![]() I will give solutions to each problem and have them go back and look at any they were unsure of. After going through each top 10 list we will go back to the problems students did during the explore time.We would love your feedback if you have ideas) Here is the students copy of the document: Top Ten Calculator Know_hows (Note: Our TI-84 top 10 is tried and tested, but our Desmos list is new. I will celebrate mistakes and questions as a valued part of our classroom. I will work to make students feel confident. I will make a big deal out of (and model) how I want students to ask questions during this time if something does not make sense. (Note: We will staple or glue these lists into our notebooks front cover). I will make a big deal out of taking great notes so my students have something to reference back to if they forget what we cover today. I will make a big deal out of them pushing buttons or typing into Desmos as we go through each top 10 list. As a class we will take notes on my top 10 things for the TI-84 and my top 10 things for Desmos that they MUST know this school year in Advanced Algebra (many know most of these, but I am always surprised how many forget so many of these things each year).I will not give these messages – yet – after students have 15-20 minutes to explore with a partner – instead I will…. #DESMOS GRAPHING CALCULATOR TI 84 HOW TO#In #5 a ton of students don’t know how to make fractions on a calculator and if they do they get a solution of 55 for #5 forgetting about the implied parentheses in the numerator and the fact the calculator knows the order of operations. For example in #4 a lot of students struggle with the difference between a negative sign and a subtraction sign on a calculator. Each problem has a mini message I will give if students struggle. My ques tion back to you is “Really? do they ALL know how to do all these things?” I selected these problems because they represent things many students forget or may do wrong on a calculator. I know some of you will look at what I am asking my students to do and say ‘Oh, my students know all of this.’. ![]() I will pay attention to what students know already (or figure out) so I can speed through the next part of my lesson (below). Most of my students have used a TI-84 before and Desmos is so intuitive making it so easy for students to use. During this time I will walk around and listen in and notice what students know and don’t know what to do with the calculator. I want to model right away that I am not the keeper of all knowledge – everyone in the class is someone students can go to for help. (the goal is not to finish, just explore the calculator). ![]() ![]() I will ask them to rely on helping each other for 15-20 minutes. ![]() Calculator readiness problems for Advanced Algebra During this time I will not help students.
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