many activities that can be used with that section.<br />
**The other textbook publishers' links are not as user friendly so you might not want to search those.<br />
<br />
====Activities Created By TI====<br />
The link below helps you locate activities that have been created by TI. [[http://education.ti.com/calculators/timathnspired/]]<br />
<br />
*You will need to sign up for an account by clicking on “Sign In” and then “Create an Account.” <br />
*Once you are signed in, you can access activities from the different curriculums include Algebra 1, Geometry, Algebra 2, and Calculus.<br />
*Within each curriculum, there are topics. For example, in Algebra 1 you can choose from Equations, Linear Inequalities, Quadratic Functions, etc. Select a topic to find Nspire activities.<br />
*A list of activities will appear including a video so that you can watch the activities before chosing to download it to use in your own classroom.<br />
<br />
===Lesson Plan===<br />
After you have located an activity, write a lesson plan incorporating the activity. Remember that you can alter the activity if necessary. The activity might be the majority of the lesson or it could be used as an opening activity or closing. Make sure you pay close attention to the suggested time that is needed to complete the activity. Also, remember that this is your first time creating a lesson with a Nspire activity so the activity might take a little longer than the suggested time.<br />
<br />
===Pair & Share===<br />
Exchange your lessons electronically including links to download the Nspire files (tns files) and/or worksheets. <br />
<br />
After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period? <br />
<br />
<br />
[[Unit 4: Creating Concept Activities for the Nspire]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_3:_Locating_Existing_Concept_Activities_for_the_Nspire&diff=26718Unit 3: Locating Existing Concept Activities for the Nspire2010-12-01T12:55:06Z<p>Jennifer Krol: /* Links to Help Locate Activities */</p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons.==<br />
<br />
<br />
In the previous unit, you thought about a unit of study that your students have struggled with. Now you will locate existing activities through the Internet for the Nspire. There are many great activities that TI and other educators have already created. You do not have to create everything from scratch especially when you are first starting to incorporate the Nspire into your lessons. The activities range from 5 minutes to 1 ½ hours, so make sure you check the estimated time to complete when you consider the different activities.<br />
<br />
===Example Activity===<br />
Here is an example of an activity found on the Internet. It is called "Variables on Both Sides." It is used to help students discover that a linear equation with one variable can have 0, 1, or infinitely many solutions. Students drag points on number lines to discover when both sides of the equation are true. Below are some snap shots of the activity:<br />
<br />
<br />
[[File:Eq1_copy.jpg]]<br />
<br />
<br />
The entire activity can be found at the following website. The website includes links to the tns file (this is what files that are created for the Nspire are called) and activity worksheet. [[http://education.ti.com/calculators/downloads/US/Activities/Detail?ID=11342]]<br />
<br />
===Tips for Selecting Activities===<br />
As you search the links below, keep the following in mind:<br />
<br />
*Be selective when looking at activities. Only consider activities that target your learning objectives for that lesson or unit. <br />
<br />
*Select activities that you think will increase your students’ understanding of the concept based on the research you read in Unit 2. Don’t pick an activity just because it seems fun. <br />
<br />
*Remember you can always alter an activity by downloading the worksheet as a Microsoft Word document and downloading the tns file on to your computer to open and change. This might be helpful if you find a good activity that is too long for your class period or just needs to be changed to better fit your students’ needs.<br />
<br />
===Links to Help Locate Activities===<br />
TI has a few different ways to locate activities. The first link allows you to view activities created by other math teachers like yourself! The second link allows you to find your textbook and then search activities that are correlated with a particular section in the textbook. The third link brings you to activities created by TI; these activities are grouped by curriculum and topic. As you search for an activity, try using all three links. You may find similar activities on each, but most likely you will also find more activities to chose from!<br />
<br />
====Activities Created By Educators====<br />
The link below helps you locate activities made by other educators like yourself. When you go to the website, make sure you fill in the following drop down boxes:<br />
*Technology: TI Nspire<br />
*Subject: Math<br />
*Subject Area: Algebra (You may select a different one if you are teaching another course)<br />
*Topic: Think about what kind of topics your students struggle with or you want to improve upon and search for it.<br />
<br />
Website: [http://education.ti.com/calculators/downloads/US/Activities/Search/Subject?s=5022&sa=5022]<br />
<br />
====Activities Connected to Textbook Sections====<br />
The link below helps you find activities that have been created by TI and other educators that can be used with your textbook. Not all textbooks can be found and some textbooks are better correlated than others. If you use a Holt, McDougal, or Holt-McDougal textbook, you will find these website below to be especially helpful:<br />
*Click on the link [[http://education.ti.com/educationportal/sites/US/nonProductMulti/publishers.html]]<br />
*Select the publisher of your textbook.<br />
*Navigate the website to find your textbook.<br />
**If your textbook publisher is Holt McDougal, you will see a variety of textbooks. Click on the one that is yours and then scroll through the list of chapters and sections to find the one you want. Once you find the section you want, you can click on the link and find many activities that can be used with that section.<br />
**The other textbook publishers' links are not as user friendly so you might not want to search those.<br />
<br />
====Activities Created By TI====<br />
The link below helps you locate activities that have been created by TI. [[http://education.ti.com/calculators/timathnspired/]]<br />
<br />
*You will need to sign up for an account by clicking on “Sign In” and then “Create an Account.” <br />
*Once you are signed in, you can access activities from the different curriculums include Algebra 1, Geometry, Algebra 2, and Calculus.<br />
*Within each curriculum, there are topics. For example, in Algebra 1 you can choose from Equations, Linear Inequalities, Quadratic Functions, etc. Select a topic to find Nspire activities.<br />
*A list of activities will appear including a video so that you can watch the activities before chosing to download it to use in your own classroom.<br />
<br />
===Lesson Plan===<br />
After you have located an activity, write a lesson plan incorporating the activity. Remember that you can alter the activity if necessary. The activity might be the majority of the lesson or it could be used as an opening activity or closing. Make sure you pay close attention to the suggested time that is needed to complete the activity. Also, remember that this is your first time creating a lesson with a Nspire activity so the activity might take a little longer than the suggested time.<br />
<br />
===Pair & Share===<br />
Exchange your lessons electronically including links to download the Nspire files (tns files) and/or worksheets. <br />
<br />
After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period? <br />
<br />
<br />
[[Unit 4: Creating Concept Activities for the Nspire]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_3:_Locating_Existing_Concept_Activities_for_the_Nspire&diff=26717Unit 3: Locating Existing Concept Activities for the Nspire2010-12-01T12:54:27Z<p>Jennifer Krol: /* Tips for Selecting Activities */</p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons.==<br />
<br />
<br />
In the previous unit, you thought about a unit of study that your students have struggled with. Now you will locate existing activities through the Internet for the Nspire. There are many great activities that TI and other educators have already created. You do not have to create everything from scratch especially when you are first starting to incorporate the Nspire into your lessons. The activities range from 5 minutes to 1 ½ hours, so make sure you check the estimated time to complete when you consider the different activities.<br />
<br />
===Example Activity===<br />
Here is an example of an activity found on the Internet. It is called "Variables on Both Sides." It is used to help students discover that a linear equation with one variable can have 0, 1, or infinitely many solutions. Students drag points on number lines to discover when both sides of the equation are true. Below are some snap shots of the activity:<br />
<br />
<br />
[[File:Eq1_copy.jpg]]<br />
<br />
<br />
The entire activity can be found at the following website. The website includes links to the tns file (this is what files that are created for the Nspire are called) and activity worksheet. [[http://education.ti.com/calculators/downloads/US/Activities/Detail?ID=11342]]<br />
<br />
===Tips for Selecting Activities===<br />
As you search the links below, keep the following in mind:<br />
<br />
*Be selective when looking at activities. Only consider activities that target your learning objectives for that lesson or unit. <br />
<br />
*Select activities that you think will increase your students’ understanding of the concept based on the research you read in Unit 2. Don’t pick an activity just because it seems fun. <br />
<br />
*Remember you can always alter an activity by downloading the worksheet as a Microsoft Word document and downloading the tns file on to your computer to open and change. This might be helpful if you find a good activity that is too long for your class period or just needs to be changed to better fit your students’ needs.<br />
<br />
===Links to Help Locate Activities===<br />
TI has a few different ways to locate activities. The first link allows you to view activities created by other math teachers like yourself! The second link allows you to find your textbook and then search activities that are correlated with a particular section in the textbook. The third link brings you to activities created by TI. These activities are grouped by curriculum and topic. As you search for an activity, try using all three links. You may find similar activities on each, but most likely you will also find more activities to chose from!<br />
<br />
====Activities Created By Educators====<br />
The link below helps you locate activities made by other educators like yourself. When you go to the website, make sure you fill in the following drop down boxes:<br />
*Technology: TI Nspire<br />
*Subject: Math<br />
*Subject Area: Algebra (You may select a different one if you are teaching another course)<br />
*Topic: Think about what kind of topics your students struggle with or you want to improve upon and search for it.<br />
<br />
Website: [http://education.ti.com/calculators/downloads/US/Activities/Search/Subject?s=5022&sa=5022]<br />
<br />
====Activities Connected to Textbook Sections====<br />
The link below helps you find activities that have been created by TI and other educators that can be used with your textbook. Not all textbooks can be found and some textbooks are better correlated than others. If you use a Holt, McDougal, or Holt-McDougal textbook, you will find these website below to be especially helpful:<br />
*Click on the link [[http://education.ti.com/educationportal/sites/US/nonProductMulti/publishers.html]]<br />
*Select the publisher of your textbook.<br />
*Navigate the website to find your textbook.<br />
**If your textbook publisher is Holt McDougal, you will see a variety of textbooks. Click on the one that is yours and then scroll through the list of chapters and sections to find the one you want. Once you find the section you want, you can click on the link and find many activities that can be used with that section.<br />
**The other textbook publishers' links are not as user friendly so you might not want to search those.<br />
<br />
====Activities Created By TI====<br />
The link below helps you locate activities that have been created by TI. [[http://education.ti.com/calculators/timathnspired/]]<br />
<br />
*You will need to sign up for an account by clicking on “Sign In” and then “Create an Account.” <br />
*Once you are signed in, you can access activities from the different curriculums include Algebra 1, Geometry, Algebra 2, and Calculus.<br />
*Within each curriculum, there are topics. For example, in Algebra 1 you can choose from Equations, Linear Inequalities, Quadratic Functions, etc. Select a topic to find Nspire activities.<br />
*A list of activities will appear including a video so that you can watch the activities before chosing to download it to use in your own classroom.<br />
<br />
===Lesson Plan===<br />
After you have located an activity, write a lesson plan incorporating the activity. Remember that you can alter the activity if necessary. The activity might be the majority of the lesson or it could be used as an opening activity or closing. Make sure you pay close attention to the suggested time that is needed to complete the activity. Also, remember that this is your first time creating a lesson with a Nspire activity so the activity might take a little longer than the suggested time.<br />
<br />
===Pair & Share===<br />
Exchange your lessons electronically including links to download the Nspire files (tns files) and/or worksheets. <br />
<br />
After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period? <br />
<br />
<br />
[[Unit 4: Creating Concept Activities for the Nspire]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_1:_Understanding_the_Benefits_of_the_Nspire_in_Mathematics_Instruction&diff=26716Unit 1: Understanding the Benefits of the Nspire in Mathematics Instruction2010-12-01T12:53:39Z<p>Jennifer Krol: </p>
<hr />
<div>Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
<br />
==Objective: By the end of Unit 1, you should be able to explain and understand why utilizing the graphing calculator for mathematics instruction is beneficial for student understanding.==<br />
<br />
====Introduction====<br />
Darling-Hammond (2008) explains their view of the learning of math in school:<br />
<br />
