# Difference between revisions of "Robin's Portfolio Page"

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== '''Needs Assessment''' == | == '''Needs Assessment''' == | ||

'''Intent''': | '''Intent''': | ||

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'''Gather Information''': | '''Gather Information''': | ||

+ | "On the 2015 Algebra I exam, which was supposed to align with the new Common Core curriculum, the percentage of students passing fell to 63 percent. In New York City, which has a concentration of poor and minority students, only 52 percent of students passed the 2015 exam." | ||

'''Summary''': | '''Summary''': |

## Revision as of 21:20, 28 February 2016

Welcome to Robin Tobin's Portfolio Page!

**Topic**

Teaching Problem Solving in Algebra using the Graphing Calculator

The purpose of this mini-course is to show participants how to solve common core algebra problems using the graphing calculator (TI-84 plus). Students often do not know how to properly use the graphing calculator as a tool to help them solve problems on the common core Algebra I exam. There are multiple ways to solve common core algebra problems, and the graphing calculator can be a helpful tool in many different ways. Students need to know how to use the graphing calculator and be able to identify which problems can be solved using the graphing calculator in order to be more successful in common core algebra. This topic incorporates 21st century skills such as problem solving and using technology to solve problems.

**Learning Outcomes**

Participants will be able to:

- Identify different ways to solve common core algebra problems.
- Determine which common core algebra problems can be solved using a graphing calculator.
- Implement graphing calculator skills to solve common core algebra problems.
- Describe the steps to solving a common core algebra problem using the graphing calculator.
- Construct algebra lesson plans incorporating the graphing calculator.

**Needs Assessment**

**Intent**:

**Gather Information**:
"On the 2015 Algebra I exam, which was supposed to align with the new Common Core curriculum, the percentage of students passing fell to 63 percent. In New York City, which has a concentration of poor and minority students, only 52 percent of students passed the 2015 exam."

**Summary**:

**Revised Intent**:

**Analysis of the Learner**

**Task Analysis**

**Curriculum Map**

**References and Resources**

http://video.wcny.org/video/2365236181/

http://www.p12.nysed.gov/assessment/math/ccmath/ccguidelinesgraphingcalculator.pdf

https://www.youtube.com/channel/UC40vRlHuBm0z9gneNmhSsdw/videos

http://www.nysedregents.org/algebraone/

**Links**

**Personal Page**: [Robin Tobin]

Teaching Problem Solving in Algebra using the Graphing Calculator