“. . [Math] can be experienced in two different ways. For mathematicians, and for those students lucky enough to experience it this way in classrooms. Mathematics is a form of sense making, a result of which is that patterns, rules and procedures, and results all cohere in a meaningful way. It is a discipline in which one can explore, and make and verify discoveries. For most, however, mathematics has been experienced as a set of somewhat arbitrary rules and procedures to be memorized and applied” (p. 113 - 114).<br />
<br />
The graphing calculator is one way in which students can better understand mathematics and not simply view it as a set of rules.<br />
<br />
===Sample Activity===<br />
Here is an example of an activity where students learn using the TI (Texas Instruments) Nspire graphing calculator. The images you see are snap shots of the different screens students see as they are completing the activity to learn about equations in point-slope form:<br />
<br />
<br />
<br />
[[File:Shark_attack1.jpg]]<br />
<br />
<br />
The above image just gives you a preview to what the Nspire is capable of demonstrating for your students. Check out the complete file at the website below. It contains links to download the actual tns file (this is what files that are created for the Nspire are called) for the Nspire and activity sheet (Word or PDF): [[http://education.ti.com/calculators/downloads/US/Activities/Detail?id=11848]]<br />
<br />
===Article===<br />
Below is a link to an article “Graphing Calculators in the Mathematics Classroom.” It presents some general ideas of how graphing calculators are beneficial in the classroom for students’ understanding of mathematics. It also provides references and summaries to further studies and informative articles. Please read the article:[[http://www.ericdigests.org/2000-2/graphing.htm]]<br />
<br />
===Reflection of Research & Sample Activity===<br />
After reading the article and looking at the Shark Attack activity, discuss the following with a partner:<br />
<br />
1) Create a list of reasons why utilizing the graphing calculator would be beneficial to use in the mathematics classroom.<br />
<br />
2) Do you agree with everything the research says? Why or why not? <br />
<br />
3) Did you find the Shark Attack activity to be engaging and beneficial for students' learning of point-slope form? Why or why not?<br />
<br />
4) After thinking about the ways the graphing calculator can be beneficial in the mathematics classroom, reflect how you might try to use it in your own classroom. A unit your students have traditionally struggle with might be a great place to start!<br />
<br />
<br />
<br />
[[Unit 2: Operating the TI-Nspire and TI CAS Teacher Edition Software]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_3:_Locating_Existing_Concept_Activities_for_the_Nspire&diff=26715Unit 3: Locating Existing Concept Activities for the Nspire2010-12-01T12:51:01Z<p>Jennifer Krol: /* Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons. */</p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons.==<br />
<br />
<br />
In the previous unit, you thought about a unit of study that your students have struggled with. Now you will locate existing activities through the Internet for the Nspire. There are many great activities that TI and other educators have already created. You do not have to create everything from scratch especially when you are first starting to incorporate the Nspire into your lessons. The activities range from 5 minutes to 1 ½ hours, so make sure you check the estimated time to complete when you consider the different activities.<br />
<br />
===Example Activity===<br />
Here is an example of an activity found on the Internet. It is called "Variables on Both Sides." It is used to help students discover that a linear equation with one variable can have 0, 1, or infinitely many solutions. Students drag points on number lines to discover when both sides of the equation are true. Below are some snap shots of the activity:<br />
<br />
<br />
[[File:Eq1_copy.jpg]]<br />
<br />
<br />
The entire activity can be found at the following website. The website includes links to the tns file (this is what files that are created for the Nspire are called) and activity worksheet. [[http://education.ti.com/calculators/downloads/US/Activities/Detail?ID=11342]]<br />
<br />
===Tips for Selecting Activities===<br />
As you search the below links, keep the following in mind:<br />
<br />
*Be selective when looking at activities. Only consider activities that target your learning objectives for that lesson or unit. <br />
<br />
*Select activities that you think will increase your students’ understanding of the concept based on the research you read in Unit 2. Don’t pick an activity just because it seems fun. <br />
<br />
*Remember you can always alter an activity by downloading the worksheet as a Microsoft Word document and downloading the tns.file on to your computer to open and change. This might be helpful if you find a good activity that is too long for your class period or just needs to be changed to better fit your students’ needs.<br />
<br />
===Links to Help Locate Activities===<br />
TI has a few different ways to locate activities. The first link allows you to view activities created by other math teachers like yourself! The second link allows you to find your textbook and then search activities that are correlated with a particular section in the textbook. The third link brings you to activities created by TI. These activities are grouped by curriculum and topic. As you search for an activity, try using all three links. You may find similar activities on each, but most likely you will also find more activities to chose from!<br />
<br />
====Activities Created By Educators====<br />
The link below helps you locate activities made by other educators like yourself. When you go to the website, make sure you fill in the following drop down boxes:<br />
*Technology: TI Nspire<br />
*Subject: Math<br />
*Subject Area: Algebra (You may select a different one if you are teaching another course)<br />
*Topic: Think about what kind of topics your students struggle with or you want to improve upon and search for it.<br />
<br />
Website: [http://education.ti.com/calculators/downloads/US/Activities/Search/Subject?s=5022&sa=5022]<br />
<br />
====Activities Connected to Textbook Sections====<br />
The link below helps you find activities that have been created by TI and other educators that can be used with your textbook. Not all textbooks can be found and some textbooks are better correlated than others. If you use a Holt, McDougal, or Holt-McDougal textbook, you will find these website below to be especially helpful:<br />
*Click on the link [[http://education.ti.com/educationportal/sites/US/nonProductMulti/publishers.html]]<br />
*Select the publisher of your textbook.<br />
*Navigate the website to find your textbook.<br />
**If your textbook publisher is Holt McDougal, you will see a variety of textbooks. Click on the one that is yours and then scroll through the list of chapters and sections to find the one you want. Once you find the section you want, you can click on the link and find many activities that can be used with that section.<br />
**The other textbook publishers' links are not as user friendly so you might not want to search those.<br />
<br />
====Activities Created By TI====<br />
The link below helps you locate activities that have been created by TI. [[http://education.ti.com/calculators/timathnspired/]]<br />
<br />
*You will need to sign up for an account by clicking on “Sign In” and then “Create an Account.” <br />
*Once you are signed in, you can access activities from the different curriculums include Algebra 1, Geometry, Algebra 2, and Calculus.<br />
*Within each curriculum, there are topics. For example, in Algebra 1 you can choose from Equations, Linear Inequalities, Quadratic Functions, etc. Select a topic to find Nspire activities.<br />
*A list of activities will appear including a video so that you can watch the activities before chosing to download it to use in your own classroom.<br />
<br />
===Lesson Plan===<br />
After you have located an activity, write a lesson plan incorporating the activity. Remember that you can alter the activity if necessary. The activity might be the majority of the lesson or it could be used as an opening activity or closing. Make sure you pay close attention to the suggested time that is needed to complete the activity. Also, remember that this is your first time creating a lesson with a Nspire activity so the activity might take a little longer than the suggested time.<br />
<br />
===Pair & Share===<br />
Exchange your lessons electronically including links to download the Nspire files (tns files) and/or worksheets. <br />
<br />
After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period? <br />
<br />
<br />
[[Unit 4: Creating Concept Activities for the Nspire]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_2:_Operating_the_TI-Nspire_and_TI_CAS_Teacher_Edition_Software&diff=26714Unit 2: Operating the TI-Nspire and TI CAS Teacher Edition Software2010-12-01T12:47:39Z<p>Jennifer Krol: /* Software Skills */</p>
<hr />
<div>==Objective: By the end of Unit 2, you should be able to operate the TI-Nspire and TI- CAS Teacher Edition Software.==<br />
<br />
Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
===Scavenger Hunt===<br />
<br />
Before we start using the Nspire graphing calculator and TI CAS Teacher Edition Software to modify and create activities, you need to make sure you have the necessary calculator and computer skills. Make sure you have an updated TI-nSpire graphing calculator and TI-nSpire Teacher Computer Software (edition 2.1). Next, complete the activity at this link using your TI Nspire to make sure you are ready to start.<br />
<br />
Scavenger Hunt: [[http://education.ti.com/xchange/US/Math/MathGeneral/9202/NspireScavengerHunt.pdf]]<br />
<br />
If you need help with the scavenger hunt at any point, using the following website as a reference guide.[[http://www.atomiclearning.com/k12/en/ti_nspire]] Make sure you use the tutorials that are designed for the calculator and not the software.<br />
<br />
===Software Skills===<br />
(Screen capture of TI CAS Teacher Edition Software with calculator emulator - TI-SmartView)<br />
<br />
[[File:Software_copy.jpg]]<br />
<br />
(Screen capture of TI CAS Teacher Edition Software with calculator emulator - TI-SmartView)<br />
<br />
<br />
Many of the skills you practice are the same for the TI CAS Teacher Edition Software while others are different. You will use the same skills on the software as the handheld calculator when adding and creating pages of Graphs & Geometry, Lists & Spreadsheets, Data & Statistics, Calculator, and Data Collection.<br />
<br />
Other skills are needed to modify and create activities on the TI CAS Teacher Edition Software. <br />
<br />
====Basic Software Skills====<br />
Basic software skills are those needed to begin using the TI CAS Teacher Edition Software. For an introduction to using the software visit [[http://www.atomiclearning.com/k12/en/ti_nspire]] and scroll down to TI-Nspire Computer Software. Click on the Basics tab and look at video 1 (Using the TI-Nspire Software).<br />
<br />
=====Document Creation and Editing===== <br />
The skills listed below are essential to know in order to begin using the software. <br />
If you need help with any of these skills, visit this website [[http://www.atomiclearning.com/k12/en/ti_nspire]] and scroll down to TI-Nspire Computer Software. Click on the Basics tab and look at videos 2 and 3.<br />
<br />
*Creating and saving a new document (2)<br />
*Finding and opening a document (3)<br />
<br />
=====Altering the Standard View of Documents=====<br />
The skills listed below allow you to alter the standard view of the documents you create or find. Though you will still be able to operate the software without these skills, you will be able to make more interactive activities with these skills.<br />
If you need help with any of these skills, visit this website [[http://www.atomiclearning.com/k12/en/ti_nspire]] and scroll down to TI-Nspire Computer Software. Click on the Basics tab and look at videos 4 - 7 and 9.<br />
<br />
*Changing page layout and position (4)<br />
*Changing document and system settings (5)<br />
*Accessing and using the catalog (6)<br />
*Using templates in Notes (7)<br />
*Using Panels (9)<br />
<br />
=====Advanced Basic Topics=====<br />
The skills listed below are necessary to keep your software up to date and help you learn how to download lessons from the websites. The "My Files Tab" is where you will store lessons that are on your emulator calculator. The transfer tool allows you to send documents to students from the software. If you need help with any of these skills, visit this website [[http://www.atomiclearning.com/k12/en/ti_nspire]] and scroll down to TI-Nspire Computer Software. Click on the Basics tab and look at videos 10 - 12. The "Transfer Tool" video is under the Teacher Software tab and it is video number 6.<br />
<br />
*Working with Lesson Bundles (10)<br />
*Updating the Operating System (11)<br />
*Using the My Files tab in the TI-Nspire Computer Software (12)<br />
*Transfer Tool (6)<br />
<br />
===Future Help===<br />
<br />
'''Future Help:''' If at any point during the course, you are confused on how to do something the website [[http://www.atomiclearning.com/k12/en/ti_nspire]] has many tutorials to assist you.<br />
<br />
Also remember, that the TI CAS Teacher Edition Software has a Nspire emulator (TI-SmartView) that you can always use if you prefer to create using the calculator instead of the software buttons (the ones along the top in the image above).<br />
<br />
<br />
[[Unit 3: Locating Existing Concept Activities for the Nspire]]<br />
<br />
Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_2:_Operating_the_TI-Nspire_and_TI_CAS_Teacher_Edition_Software&diff=26713Unit 2: Operating the TI-Nspire and TI CAS Teacher Edition Software2010-12-01T12:47:01Z<p>Jennifer Krol: /* Scavenger Hunt */</p>
<hr />
<div>==Objective: By the end of Unit 2, you should be able to operate the TI-Nspire and TI- CAS Teacher Edition Software.==<br />
<br />
Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
===Scavenger Hunt===<br />
<br />
Before we start using the Nspire graphing calculator and TI CAS Teacher Edition Software to modify and create activities, you need to make sure you have the necessary calculator and computer skills. Make sure you have an updated TI-nSpire graphing calculator and TI-nSpire Teacher Computer Software (edition 2.1). Next, complete the activity at this link using your TI Nspire to make sure you are ready to start.<br />
<br />
Scavenger Hunt: [[http://education.ti.com/xchange/US/Math/MathGeneral/9202/NspireScavengerHunt.pdf]]<br />
<br />
If you need help with the scavenger hunt at any point, using the following website as a reference guide.[[http://www.atomiclearning.com/k12/en/ti_nspire]] Make sure you use the tutorials that are designed for the calculator and not the software.<br />
<br />
===Software Skills===<br />
[[File:Software_copy.jpg]]<br />
<br />
(Screen capture of TI CAS Teacher Edition Software with calculator emulator - TI-SmartView)<br />
<br />
<br />
Many of the skills you practice are the same for the TI CAS Teacher Edition Software while others are different. You will use the same skills on the software as the handheld calculator when adding and creating pages of Graphs & Geometry, Lists & Spreadsheets, Data & Statistics, Calculator, and Data Collection.<br />
<br />
Other skills are needed to modify and create activities on the TI CAS Teacher Edition Software. <br />
<br />
====Basic Software Skills====<br />
Basic software skills are those needed to begin using the TI CAS Teacher Edition Software. For an introduction to using the software visit [[http://www.atomiclearning.com/k12/en/ti_nspire]] and scroll down to TI-Nspire Computer Software. Click on the Basics tab and look at video 1 (Using the TI-Nspire Software).<br />
<br />
=====Document Creation and Editing===== <br />
The skills listed below are essential to know in order to begin using the software. <br />
If you need help with any of these skills, visit this website [[http://www.atomiclearning.com/k12/en/ti_nspire]] and scroll down to TI-Nspire Computer Software. Click on the Basics tab and look at videos 2 and 3.<br />
<br />
*Creating and saving a new document (2)<br />
*Finding and opening a document (3)<br />
<br />
=====Altering the Standard View of Documents=====<br />
The skills listed below allow you to alter the standard view of the documents you create or find. Though you will still be able to operate the software without these skills, you will be able to make more interactive activities with these skills.<br />
If you need help with any of these skills, visit this website [[http://www.atomiclearning.com/k12/en/ti_nspire]] and scroll down to TI-Nspire Computer Software. Click on the Basics tab and look at videos 4 - 7 and 9.<br />
<br />
*Changing page layout and position (4)<br />
*Changing document and system settings (5)<br />
*Accessing and using the catalog (6)<br />
*Using templates in Notes (7)<br />
*Using Panels (9)<br />
<br />
=====Advanced Basic Topics=====<br />
The skills listed below are necessary to keep your software up to date and help you learn how to download lessons from the websites. The "My Files Tab" is where you will store lessons that are on your emulator calculator. The transfer tool allows you to send documents to students from the software. If you need help with any of these skills, visit this website [[http://www.atomiclearning.com/k12/en/ti_nspire]] and scroll down to TI-Nspire Computer Software. Click on the Basics tab and look at videos 10 - 12. The "Transfer Tool" video is under the Teacher Software tab and it is video number 6.<br />
<br />
*Working with Lesson Bundles (10)<br />
*Updating the Operating System (11)<br />
*Using the My Files tab in the TI-Nspire Computer Software (12)<br />
*Transfer Tool (6)<br />
<br />
===Future Help===<br />
<br />
'''Future Help:''' If at any point during the course, you are confused on how to do something the website [[http://www.atomiclearning.com/k12/en/ti_nspire]] has many tutorials to assist you.<br />
<br />
Also remember, that the TI CAS Teacher Edition Software has a Nspire emulator (TI-SmartView) that you can always use if you prefer to create using the calculator instead of the software buttons (the ones along the top in the image above).<br />
<br />
<br />
[[Unit 3: Locating Existing Concept Activities for the Nspire]]<br />
<br />
Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_1:_Understanding_the_Benefits_of_the_Nspire_in_Mathematics_Instruction&diff=26712Unit 1: Understanding the Benefits of the Nspire in Mathematics Instruction2010-12-01T12:45:44Z<p>Jennifer Krol: </p>
<hr />
<div>Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
<br />
==Objective: By the end of Unit 1, you should be able to explain and understand why utilizing the graphing calculator for mathematics instruction is beneficial for student understanding.==<br />
<br />
====Introduction====<br />
Darling-Hammond (2008) explains their view of the learning of math in school:<br />
<br />
“. . [Math] can be experienced in two different ways. For mathematicians, and for those students lucky enough to experience it this way in classrooms. Mathematics is a form of sense making, a result of which is that patterns, rules and procedures, and results all cohere in a meaningful way. It is a discipline in which one can explore, and make and verify discoveries. For most, however, mathematics has been experienced as a set of somewhat arbitrary rules and procedures to be memorized and applied” (p. 113 - 114).<br />
<br />
The graphing calculator is one way in which students can better understand mathematics and not simply view it as a set of rules.<br />
<br />
===Sample Activity===<br />
Here is an example of an activity where students learn using the TI (Texas Instruments) Nspire graphing calculator. The images you see are snap shots of the different screens students see as they are completing the activity to learn about equations in point-slope form:<br />
<br />
<br />
<br />
[[File:Shark_attack1.jpg]]<br />
<br />
<br />
The above image just gives you a preview to what the Nspire is capable of demonstrating for your students. Check out the complete file at the website below. It contains links to download the actual tns file for the Nspire and activity sheet (Word or PDF): [[http://education.ti.com/calculators/downloads/US/Activities/Detail?id=11848]]<br />
<br />
===Article===<br />
Below is a link to an article “Graphing Calculators in the Mathematics Classroom.” It presents some general ideas of how graphing calculators are beneficial in the classroom for students’ understanding of mathematics. It also provides references and summaries to further studies and informative articles. Please read the article:[[http://www.ericdigests.org/2000-2/graphing.htm]]<br />
<br />
===Reflection of Research & Sample Activity===<br />
After reading the article and looking at the Shark Attack activity, discuss the following with a partner:<br />
<br />
1) Create a list of reasons why utilizing the graphing calculator would be beneficial to use in the mathematics classroom.<br />
<br />
2) Do you agree with everything the research says? Why or why not? <br />
<br />
3) Did you find the Shark Attack activity to be engaging and beneficial for students' learning of point-slope form? Why or why not?<br />
<br />
4) After thinking about the ways the graphing calculator can be beneficial in the mathematics classroom, reflect how you might try to use it in your own classroom. A unit your students have traditionally struggle with might be a great place to start!<br />
<br />
<br />
<br />
[[Unit 2: Operating the TI-Nspire and TI CAS Teacher Edition Software]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_1:_Understanding_the_Benefits_of_the_Nspire_in_Mathematics_Instruction&diff=26711Unit 1: Understanding the Benefits of the Nspire in Mathematics Instruction2010-12-01T12:44:21Z<p>Jennifer Krol: /* Introduction */</p>
<hr />
<div>Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
<br />
==Objective: By the end of Unit 1, you should be able to explain and understand why utilizing the graphing calculator for mathematics instruction is beneficial for student understanding.==<br />
<br />
====Introduction====<br />
Darling-Hammond (2008) explains their view of the learning of math in school:<br />
<br />
“. . [Math] can be experienced in two different ways. For mathematicians, and for those students lucky enough to experience it this way in classrooms. Mathematics is a form of sense making, a result of which is that patterns, rules and procedures, and results all cohere in a meaningful way. It is a discipline in which one can explore, and make and verify discoveries. For most, however, mathematics has been experienced as a set of somewhat arbitrary rules and procedures to be memorized and applied” (p. 113 - 114).<br />
<br />
The graphing calculator is one way in which students can better understand mathematics and not simply view it as a set of rules.<br />
<br />
===Sample Activity===<br />
Here is an example of an activity where students learn using the TI (Texas Instruments) Nspire graphing calculator. The images you see are snap shots of the different screens students see as they are completing the activity to learn about equations in point-slope form:<br />
<br />
<br />
<br />
[[File:Shark_attack1.jpg]]<br />
<br />
<br />
The above image just gives you a preview to what the Nspire is capable of demonstrating for your students. Check out the complete file at the website below. It contains links to download the actual tns file for the Nspire and activity sheet (Word or PDF): [[http://education.ti.com/calculators/downloads/US/Activities/Detail?id=11848]]<br />
<br />
===Article===<br />
Below is a link to an article “Graphing Calculators in the Mathematics Classroom.” It presents some general ideas of how graphing calculators are beneficial in the classroom for students’ understanding of mathematics. It also provides references and summaries to further studies and informative articles. Please read the article:[[http://www.ericdigests.org/2000-2/graphing.htm]]<br />
<br />
<br />
===Reflection of Research & Sample Activity===<br />
After reading the article and looking at the Shark Attack activity, complete the following:<br />
<br />
1) With a partner, create a list of reasons why utilizing the graphing calculator would be beneficial to use in the mathematics classroom.<br />
<br />
2) Do you agree with everything the research says? Why or why not? <br />
<br />
3) Did you find the Shark Attack activity to be engaging and beneficial for students' learning of point-slope form? Why or why not?<br />
<br />
4) After thinking about the ways the graphing calculator can be beneficial in the mathematics classroom, reflect how you might try to use it in your own classroom. A unit your students have traditionally struggle with might be a great place to start!<br />
<br />
<br />
<br />
[[Unit 2: Operating the TI-Nspire and TI CAS Teacher Edition Software]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_1:_Understanding_the_Benefits_of_the_Nspire_in_Mathematics_Instruction&diff=26710Unit 1: Understanding the Benefits of the Nspire in Mathematics Instruction2010-12-01T12:43:34Z<p>Jennifer Krol: </p>
<hr />
<div>Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
<br />
==Objective: By the end of Unit 1, you should be able to explain and understand why utilizing the graphing calculator for mathematics instruction is beneficial for student understanding.==<br />
<br />
====Introduction====<br />
Darling-Hammond (2008) has the following comments about the learning of math in school:<br />
<br />
“. . [Math] can be experienced in two different ways. For mathematicians, and for those students lucky enough to experience it this way in classrooms. Mathematics is a form of sense making, a result of which is that patterns, rules and procedures, and results all cohere in a meaningful way. It is a discipline in which one can explore, and make and verify discoveries. For most, however, mathematics has been experienced as a set of somewhat arbitrary rules and procedures to be memorized and applied” (p. 113 - 114).<br />
<br />
The graphing calculator is one way in which students can better understand mathematics and not simply view it as a set of rules. <br />
<br />
===Sample Activity===<br />
Here is an example of an activity where students learn using the TI (Texas Instruments) Nspire graphing calculator. The images you see are snap shots of the different screens students see as they are completing the activity to learn about equations in point-slope form:<br />
<br />
<br />
<br />
[[File:Shark_attack1.jpg]]<br />
<br />
<br />
The above image just gives you a preview to what the Nspire is capable of demonstrating for your students. Check out the complete file at the website below. It contains links to download the actual tns file for the Nspire and activity sheet (Word or PDF): [[http://education.ti.com/calculators/downloads/US/Activities/Detail?id=11848]]<br />
<br />
===Article===<br />
Below is a link to an article “Graphing Calculators in the Mathematics Classroom.” It presents some general ideas of how graphing calculators are beneficial in the classroom for students’ understanding of mathematics. It also provides references and summaries to further studies and informative articles. Please read the article:[[http://www.ericdigests.org/2000-2/graphing.htm]]<br />
<br />
<br />
===Reflection of Research & Sample Activity===<br />
After reading the article and looking at the Shark Attack activity, complete the following:<br />
<br />
1) With a partner, create a list of reasons why utilizing the graphing calculator would be beneficial to use in the mathematics classroom.<br />
<br />
2) Do you agree with everything the research says? Why or why not? <br />
<br />
3) Did you find the Shark Attack activity to be engaging and beneficial for students' learning of point-slope form? Why or why not?<br />
<br />
4) After thinking about the ways the graphing calculator can be beneficial in the mathematics classroom, reflect how you might try to use it in your own classroom. A unit your students have traditionally struggle with might be a great place to start!<br />
<br />
<br />
<br />
[[Unit 2: Operating the TI-Nspire and TI CAS Teacher Edition Software]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_4:_Creating_Concept_Activities_for_the_Nspire&diff=26648Unit 4: Creating Concept Activities for the Nspire2010-11-30T20:13:57Z<p>Jennifer Krol: </p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 4, you should be able to create graphing calculator concept activities to use in lessons.==<br />
<br />
Sometimes after searching the above links, you may discover the no activity really is exactly what you want. Instead of spending tons of time trying to alter an existing activity, it might be easier to start from scratch. <br />
<br />
===Example Activity===<br />
An activity that is easy to create is one that changes the coefficients of an equation. For example, below is a snap shot of a simply activity of an absolute value equation ( y = a| x + h | + k ) in which the students discover how changing the value of a, h, and k affect the graph. The attached worksheet is used with the tns file:[[Media:Absolute_value_worksheet.pdf]]<br />
<br />
<br />
<br />
[[File:Abs_copy.jpg]]<br />
<br />
===Lesson Plan===<br />
<br />
Now, think of a concept that you think would be better understood by your students if you created an activity with the Nspire. If you feel you need more information about the Nspire or CAS Teacher Edition Software, refer to the reference: [http://www.atomiclearning.com/k12/en/ti_nspire]<br />
<br />
Create a lesson plan that incorporates the Nspire. <br />
<br />
===Pair & Share===<br />
<br />
When you have finished, exchange your lesson with a partner electronically including links to download the Nspire files (tns files) and/or worksheets. After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period?<br />
<br />
===Implementation===<br />
<br />
With all new technology and instructional techniques, you will have bumps in the road. When you first implement that Nspire activities into an actual lesson with your students, I suggest you keep the following in mind:<br />
*Make sure you know all the necessary skills to complete the activity with your students<br />
*If you get confused during the activity because you can't remember a keystroke or where something is located, don't be afraid to ask your students for help. Your students will learn the Nspire probably more quickly than you so don't be embarrassed if you find yourself asking them for help!<br />
*Make sure your lesson plan is flexible because even though you think an activity will only take 15 minutes, you might run into small problems or questions that will make the activity take more time. On the other hand, you might plan for the activity to take 15 minutes, but the students move quickly through it and finish the activity in 8 minutes. <br />
*Lastly, technology is not perfect: Always have a back up plan. There may be times where batteries run out, the transfer tool doesn't seem to be working right, or the file magically became corrupted! Don't give up on any technology simply because of one experience.<br />
<br />
===End of Course Reflection===<br />
1) Do you feel comfortable incorporating the Nspire into your lessons? Explain.<br />
<br />
2) Do you feel incorporating the Nspire into your lessons will be beneficial to your students? Explain.<br />
<br />
3) Do you feel comfortable locating existing activities online or creating your own Nspire activities?<br />
<br />
4) What concepts do you see yourself using the Nspire to help students better understand?<br />
<br />
5) What additional skills and/or resources do you wish you had receive in this course to better help you incorporate the Nspire into your lesson plans to improve student understanding?<br />
<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_4:_Creating_Concept_Activities_for_the_Nspire&diff=26647Unit 4: Creating Concept Activities for the Nspire2010-11-30T20:09:34Z<p>Jennifer Krol: /* Implementation */</p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 4, you should be able to create graphing calculator concept activities to use in lessons.==<br />
<br />
Sometimes after searching the above links, you may discover the no activity really is exactly what you want. Instead of spending tons of time trying to alter an existing activity, it might be easier to start from scratch. <br />
<br />
===Example Activity===<br />
For example, an activity that is easy to make is one that changes the coefficients of an equation such as absolute value ( y = a| x + h | + k ) by using sliders.<br />
<br />
[[File:Abs_copy.jpg]]<br />
<br />
Here is the worksheet that helps the students use the activity to understand how a, h, and k affect the graph:[[Media:Absolute_value_worksheet.pdf]]<br />
<br />
===Lesson Plan===<br />
<br />
Now, think of a concept that you think would be better understood by your students if you created an activity with the Nspire. If you feel you need more information about the Nspire or CAS Teacher Edition Software, refer to the reference: [http://www.atomiclearning.com/k12/en/ti_nspire]<br />
<br />
Create a lesson plan that incorporates the Nspire. <br />
<br />
===Pair & Share===<br />
<br />
When you have finished, exchange your lesson with a partner electronically including links to download the Nspire files (tns files) and/or worksheets. After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period?<br />
<br />
===Implementation===<br />
<br />
With all new technology and instructional techniques, you will have bumps in the road. When you first implement that Nspire activities into an actual lesson with your students, I suggest you keep the following in mind:<br />
*Make sure you know all the necessary skills to complete the activity with your students<br />
*If you get confused during the activity because you can't remember a keystroke or where something is located, don't be afraid to ask your students for help. Your students will learn the Nspire probably more quickly than you so don't be embarrassed if you find yourself asking them for help!<br />
*Make sure your lesson plan is flexible because even though you think an activity will only take 15 minutes, you might run into small problems or questions that will make the activity take more time. On the other hand, you might plan for the activity to take 15 minutes, but the students move quickly through it and finish the activity in 8 minutes. <br />
*Lastly, technology is not perfect: Always have a back up plan. There may be times where batteries run out, the transfer tool doesn't seem to be working right, or the file magically became corrupted! Don't give up on any technology simply because of one experience.<br />
<br />
===End of Course Reflection===<br />
1) Do you feel comfortable incorporating the Nspire into your lessons? Explain.<br />
<br />
2) Do you feel incorporating the Nspire into your lessons will be beneficial to your students? Explain.<br />
<br />
3) Do you feel comfortable locating existing activities online or creating your own Nspire activities?<br />
<br />
4) What concepts do you see yourself using the Nspire to help students better understand?<br />
<br />
5) What additional skills and/or resources do you wish you had receive in this course to better help you incorporate the Nspire into your lesson plans to improve student understanding?<br />
<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_4:_Creating_Concept_Activities_for_the_Nspire&diff=26646Unit 4: Creating Concept Activities for the Nspire2010-11-30T20:08:24Z<p>Jennifer Krol: /* Implementation */</p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 4, you should be able to create graphing calculator concept activities to use in lessons.==<br />
<br />
Sometimes after searching the above links, you may discover the no activity really is exactly what you want. Instead of spending tons of time trying to alter an existing activity, it might be easier to start from scratch. <br />
<br />
===Example Activity===<br />
For example, an activity that is easy to make is one that changes the coefficients of an equation such as absolute value ( y = a| x + h | + k ) by using sliders.<br />
<br />
[[File:Abs_copy.jpg]]<br />
<br />
Here is the worksheet that helps the students use the activity to understand how a, h, and k affect the graph:[[Media:Absolute_value_worksheet.pdf]]<br />
<br />
===Lesson Plan===<br />
<br />
Now, think of a concept that you think would be better understood by your students if you created an activity with the Nspire. If you feel you need more information about the Nspire or CAS Teacher Edition Software, refer to the reference: [http://www.atomiclearning.com/k12/en/ti_nspire]<br />
<br />
Create a lesson plan that incorporates the Nspire. <br />
<br />
===Pair & Share===<br />
<br />
When you have finished, exchange your lesson with a partner electronically including links to download the Nspire files (tns files) and/or worksheets. After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period?<br />
<br />
===Implementation===<br />
<br />
With all new technology and instructional techniques, you will have bumps in the road. When you first implement that Nspire activities into an actual lesson with your students, I suggest you keep the following in mind:<br />
*Make sure you know all the necessary skills to complete the activity with your students<br />
*If you get confused during the activity because you can't remember a keystroke or where something is located, don't be afraid to ask your students for help. Your students will learn the Nspire probably more quickly than you so don't be embarrassed if you find yourself asking them for help!<br />
*Make sure your lesson plan is flexible because even though you think an activity will only take 15 minutes, you might run into small problems or questions that will make the activity take more time. On the other hand, you might plan for the activity to take 15 minutes, but the students really understand what is occuring and move through the activity in 10 minutes. <br />
*Lastly, technology is not perfect: Always have a back up plan. There may be times where batteries run out, the transfer tool doesn't seem to be working right, or the file magically became corrupted! Don't give up on any technology simply because of one experience.<br />
<br />
===End of Course Reflection===<br />
1) Do you feel comfortable incorporating the Nspire into your lessons? Explain.<br />
<br />
2) Do you feel incorporating the Nspire into your lessons will be beneficial to your students? Explain.<br />
<br />
3) Do you feel comfortable locating existing activities online or creating your own Nspire activities?<br />
<br />
4) What concepts do you see yourself using the Nspire to help students better understand?<br />
<br />
5) What additional skills and/or resources do you wish you had receive in this course to better help you incorporate the Nspire into your lesson plans to improve student understanding?<br />
<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_4:_Creating_Concept_Activities_for_the_Nspire&diff=26645Unit 4: Creating Concept Activities for the Nspire2010-11-30T16:50:34Z<p>Jennifer Krol: </p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 4, you should be able to create graphing calculator concept activities to use in lessons.==<br />
<br />
Sometimes after searching the above links, you may discover the no activity really is exactly what you want. Instead of spending tons of time trying to alter an existing activity, it might be easier to start from scratch. <br />
<br />
===Example Activity===<br />
For example, an activity that is easy to make is one that changes the coefficients of an equation such as absolute value ( y = a| x + h | + k ) by using sliders.<br />
<br />
[[File:Abs_copy.jpg]]<br />
<br />
Here is the worksheet that helps the students use the activity to understand how a, h, and k affect the graph:[[Media:Absolute_value_worksheet.pdf]]<br />
<br />
===Lesson Plan===<br />
<br />
Now, think of a concept that you think would be better understood by your students if you created an activity with the Nspire. If you feel you need more information about the Nspire or CAS Teacher Edition Software, refer to the reference: [http://www.atomiclearning.com/k12/en/ti_nspire]<br />
<br />
Create a lesson plan that incorporates the Nspire. <br />
<br />
===Pair & Share===<br />
<br />
When you have finished, exchange your lesson with a partner electronically including links to download the Nspire files (tns files) and/or worksheets. After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period?<br />
<br />
===Implementation===<br />
<br />
With all new technology and instructional techniques, you will have bumps in the road. When you first implement that Nspire activities into an actual lesson with your students, I suggest you keep the following in mind:<br />
*Make sure you know all the necessary skills to complete the activity with your students<br />
*If you get confused during the activity because you can't remember a keystroke or where something is located, don't be afraid to ask your students for help. Your students will learn the Nspire probably more quickly than you so don't be embarrassed if you find yourself asking them for help!<br />
*Make sure your lesson plan is flexible because even though you think an activity will only take 15 minutes, you might run into small problems or questions that will make the activity take more time. On the other hand, you might plan for the activity to take 15 minutes, but the students really understand what is occuring and move through the activity in 10 minutes. <br />
*Lastly, technology is not perfect. There may be times where batteries run out, the transfer tool doesn't seem to be working right, or the file magically became corrupted! Don't give up on any technology simply because of onekkkkkk<br />
<br />
===End of Course Reflection===<br />
1) Do you feel comfortable incorporating the Nspire into your lessons? Explain.<br />
<br />
2) Do you feel incorporating the Nspire into your lessons will be beneficial to your students? Explain.<br />
<br />
3) Do you feel comfortable locating existing activities online or creating your own Nspire activities?<br />
<br />
4) What concepts do you see yourself using the Nspire to help students better understand?<br />
<br />
5) What additional skills and/or resources do you wish you had receive in this course to better help you incorporate the Nspire into your lesson plans to improve student understanding?<br />
<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_1:_Understanding_the_Benefits_of_the_Nspire_in_Mathematics_Instruction&diff=26644Unit 1: Understanding the Benefits of the Nspire in Mathematics Instruction2010-11-30T16:44:14Z<p>Jennifer Krol: /* Reflection of Research & Sample Activity */</p>
<hr />
<div>Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
<br />
==Objective: By the end of Unit 1, you should be able to explain and understand why utilizing the graphing calculator for mathematics instruction is beneficial for student understanding.==<br />
<br />
====Research====<br />
Darling-Hammond (2008) has the following comments about the learning of math in school:<br />
<br />
“. . [Math] can be experienced in two different ways. For mathematicians, and for those students lucky enough to experience it this way in classrooms. Mathematics is a form of sense making, a result of which is that patterns, rules and procedures, and results all cohere in a meaningful way. It is a discipline in which one can explore, and make and verify discoveries. For most, however, mathematics has been experienced as a set of somewhat arbitrary rules and procedures to be memorized and applied” (p. 113 - 114).<br />
<br />
The graphing calculator is one way in which students can better understand mathematics and not simply view it as a set of rules. Below is a link to an article “Graphing Calculators in the Mathematics Classroom.” It presents some general ideas of how graphing calculators are beneficial in the classroom for students’ understanding of mathematics. It also provides references and summaries to further studies and informative articles. After you have finished the article, you may find it helpful to locate some of the provided articles.[[http://www.ericdigests.org/2000-2/graphing.htm]]<br />
<br />
===Sample Activity===<br />
Here is an example of an activity where students learn using the TI (Texas Instruments) Nspire graphing calculator. The images you see are snap shots of the different screens students see as they are completing the activity to learn about equations in point-slope form:<br />
<br />
<br />
<br />
[[File:Shark_attack1.jpg]]<br />
<br />
<br />
The above image just gives you a preview to what the Nspire is capable of demonstrating for your students. Check out the complete file at the website below. It contains links to download the actual tns file for the Nspire and activity sheet (Word or PDF): [[http://education.ti.com/calculators/downloads/US/Activities/Detail?id=11848]]<br />
<br />
===Reflection of Research & Sample Activity===<br />
After reading the article and looking at the Shark Attack activity, complete the following:<br />
<br />
1) With a partner, create a list of reasons why utilizing the graphing calculator would be beneficial to use in the mathematics classroom.<br />
<br />
2) Do you agree with everything the research says? Why or why not? <br />
<br />
3) Did you find the Shark Attack activity to be engaging and beneficial for students' learning of point-slope form? Why or why not?<br />
<br />
4) After thinking about the ways the graphing calculator can be beneficial in the mathematics classroom, reflect how you might try to use it in your own classroom. A unit your students have traditionally struggle with might be a great place to start!<br />
<br />
<br />
<br />
[[Unit 2: Operating the TI-Nspire and TI CAS Teacher Edition Software]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_1:_Understanding_the_Benefits_of_the_Nspire_in_Mathematics_Instruction&diff=26643Unit 1: Understanding the Benefits of the Nspire in Mathematics Instruction2010-11-30T16:43:46Z<p>Jennifer Krol: /* Sample Activity */</p>
<hr />
<div>Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
<br />
==Objective: By the end of Unit 1, you should be able to explain and understand why utilizing the graphing calculator for mathematics instruction is beneficial for student understanding.==<br />
<br />
====Research====<br />
Darling-Hammond (2008) has the following comments about the learning of math in school:<br />
<br />
“. . [Math] can be experienced in two different ways. For mathematicians, and for those students lucky enough to experience it this way in classrooms. Mathematics is a form of sense making, a result of which is that patterns, rules and procedures, and results all cohere in a meaningful way. It is a discipline in which one can explore, and make and verify discoveries. For most, however, mathematics has been experienced as a set of somewhat arbitrary rules and procedures to be memorized and applied” (p. 113 - 114).<br />
<br />
The graphing calculator is one way in which students can better understand mathematics and not simply view it as a set of rules. Below is a link to an article “Graphing Calculators in the Mathematics Classroom.” It presents some general ideas of how graphing calculators are beneficial in the classroom for students’ understanding of mathematics. It also provides references and summaries to further studies and informative articles. After you have finished the article, you may find it helpful to locate some of the provided articles.[[http://www.ericdigests.org/2000-2/graphing.htm]]<br />
<br />
===Sample Activity===<br />
Here is an example of an activity where students learn using the TI (Texas Instruments) Nspire graphing calculator. The images you see are snap shots of the different screens students see as they are completing the activity to learn about equations in point-slope form:<br />
<br />
<br />
<br />
[[File:Shark_attack1.jpg]]<br />
<br />
<br />
The above image just gives you a preview to what the Nspire is capable of demonstrating for your students. Check out the complete file at the website below. It contains links to download the actual tns file for the Nspire and activity sheet (Word or PDF): [[http://education.ti.com/calculators/downloads/US/Activities/Detail?id=11848]]<br />
<br />
===Reflection of Research & Sample Activity===<br />
After reading the article and looking at the Shark Attack activity, complete the following:<br />
<br />
1) With a partner, create a list of reasons why utilizing the graphing calculator would be beneficial to use in the mathematics classroom.<br />
<br />
2) Do you agree with everything the research says? Why or why not? <br />
<br />
3) Did you find the Shark Attack activity to be engaging and beneficial for students' learning of point-slope form?<br />
<br />
4) After thinking about the ways the graphing calculator can be beneficial in the mathematics classroom, reflect how you might try to use it in your own classroom. A unit your students have traditionally struggle with might be a great place to start!<br />
<br />
<br />
<br />
[[Unit 2: Operating the TI-Nspire and TI CAS Teacher Edition Software]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_1:_Understanding_the_Benefits_of_the_Nspire_in_Mathematics_Instruction&diff=26642Unit 1: Understanding the Benefits of the Nspire in Mathematics Instruction2010-11-30T16:42:07Z<p>Jennifer Krol: /* Sample Activity */</p>
<hr />
<div>Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
<br />
==Objective: By the end of Unit 1, you should be able to explain and understand why utilizing the graphing calculator for mathematics instruction is beneficial for student understanding.==<br />
<br />
====Research====<br />
Darling-Hammond (2008) has the following comments about the learning of math in school:<br />
<br />
“. . [Math] can be experienced in two different ways. For mathematicians, and for those students lucky enough to experience it this way in classrooms. Mathematics is a form of sense making, a result of which is that patterns, rules and procedures, and results all cohere in a meaningful way. It is a discipline in which one can explore, and make and verify discoveries. For most, however, mathematics has been experienced as a set of somewhat arbitrary rules and procedures to be memorized and applied” (p. 113 - 114).<br />
<br />
The graphing calculator is one way in which students can better understand mathematics and not simply view it as a set of rules. Below is a link to an article “Graphing Calculators in the Mathematics Classroom.” It presents some general ideas of how graphing calculators are beneficial in the classroom for students’ understanding of mathematics. It also provides references and summaries to further studies and informative articles. After you have finished the article, you may find it helpful to locate some of the provided articles.[[http://www.ericdigests.org/2000-2/graphing.htm]]<br />
<br />
===Sample Activity===<br />
Here is an example of an activity where students learn using the TI (Texas Instruments) Nspire graphing calculator. The images you see are snap shots of the different screens students see as they are completing the activity to learn about equations in point-slope form:<br />
<br />
<br />
<br />
[[File:Shark_attack1.jpg]]<br />
<br />
<br />
Check out the complete file at the website below. It contains links to download the actual tns file for the Nspire and activity sheet: [[http://education.ti.com/calculators/downloads/US/Activities/Detail?id=11848]]<br />
<br />
===Reflection of Research & Sample Activity===<br />
After reading the article and looking at the Shark Attack activity, complete the following:<br />
<br />
1) With a partner, create a list of reasons why utilizing the graphing calculator would be beneficial to use in the mathematics classroom.<br />
<br />
2) Do you agree with everything the research says? Why or why not? <br />
<br />
3) Did you find the Shark Attack activity to be engaging and beneficial for students' learning of point-slope form?<br />
<br />
4) After thinking about the ways the graphing calculator can be beneficial in the mathematics classroom, reflect how you might try to use it in your own classroom. A unit your students have traditionally struggle with might be a great place to start!<br />
<br />
<br />
<br />
[[Unit 2: Operating the TI-Nspire and TI CAS Teacher Edition Software]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_3:_Locating_Existing_Concept_Activities_for_the_Nspire&diff=26641Unit 3: Locating Existing Concept Activities for the Nspire2010-11-30T16:40:39Z<p>Jennifer Krol: /* Lesson Plan */</p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons.==<br />
<br />
<br />
In the previous unit, you thought about a unit of study that your students have struggled with. Now you will locate existing activities through the Internet for the Nspire. There are many great activities that TI and other educators have already created. You do not have to create everything from scratch especially when you are first starting to incorporate the Nspire into your lessons. The activities range from 5 minutes to 1 ½ hours, so make sure you check the estimated time to completed when you consider the different activities.<br />
<br />
===Example Activity===<br />
Here is an example of an activity found on the Internet. It is called "Variables on Both Sides." It is used to help students discover that a linear equation with one variable can have 0, 1, or infinitely many solutions. Students drag points on number lines to discover when both sides of the equation are true. Below are some snap shots of the activity:<br />
<br />
<br />
[[File:Eq1_copy.jpg]]<br />
<br />
<br />
The entire activity can be found at the following website. The website includes links to the tns file (this is what files that are created for the Nspire are called) and activity worksheet. [[http://education.ti.com/calculators/downloads/US/Activities/Detail?ID=11342]]<br />
<br />
===Tips for Selecting Activities===<br />
As you search the below links, keep the following in mind:<br />
<br />
*Be selective when looking at activities. Only consider activities that target your learning objectives for that lesson or unit. <br />
<br />
*Select activities that you think will increase your students’ understanding of the concept based on the research you read in Unit 2. Don’t pick an activity just because it seems fun. <br />
<br />
*Remember you can always alter an activity by downloading the worksheet as a Microsoft Word document and downloading the tns.file on to your computer to open and change. This might be helpful if you find a good activity that is too long for your class period or just needs to be changed to better fit your students’ needs.<br />
<br />
===Links to Help Locate Activities===<br />
TI has a few different ways to locate activities. The first link allows you to view activities created by other math teachers like yourself! The second link allows you to find your textbook and then search activities that are correlated with a particular section in the textbook. The third link brings you to activities created by TI. These activities are grouped by curriculum and topic. As you search for an activity, try using all three links. You may find similar activities on each, but most likely you will also find more activities to chose from!<br />
<br />
====Activities Created By Educators====<br />
The link below helps you locate activities made by other educators like yourself. When you go to the website, make sure you fill in the following drop down boxes:<br />
*Technology: TI Nspire<br />
*Subject: Math<br />
*Subject Area: Algebra (You may select a different one if you are teaching another course)<br />
*Topic: Think about what kind of topics your students struggle with or you want to improve upon and search for it.<br />
<br />
Website: [http://education.ti.com/calculators/downloads/US/Activities/Search/Subject?s=5022&sa=5022]<br />
<br />
====Activities Connected to Textbook Sections====<br />
The link below helps you find activities that have been created by TI and other educators that can be used with your textbook. Not all textbooks can be found and some textbooks are better correlated than others. If you use a Holt, McDougal, or Holt-McDougal textbook, you will find these website below to be especially helpful:<br />
*Click on the link [[http://education.ti.com/educationportal/sites/US/nonProductMulti/publishers.html]]<br />
*Select the publisher of your textbook.<br />
*Navigate the website to find your textbook.<br />
**If your textbook publisher is Holt McDougal, you will see a variety of textbooks. Click on the one that is yours and then scroll through the list of chapters and sections to find the one you want. Once you find the section you want, you can click on the link and find many activities that can be used with that section.<br />
**The other textbook publishers' links are not as user friendly so you might not want to search those.<br />
<br />
====Activities Created By TI====<br />
The link below helps you locate activities that have been created by TI. [[http://education.ti.com/calculators/timathnspired/]]<br />
<br />
*You will need to sign up for an account by clicking on “Sign In” and then “Create an Account.” <br />
*Once you are signed in, you can access activities from the different curriculums include Algebra 1, Geometry, Algebra 2, and Calculus.<br />
*Within each curriculum, there are topics. For example, in Algebra 1 you can choose from Equations, Linear Inequalities, Quadratic Functions, etc. Select a topic to find Nspire activities.<br />
*A list of activities will appear including a video so that you can watch the activities before chosing to download it to use in your own classroom.<br />
<br />
===Lesson Plan===<br />
After you have located an activity, write a lesson plan incorporating the activity. Remember that you can alter the activity if necessary. The activity might be the majority of the lesson or it could be used as an opening activity or closing. Make sure you pay close attention to the suggested time that is needed to complete the activity. Also, remember that this is your first time creating a lesson with a Nspire activity so the activity might take a little longer than the suggested time.<br />
<br />
===Pair & Share===<br />
Exchange your lessons electronically including links to download the Nspire files (tns files) and/or worksheets. <br />
<br />
After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period? <br />
<br />
<br />
[[Unit 4: Creating Concept Activities for the Nspire]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_3:_Locating_Existing_Concept_Activities_for_the_Nspire&diff=26640Unit 3: Locating Existing Concept Activities for the Nspire2010-11-30T16:38:45Z<p>Jennifer Krol: /* Activities Created By TI */</p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons.==<br />
<br />
<br />
In the previous unit, you thought about a unit of study that your students have struggled with. Now you will locate existing activities through the Internet for the Nspire. There are many great activities that TI and other educators have already created. You do not have to create everything from scratch especially when you are first starting to incorporate the Nspire into your lessons. The activities range from 5 minutes to 1 ½ hours, so make sure you check the estimated time to completed when you consider the different activities.<br />
<br />
===Example Activity===<br />
Here is an example of an activity found on the Internet. It is called "Variables on Both Sides." It is used to help students discover that a linear equation with one variable can have 0, 1, or infinitely many solutions. Students drag points on number lines to discover when both sides of the equation are true. Below are some snap shots of the activity:<br />
<br />
<br />
[[File:Eq1_copy.jpg]]<br />
<br />
<br />
The entire activity can be found at the following website. The website includes links to the tns file (this is what files that are created for the Nspire are called) and activity worksheet. [[http://education.ti.com/calculators/downloads/US/Activities/Detail?ID=11342]]<br />
<br />
===Tips for Selecting Activities===<br />
As you search the below links, keep the following in mind:<br />
<br />
*Be selective when looking at activities. Only consider activities that target your learning objectives for that lesson or unit. <br />
<br />
*Select activities that you think will increase your students’ understanding of the concept based on the research you read in Unit 2. Don’t pick an activity just because it seems fun. <br />
<br />
*Remember you can always alter an activity by downloading the worksheet as a Microsoft Word document and downloading the tns.file on to your computer to open and change. This might be helpful if you find a good activity that is too long for your class period or just needs to be changed to better fit your students’ needs.<br />
<br />
===Links to Help Locate Activities===<br />
TI has a few different ways to locate activities. The first link allows you to view activities created by other math teachers like yourself! The second link allows you to find your textbook and then search activities that are correlated with a particular section in the textbook. The third link brings you to activities created by TI. These activities are grouped by curriculum and topic. As you search for an activity, try using all three links. You may find similar activities on each, but most likely you will also find more activities to chose from!<br />
<br />
====Activities Created By Educators====<br />
The link below helps you locate activities made by other educators like yourself. When you go to the website, make sure you fill in the following drop down boxes:<br />
*Technology: TI Nspire<br />
*Subject: Math<br />
*Subject Area: Algebra (You may select a different one if you are teaching another course)<br />
*Topic: Think about what kind of topics your students struggle with or you want to improve upon and search for it.<br />
<br />
Website: [http://education.ti.com/calculators/downloads/US/Activities/Search/Subject?s=5022&sa=5022]<br />
<br />
====Activities Connected to Textbook Sections====<br />
The link below helps you find activities that have been created by TI and other educators that can be used with your textbook. Not all textbooks can be found and some textbooks are better correlated than others. If you use a Holt, McDougal, or Holt-McDougal textbook, you will find these website below to be especially helpful:<br />
*Click on the link [[http://education.ti.com/educationportal/sites/US/nonProductMulti/publishers.html]]<br />
*Select the publisher of your textbook.<br />
*Navigate the website to find your textbook.<br />
**If your textbook publisher is Holt McDougal, you will see a variety of textbooks. Click on the one that is yours and then scroll through the list of chapters and sections to find the one you want. Once you find the section you want, you can click on the link and find many activities that can be used with that section.<br />
**The other textbook publishers' links are not as user friendly so you might not want to search those.<br />
<br />
====Activities Created By TI====<br />
The link below helps you locate activities that have been created by TI. [[http://education.ti.com/calculators/timathnspired/]]<br />
<br />
*You will need to sign up for an account by clicking on “Sign In” and then “Create an Account.” <br />
*Once you are signed in, you can access activities from the different curriculums include Algebra 1, Geometry, Algebra 2, and Calculus.<br />
*Within each curriculum, there are topics. For example, in Algebra 1 you can choose from Equations, Linear Inequalities, Quadratic Functions, etc. Select a topic to find Nspire activities.<br />
*A list of activities will appear including a video so that you can watch the activities before chosing to download it to use in your own classroom.<br />
<br />
===Lesson Plan===<br />
After you have located an activity, write a lesson plan incorporating the activity. Remember that you can alter the activity if necessary.<br />
<br />
===Pair & Share===<br />
Exchange your lessons electronically including links to download the Nspire files (tns files) and/or worksheets. <br />
<br />
After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period? <br />
<br />
<br />
[[Unit 4: Creating Concept Activities for the Nspire]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_3:_Locating_Existing_Concept_Activities_for_the_Nspire&diff=26639Unit 3: Locating Existing Concept Activities for the Nspire2010-11-30T16:38:13Z<p>Jennifer Krol: </p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons.==<br />
<br />
<br />
In the previous unit, you thought about a unit of study that your students have struggled with. Now you will locate existing activities through the Internet for the Nspire. There are many great activities that TI and other educators have already created. You do not have to create everything from scratch especially when you are first starting to incorporate the Nspire into your lessons. The activities range from 5 minutes to 1 ½ hours, so make sure you check the estimated time to completed when you consider the different activities.<br />
<br />
===Example Activity===<br />
Here is an example of an activity found on the Internet. It is called "Variables on Both Sides." It is used to help students discover that a linear equation with one variable can have 0, 1, or infinitely many solutions. Students drag points on number lines to discover when both sides of the equation are true. Below are some snap shots of the activity:<br />
<br />
<br />
[[File:Eq1_copy.jpg]]<br />
<br />
<br />
The entire activity can be found at the following website. The website includes links to the tns file (this is what files that are created for the Nspire are called) and activity worksheet. [[http://education.ti.com/calculators/downloads/US/Activities/Detail?ID=11342]]<br />
<br />
===Tips for Selecting Activities===<br />
As you search the below links, keep the following in mind:<br />
<br />
*Be selective when looking at activities. Only consider activities that target your learning objectives for that lesson or unit. <br />
<br />
*Select activities that you think will increase your students’ understanding of the concept based on the research you read in Unit 2. Don’t pick an activity just because it seems fun. <br />
<br />
*Remember you can always alter an activity by downloading the worksheet as a Microsoft Word document and downloading the tns.file on to your computer to open and change. This might be helpful if you find a good activity that is too long for your class period or just needs to be changed to better fit your students’ needs.<br />
<br />
===Links to Help Locate Activities===<br />
TI has a few different ways to locate activities. The first link allows you to view activities created by other math teachers like yourself! The second link allows you to find your textbook and then search activities that are correlated with a particular section in the textbook. The third link brings you to activities created by TI. These activities are grouped by curriculum and topic. As you search for an activity, try using all three links. You may find similar activities on each, but most likely you will also find more activities to chose from!<br />
<br />
====Activities Created By Educators====<br />
The link below helps you locate activities made by other educators like yourself. When you go to the website, make sure you fill in the following drop down boxes:<br />
*Technology: TI Nspire<br />
*Subject: Math<br />
*Subject Area: Algebra (You may select a different one if you are teaching another course)<br />
*Topic: Think about what kind of topics your students struggle with or you want to improve upon and search for it.<br />
<br />
Website: [http://education.ti.com/calculators/downloads/US/Activities/Search/Subject?s=5022&sa=5022]<br />
<br />
====Activities Connected to Textbook Sections====<br />
The link below helps you find activities that have been created by TI and other educators that can be used with your textbook. Not all textbooks can be found and some textbooks are better correlated than others. If you use a Holt, McDougal, or Holt-McDougal textbook, you will find these website below to be especially helpful:<br />
*Click on the link [[http://education.ti.com/educationportal/sites/US/nonProductMulti/publishers.html]]<br />
*Select the publisher of your textbook.<br />
*Navigate the website to find your textbook.<br />
**If your textbook publisher is Holt McDougal, you will see a variety of textbooks. Click on the one that is yours and then scroll through the list of chapters and sections to find the one you want. Once you find the section you want, you can click on the link and find many activities that can be used with that section.<br />
**The other textbook publishers' links are not as user friendly so you might not want to search those.<br />
<br />
====Activities Created By TI====<br />
The link below helps you locate activities that have been created by TI. [[http://education.ti.com/calculators/timathnspired/]]<br />
<br />
*You will need to sign up for an account by clicking on “Sign In” and then “Create an Account.” *Once you are signed in, you can access activities from the different curriculums include Algebra 1, Geometry, Algebra 2, and Calculus.<br />
*Within each curriculum, there are topics. For example, in Algebra 1 you can choose from Equations, Linear Inequalities, Quadratic Functions, etc. Select a topic to find Nspire activities.<br />
*A list of activities will appear including a video so that you can watch the activities before chosing to download it to use in your own classroom.<br />
<br />
===Lesson Plan===<br />
After you have located an activity, write a lesson plan incorporating the activity. Remember that you can alter the activity if necessary.<br />
<br />
===Pair & Share===<br />
Exchange your lessons electronically including links to download the Nspire files (tns files) and/or worksheets. <br />
<br />
After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period? <br />
<br />
<br />
[[Unit 4: Creating Concept Activities for the Nspire]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_3:_Locating_Existing_Concept_Activities_for_the_Nspire&diff=26638Unit 3: Locating Existing Concept Activities for the Nspire2010-11-30T16:34:07Z<p>Jennifer Krol: </p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons.==<br />
<br />
<br />
In the previous unit, you thought about a unit of study that your students have struggled with. Now you will locate existing activities through the Internet for the Nspire. There are many great activities that TI and other educators have already created. You do not have to create everything from scratch especially when you are first starting to incorporate the Nspire into your lessons. The activities range from 5 minutes to 1 ½ hours, so make sure you check the estimated time to completed when you consider the different activities.<br />
<br />
===Example Activity===<br />
Here is an example of an activity found on the Internet. It is called "Variables on Both Sides." It is used to help students discover that a linear equation with one variable can have 0, 1, or infinitely many solutions. Students drag points on number lines to discover when both sides of the equation are true. Below are some snap shots of the activity:<br />
<br />
<br />
[[File:Eq1_copy.jpg]]<br />
<br />
<br />
The entire activity can be found at the following website. The website includes links to the tns file (this is what files that are created for the Nspire are called) and activity worksheet. [[http://education.ti.com/calculators/downloads/US/Activities/Detail?ID=11342]]<br />
<br />
===Tips for Selecting Activities===<br />
As you search the below links, keep the following in mind:<br />
<br />
*Be selective when looking at activities. Only consider activities that target your learning objectives for that lesson or unit. <br />
<br />
*Select activities that you think will increase your students’ understanding of the concept based on the research you read in Unit 2. Don’t pick an activity just because it seems fun. <br />
<br />
*Remember you can always alter an activity by downloading the worksheet as a Microsoft Word document and downloading the tns.file on to your computer to open and change. This might be helpful if you find a good activity that is too long for your class period or just needs to be changed to better fit your students’ needs.<br />
<br />
===Links to Help Locate Activities===<br />
====Activities Created By Educators====<br />
The link below helps you locate activities made by other educators like yourself. When you go to the website, make sure you fill in the following drop down boxes:<br />
*Technology: TI Nspire<br />
*Subject: Math<br />
*Subject Area: Algebra (You may select a different one if you are teaching another course)<br />
*Topic: Think about what kind of topics your students struggle with or you want to improve upon and search for it.<br />
<br />
Website: [http://education.ti.com/calculators/downloads/US/Activities/Search/Subject?s=5022&sa=5022]<br />
<br />
====Activities Connected to Textbook Sections====<br />
The link below helps you find activities that have been created by TI and other educators that can be used with your textbook. Not all textbooks can be found and some textbooks are better correlated than others. If you use a Holt, McDougal, or Holt-McDougal textbook, you will find these website below to be especially helpful:<br />
*Click on the link [[http://education.ti.com/educationportal/sites/US/nonProductMulti/publishers.html]]<br />
*Select the publisher of your textbook.<br />
*Navigate the website to find your textbook.<br />
**If your textbook publisher is Holt McDougal, you will see a variety of textbooks. Click on the one that is yours and then scroll through the list of chapters and sections to find the one you want. Once you find the section you want, you can click on the link and find many activities that can be used with that section.<br />
**The other textbook publishers' links are not as user friendly so you might not want to search those.<br />
<br />
====Activities Created By TI====<br />
The link below helps you locate activities that have been created by TI. [[http://education.ti.com/calculators/timathnspired/]]<br />
<br />
*You will need to sign up for an account by clicking on “Sign In” and then “Create an Account.” *Once you are signed in, you can access activities from the different curriculums include Algebra 1, Geometry, Algebra 2, and Calculus.<br />
*Within each curriculum, there are topics. For example, in Algebra 1 you can choose from Equations, Linear Inequalities, Quadratic Functions, etc. Select a topic that you think you want to find an activity for.<br />
*A list of activities will appear including a video so that you can watch the activities before chosing to download it to use in your own classroom.<br />
<br />
===Lesson Plan===<br />
After you have located an activity, write a lesson plan incorporating the activity. Remember that you can alter the activity if necessary.<br />
<br />
===Pair & Share===<br />
Exchange your lessons electronically including links to download the Nspire files (tns files) and/or worksheets. <br />
<br />
After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period? <br />
<br />
<br />
[[Unit 4: Creating Concept Activities for the Nspire]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_3:_Locating_Existing_Concept_Activities_for_the_Nspire&diff=26637Unit 3: Locating Existing Concept Activities for the Nspire2010-11-30T16:26:59Z<p>Jennifer Krol: </p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons.==<br />
<br />
<br />
In the previous unit, you thought about a unit of study that your students have struggled with. Now you will locate existing activities through the Internet for the Nspire. There are many great activities that TI and other educators have already created. You do not have to create everything from scratch especially when you are first starting to incorporate the Nspire into your lessons. The activities range from 5 minutes to 1 ½ hours, so make sure you check the estimated time to completed when you consider the different activities.<br />
<br />
===Example Activity===<br />
Here is an example of an activity found on the Internet. It is called "Variables on Both Sides." It is used to help students discover that a linear equation with one variable can have 0, 1, or infinitely many solutions. Students drag points on number lines to discover when both sides of the equation are true. Below are some snap shots of the activity:<br />
<br />
<br />
[[File:Eq1_copy.jpg]]<br />
<br />
<br />
The entire activity can be found at the following website. The website includes links to the tns file (this is what files that are created for the Nspire are called) and activity worksheet. [[http://education.ti.com/calculators/downloads/US/Activities/Detail?ID=11342]]<br />
<br />
===Tips for Selecting Activities===<br />
As you search the below links, keep the following in mind:<br />
<br />
*Be selective when looking at activities. Only consider activities that target your learning objectives for that lesson or unit. <br />
<br />
*Select activities that you think will increase your students’ understanding of the concept based on the research you read in Unit 2. Don’t pick an activity just because it seems fun. <br />
<br />
*Remember you can always alter an activity by downloading the worksheet as a Microsoft Word document and downloading the tns.file on to your computer to open and change. This might be helpful if you find a good activity that is too long for your class period or just needs to be changed to better fit your students’ needs.<br />
<br />
===Links to Help Locate Activities===<br />
====Activities Created By Educators====<br />
The link below helps you locate activities made by other educators like yourself. When you go to the website, make sure you fill in the following drop down boxes:<br />
*Technology: TI Nspire<br />
*Subject: Math<br />
*Subject Area: Algebra (You may select a different one if you are teaching another course)<br />
*Topic: Think about what kind of topics your students struggle with or you want to improve upon and search for it.<br />
<br />
Website: [http://education.ti.com/calculators/downloads/US/Activities/Search/Subject?s=5022&sa=5022]<br />
<br />
====Activities Connected to Textbook Sections====<br />
The link below helps you find activities that have been created by TI and other educators that can be used with your textbook. Not all textbooks can be found and some textbooks are better correlated than others. If you use a Holt, McDougal, or Holt-McDougal textbook, you will find these website below to be especially helpful:<br />
*Click on the link [[http://education.ti.com/educationportal/sites/US/nonProductMulti/publishers.html]]<br />
*Select the publisher of your textbook.<br />
*Navigate the website to find your textbook.<br />
**If your textbook publisher is Holt McDougal, you will see a variety of textbooks. Click on the one that is yours and then scroll through the list of chapters and sections to find the one you want. Once you find the section you want, you can click on the link and find many activities that can be used with that section.<br />
**The other textbook publishers' links are not as user friendly so you might not want to search those.<br />
<br />
====Activities Created By TI====<br />
Find activities that have been created by TI:<br />
[http://education.ti.com/calculators/timathnspired/]<br />
You will need to sign up for an account by clicking on “Sign In” and then “Create an Account.”<br />
<br />
After you have located an activity, write a lesson plan incorporating the activity. Remember that you can alter the activity if necessary.<br />
<br />
===Pair & Share===<br />
Exchange your lessons electronically including links to download the Nspire files (tns files) and/or worksheets. <br />
<br />
After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period? <br />
<br />
<br />
[[Unit 4: Creating Concept Activities for the Nspire]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_3:_Locating_Existing_Concept_Activities_for_the_Nspire&diff=26636Unit 3: Locating Existing Concept Activities for the Nspire2010-11-30T16:25:09Z<p>Jennifer Krol: </p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons.==<br />
<br />
<br />
In the previous unit, you thought about a unit of study that your students have struggled with. Now you will locate existing activities through the Internet for the Nspire. There are many great activities that TI and other educators have already created. You do not have to create everything from scratch especially when you are first starting to incorporate the Nspire into your lessons. The activities range from 5 minutes to 1 ½ hours, so make sure you check the estimated time to completed when you consider the different activities.<br />
<br />
===Example Activity===<br />
Here is an example of an activity found on the Internet. It is called "Variables on Both Sides." It is used to help students discover that a linear equation with one variable can have 0, 1, or infinitely many solutions. Students drag points on number lines to discover when both sides of the equation are true. Below are some snap shots of the activity:<br />
<br />
<br />
[[File:Eq1_copy.jpg]]<br />
<br />
<br />
The entire activity can be found at the following website. The website includes links to the tns file (this is what files that are created for the Nspire are called) and activity worksheet. [[http://education.ti.com/calculators/downloads/US/Activities/Detail?ID=11342]]<br />
<br />
===Tips for Selecting Activities===<br />
As you search the below links, keep the following in mind:<br />
<br />
*Be selective when looking at activities. Only consider activities that target your learning objectives for that lesson or unit. <br />
<br />
*Select activities that you think will increase your students’ understanding of the concept based on the research you read in Unit 2. Don’t pick an activity just because it seems fun. <br />
<br />
*Remember you can always alter an activity by downloading the worksheet as a Microsoft Word document and downloading the tns.file on to your computer to open and change. This might be helpful if you find a good activity that is too long for your class period or just needs to be changed to better fit your students’ needs.<br />
<br />
===Links to Help Locate Activities===<br />
====Activities Created By Educators====<br />
The link below helps you locate activities made by other educators like yourself. When you go to the website, make sure you fill in the following drop down boxes:<br />
*Technology: TI Nspire<br />
*Subject: Math<br />
*Subject Area: Algebra (You may select a different one if you are teaching another course)<br />
*Topic: Think about what kind of topics your students struggle with or you want to improve upon and search for it.<br />
<br />
Website: [http://education.ti.com/calculators/downloads/US/Activities/Search/Subject?s=5022&sa=5022]<br />
<br />
====Activities Connected to Textbook Sections====<br />
The link below helps you find activities that have been created by TI and other educators that can be used with your textbook. Not all textbooks can be found and some textbooks are better correlated than others. <br />
*Click on the link [[http://education.ti.com/educationportal/sites/US/nonProductMulti/publishers.html]]<br />
*Select the publisher of your textbook.<br />
*Navigate the website to find your textbook.<br />
**If your textbook publisher is Holt McDougal, you will see a variety of textbooks. Click on the one that is yours and then scroll through the list of chapters and sections to find the one you want. Once you find the section you want, you can click on the link and find many activities that can be used with that section.<br />
<br />
====Activities Created By TI====<br />
Find activities that have been created by TI:<br />
[http://education.ti.com/calculators/timathnspired/]<br />
You will need to sign up for an account by clicking on “Sign In” and then “Create an Account.”<br />
<br />
After you have located an activity, write a lesson plan incorporating the activity. Remember that you can alter the activity if necessary.<br />
<br />
===Pair & Share===<br />
Exchange your lessons electronically including links to download the Nspire files (tns files) and/or worksheets. <br />
<br />
After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period? <br />
<br />
<br />
[[Unit 4: Creating Concept Activities for the Nspire]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_3:_Locating_Existing_Concept_Activities_for_the_Nspire&diff=26580Unit 3: Locating Existing Concept Activities for the Nspire2010-11-30T01:09:41Z<p>Jennifer Krol: </p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons.==<br />
<br />
<br />
In the previous unit, you thought about a unit of study that your students have struggled with. Now you will locate existing activities through the Internet for the Nspire. There are many great activities that TI and other educators have already created. You do not have to create everything from scratch especially when you are first starting to incorporate the Nspire into your lessons. The activities range from 5 minutes to 1 ½ hours, so make sure you check the estimated time to completed when you consider the different activities.<br />
<br />
===Example Activity===<br />
Here is an example of an activity found on the Internet. It is called "Variables on Both Sides." It is used to help students discover that a linear equation with one variable can have 0, 1, or infinitely many solutions. Students drag points on number lines to discover when both sides of the equation are true. Below are some snap shots of the activity:<br />
<br />
<br />
[[File:Eq1_copy.jpg]]<br />
<br />
<br />
The entire activity can be found at the following website. The website includes links to the tns file (this is what files that are created for the Nspire are called) and activity worksheet. [[http://education.ti.com/calculators/downloads/US/Activities/Detail?ID=11342]]<br />
<br />
===Tips for Selecting Activities===<br />
As you search the below links, keep the following in mind:<br />
<br />
*Be selective when looking at activities. Only consider activities that target your learning objectives for that lesson or unit. <br />
<br />
*Select activities that you think will increase your students’ understanding of the concept based on the research you read in Unit 2. Don’t pick an activity just because it seems fun. <br />
<br />
*Remember you can always alter an activity by downloading the worksheet as a Microsoft Word document and downloading the tns.file on to your computer to open and change. This might be helpful if you find a good activity that is too long for your class period or just needs to be changed to better fit your students’ needs.<br />
<br />
===Links to Help Locate Activities===<br />
====Activities Created By Educators====<br />
The link below helps you locate activities made by other educators like yourself. When you go to the website, make sure you fill in the following drop down boxes:<br />
*Technology: TI Nspire<br />
*Subject: Math<br />
*Subject Area: Algebra (You may select a different one if you are teaching another course)<br />
*Topic: Think about what kind of topics your students struggle with or you want to improve upon and search for it.<br />
<br />
Website: [http://education.ti.com/calculators/downloads/US/Activities/Search/Subject?s=5022&sa=5022]<br />
<br />
====Activities Connected to Textbook Sections====<br />
Find activities that have been created by TI and other educators that can be used with your textbook:<br />
[http://education.ti.com/educationportal/sites/US/nonProductMulti/publishers.html]<br />
<br />
====Activities Created By TI====<br />
Find activities that have been created by TI:<br />
[http://education.ti.com/calculators/timathnspired/]<br />
You will need to sign up for an account by clicking on “Sign In” and then “Create an Account.”<br />
<br />
After you have located an activity, write a lesson plan incorporating the activity. Remember that you can alter the activity if necessary.<br />
<br />
===Pair & Share===<br />
Exchange your lessons electronically including links to download the Nspire files (tns files) and/or worksheets. <br />
<br />
After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period? <br />
<br />
<br />
[[Unit 4: Creating Concept Activities for the Nspire]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_3:_Locating_Existing_Concept_Activities_for_the_Nspire&diff=26579Unit 3: Locating Existing Concept Activities for the Nspire2010-11-30T01:07:03Z<p>Jennifer Krol: </p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons.==<br />
<br />
<br />
In the previous unit, you thought about a unit of study that your students have struggled with. Now you will locate existing activities through the Internet for the Nspire. There are many great activities that TI and other educators have already created. You do not have to create everything from scratch especially when you are first starting to incorporate the Nspire into your lessons. The activities range from 5 minutes to 1 ½ hours, so make sure you check the estimated time to completed when you consider the different activities.<br />
<br />
===Example Activity===<br />
Here is an example of an activity found on the Internet. It is called "Variables on Both Sides." It is used to help students discover that a linear equation with one variable can have 0, 1, or infinitely many solutions. Students drag points on number lines to discover when both sides of the equation are true. Below are some snap shots of the activity:<br />
<br />
<br />
[[File:Eq1_copy.jpg]]<br />
<br />
<br />
The entire activity can be found at the following website. The website includes links to the tns file (this is what files that are created for the Nspire are called) and activity worksheet. [[http://education.ti.com/calculators/downloads/US/Activities/Detail?ID=11342]]<br />
<br />
===Tips for Selecting Activities===<br />
As you search the below links, keep the following in mind:<br />
<br />
*Be selective when looking at activities. Only consider activities that target your learning objectives for that lesson or unit. <br />
<br />
*Select activities that you think will increase your students’ understanding of the concept based on the research you read in Unit 2. Don’t pick an activity just because it seems fun. <br />
<br />
*Remember you can always alter an activity by downloading the worksheet as a Microsoft Word document and downloading the tns.file on to your computer to open and change. This might be helpful if you find a good activity that is too long for your class period or just needs to be changed to better fit your students’ needs.<br />
<br />
===Links to Help Locate Activities===<br />
The link below helps you locate activities made by other educators like yourself. When you go to the website, make sure you fill in the following drop down boxes:<br />
*Technology: TI Nspire<br />
*Subject: Math<br />
*Subject Area: Algebra (You may select a different one if you are teaching another course)<br />
*Topic: Think about what kind of topics your students struggle with or you want to improve upon and search for it.<br />
<br />
Website: [http://education.ti.com/calculators/downloads/US/Activities/Search/Subject?s=5022&sa=5022]<br />
<br />
Find activities that have been created by TI and other educators that can be used with your textbook:<br />
[http://education.ti.com/educationportal/sites/US/nonProductMulti/publishers.html]<br />
<br />
Find activities that have been created by TI:<br />
[http://education.ti.com/calculators/timathnspired/]<br />
You will need to sign up for an account by clicking on “Sign In” and then “Create an Account.”<br />
<br />
After you have located an activity, write a lesson plan incorporating the activity. Remember that you can alter the activity if necessary.<br />
<br />
===Pair & Share===<br />
Exchange your lessons electronically including links to download the Nspire files (tns files) and/or worksheets. <br />
<br />
After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period? <br />
<br />
<br />
[[Unit 4: Creating Concept Activities for the Nspire]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_3:_Locating_Existing_Concept_Activities_for_the_Nspire&diff=26578Unit 3: Locating Existing Concept Activities for the Nspire2010-11-30T01:01:25Z<p>Jennifer Krol: </p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons.==<br />
<br />
<br />
In the previous unit, you thought about a unit of study that your students have struggled with. Now you will locate existing activities through the Internet for the Nspire. There are many great activities that TI and other educators have already created. You do not have to create everything from scratch especially when you are first starting to incorporate the Nspire into your lessons. The activities range from 5 minutes to 1 ½ hours, so make sure you check the estimated time to completed when you consider the different activities.<br />
<br />
===Example Activity===<br />
Here is an example of an activity found on the Internet. It is called "Variables on Both Sides." It is used to help students discover that a linear equation with one variable can have 0, 1, or infinitely many solutions. Students drag points on number lines to discover when both sides of the equation are true. Below are some snap shots of the activity:<br />
<br />
<br />
[[File:Eq1_copy.jpg]]<br />
<br />
<br />
The entire activity can be found at the following website. The website includes links to the tns file (this is what files that are created for the Nspire are called) and activity worksheet. [[http://education.ti.com/calculators/downloads/US/Activities/Detail?ID=11342]]<br />
<br />
===Tips for Selecting Activities===<br />
As you search the below links, keep the following in mind:<br />
<br />
*Be selective when looking at activities. Only consider activities that target your learning objectives for that lesson or unit. <br />
<br />
*Select activities that you think will increase your students’ understanding of the concept based on the research you read in Unit 2. Don’t pick an activity just because it seems fun. <br />
<br />
*Remember you can always alter an activity by downloading the worksheet as a Microsoft Word document and downloading the tns.file on to your computer to open and change. This might be helpful if you find a good activity that is too long for your class period or just needs to be changed to better fit your students’ needs.<br />
<br />
===Links to Help Locate Activities===<br />
Find activities made by other educators:<br />
[http://education.ti.com/calculators/downloads/US/Activities/Search/Subject?s=5022&sa=5022]<br />
<br />
Find activities that have been created by TI and other educators that can be used with your textbook:<br />
[http://education.ti.com/educationportal/sites/US/nonProductMulti/publishers.html]<br />
<br />
Find activities that have been created by TI:<br />
[http://education.ti.com/calculators/timathnspired/]<br />
You will need to sign up for an account by clicking on “Sign In” and then “Create an Account.”<br />
<br />
After you have located an activity, write a lesson plan incorporating the activity. Remember that you can alter the activity if necessary.<br />
<br />
===Pair & Share===<br />
Exchange your lessons electronically including links to download the Nspire files (tns files) and/or worksheets. <br />
<br />
After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period? <br />
<br />
<br />
[[Unit 4: Creating Concept Activities for the Nspire]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_3:_Locating_Existing_Concept_Activities_for_the_Nspire&diff=26577Unit 3: Locating Existing Concept Activities for the Nspire2010-11-30T00:59:52Z<p>Jennifer Krol: </p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons.==<br />
<br />
<br />
In the previous unit, you thought about a unit of study that your students have struggled with. Now you will locate existing activities through the Internet for the Nspire. There are many great activities that TI and other educators have already created. You do not have to create everything from scratch especially when you are first starting to incorporate the Nspire into your lessons. The activities range from 5 minutes to 1 ½ hours, so make sure you check the estimated time to completed when you consider the different activities.<br />
<br />
===Example Activity===<br />
Here is an example of an activity. It is called "Variables on Both Sides." It is used to help students realize that a linear equation with one variable can have 0, 1, or infinitely many solutions. Below are some snap shots of the activity:<br />
<br />
<br />
[[File:Eq1_copy.jpg]]<br />
<br />
<br />
The entire activity can be found at the following website. The website includes links to the tns file (this is what files that are created for the Nspire are called) and activity worksheet. [[http://education.ti.com/calculators/downloads/US/Activities/Detail?ID=11342]]<br />
<br />
===Tips for Selecting Activities===<br />
As you search the below links, keep the following in mind:<br />
<br />
*Be selective when looking at activities. Only consider activities that target your learning objectives for that lesson or unit. <br />
<br />
*Select activities that you think will increase your students’ understanding of the concept based on the research you read in Unit 2. Don’t pick an activity just because it seems fun. <br />
<br />
*Remember you can always alter an activity by downloading the worksheet as a Microsoft Word document and downloading the tns.file on to your computer to open and change. This might be helpful if you find a good activity that is too long for your class period or just needs to be changed to better fit your students’ needs.<br />
<br />
===Links to Help Locate Activities===<br />
Find activities made by other educators:<br />
[http://education.ti.com/calculators/downloads/US/Activities/Search/Subject?s=5022&sa=5022]<br />
<br />
Find activities that have been created by TI and other educators that can be used with your textbook:<br />
[http://education.ti.com/educationportal/sites/US/nonProductMulti/publishers.html]<br />
<br />
Find activities that have been created by TI:<br />
[http://education.ti.com/calculators/timathnspired/]<br />
You will need to sign up for an account by clicking on “Sign In” and then “Create an Account.”<br />
<br />
After you have located an activity, write a lesson plan incorporating the activity. Remember that you can alter the activity if necessary.<br />
<br />
===Pair & Share===<br />
Exchange your lessons electronically including links to download the Nspire files (tns files) and/or worksheets. <br />
<br />
After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period? <br />
<br />
<br />
[[Unit 4: Creating Concept Activities for the Nspire]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krolhttps://knilt.arcc.albany.edu/index.php?title=Unit_3:_Locating_Existing_Concept_Activities_for_the_Nspire&diff=26576Unit 3: Locating Existing Concept Activities for the Nspire2010-11-30T00:59:12Z<p>Jennifer Krol: </p>
<hr />
<div>Back to course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]<br />
<br />
==Objective: By the end of Unit 3, you should be able to locate and alter existing graphing calculator concept activities to use in lessons.==<br />
<br />
<br />
In the previous unit, you thought about a unit of study that your students have struggled with. Now you will locate existing activities through the Internet for the Nspire. There are many great activities that TI and other educators have already created. You do not have to create everything from scratch especially when you are first starting to incorporate the Nspire into your lessons. The activities range from 5 minutes to 1 ½ hours, so make sure you check the estimated time to completed when you consider the different activities.<br />
<br />
===Example Activity===<br />
Here is an example of an activity. It is called "Variables on Both Sides." It is used to help students realize that a linear equation with one variable can have 0, 1, or infinitely many solutions. Below is some snap shots of the activity:<br />
<br />
<br />
[[File:Eq1_copy.jpg]]<br />
<br />
<br />
The entire activity can be found at the following website. The website includes links to the tns file (this is what files that are created for the Nspire are called) and activity worksheet. [[http://education.ti.com/calculators/downloads/US/Activities/Detail?ID=11342]]<br />
<br />
===Tips for Selecting Activities===<br />
As you search the below links, keep the following in mind:<br />
<br />
*Be selective when looking at activities. Only consider activities that target your learning objectives for that lesson or unit. <br />
<br />
*Select activities that you think will increase your students’ understanding of the concept based on the research you read in Unit 2. Don’t pick an activity just because it seems fun. <br />
<br />
*Remember you can always alter an activity by downloading the worksheet as a Microsoft Word document and downloading the tns.file on to your computer to open and change. This might be helpful if you find a good activity that is too long for your class period or just needs to be changed to better fit your students’ needs.<br />
<br />
===Links to Help Locate Activities===<br />
Find activities made by other educators:<br />
[http://education.ti.com/calculators/downloads/US/Activities/Search/Subject?s=5022&sa=5022]<br />
<br />
Find activities that have been created by TI and other educators that can be used with your textbook:<br />
[http://education.ti.com/educationportal/sites/US/nonProductMulti/publishers.html]<br />
<br />
Find activities that have been created by TI:<br />
[http://education.ti.com/calculators/timathnspired/]<br />
You will need to sign up for an account by clicking on “Sign In” and then “Create an Account.”<br />
<br />
After you have located an activity, write a lesson plan incorporating the activity. Remember that you can alter the activity if necessary.<br />
<br />
===Pair & Share===<br />
Exchange your lessons electronically including links to download the Nspire files (tns files) and/or worksheets. <br />
<br />
After partners have reviewed the other’s lessons, discuss the lessons considering the following questions:<br />
<br />
1) Does the Nspire activity help to reach the objective of the lesson?<br />
<br />
2) Do you think the Nspire activity will help students better understand the concepts in the lesson as opposed to other methods?<br />
<br />
3) Does the lesson use the activity in a way that is best? Are the students working individually, in pairs, or is it whole class instruction?<br />
<br />
4) Will the lesson, including the activity, be able to be completed in the class period? <br />
<br />
<br />
[[Unit 4: Creating Concept Activities for the Nspire]]<br />
<br />
Back to the course outline: [[Better Understanding of Mathematical Concepts through the Graphing Calculator]]</div>Jennifer Krol