Application No. _______________

 

TEACHER INCENTIVE TECHNOLOGY GRANTS APPLICATION PCHS –2002

 

 

GRANT CONTACT   ___Beth Glover___

OTHER TEACHER CO-APPLICATIONS __________________________

DEPARTMENT ____Mathematics____ GRADE/SUBJECT___9-12____

ROOM NUMBER____P-17______

 

 

AMOUINT OF PERIPHERAL FUNDS REQUESTED __________________

AMOUNT OF SOFTWARE FUNDS REQUESTED ____________________

 

TEACHER’S SIGNATURE ________________________________________

 

 

Use the following headings in your application.  Type or print clearly.

 

I.          SUMMARY – SUMMARIZE WHAT YOU INTEND TO PURCHASE AND

ITS EDUCATIONAL RELEVANCE.

 

 

 

 

 

II.         ACTIVITIES – EXPLAIN THE ACTIVITIES YOU WILL DO USING THIS TECHNOLOGY.

 

 

 

 

III.       BUDGET – DTAIL YOUR BUDGET.  ONCE YOU HAVE BEEN SELECTED TO RECEIVE A GRANT PURCHASE ORDERS WILL BE REQUESTED FOR TEACH ITEM.

 


I.          SUMMARY

According to the National Council of Teachers of Mathematics “Principles and Standards for School Mathematics” calculators and computers are essential tools for teaching, learning, and doing mathematics.  They can support investigation by students in every area of mathematics.  When technological tools are available, students can focus on decision-making, reflection, reasoning, and problem solving.  I believe students can learn more mathematics more deeply with appropriate use of technology.  The TI-34II Math Explorer Plus provides enough power for most high-level math and science needs.  I plan on purchasing the TI-34II Math Explorer Plus Calculator Classroom Set.

II.        ACTIVITIES

 

The calculators will be available for students to use on a daily basis.  I have also included

with this grant one days lesson plan.

     SUNSHINE STATE STANDARDS


MA.A.1.4.4 understand that numbers can be represented in a variety of equivalent forms, including integers, fractions, decimals, percents, scientific notation, exponents, radicals, absolute value, and logarithms.

 

MA.A.3.4.1 understand and explain the effects of addition, subtraction, multiplication, and division on real numbers, including square roots, exponents, and appropriate inverse relationships.

 

MA.A.3.4.3 add, subtract, multiply, and divide real numbers, including square roots and exponents, using appropriate methods of computing, such as mental mathematics, paper and pencil, and calculator.

 

     Lesson Description

 

 

This lesson incorporates the use of the TI-Explorer Calculators to reteach and reinforce operations with fraction/mixed number concepts using technology.

     Materials Required

-Class set of TI-34II Math Explorer Calculator Plus
-Overhead TI-Explorer Calculator for Teacher Demo (I will purchase)
-THE HERSHEY'S MILK CHOCOLATE FRACTION BOOK By Jerry Pallotta and Rob Bolster (Already Purchased)
-Regular size Hershey's milk chocolate bars
-School Library Computers
-Fraction Activity Sheet
-Classroom Fraction/Number Line
-Selected pages from your current textbook/worksheets with fraction computation type problems for extra practice with the calculator

     Lesson Procedures


Prior Knowledge: Students should have a firm understanding of fraction/decimal concepts and be able to do paper and pencil computations for operations (addition, subtraction, multiplication, and division) with fractions/mixed numbers/decimals as well have had concrete experiences with fractions/decimals using various manipulatives such as base-ten blocks, fraction bars, fraction circles, pattern blocks, etc.

Activating Knowledge:
1. Pass out Hershey's milk chocolate bars and put students into pairs as you read and share and act out the problems from the children's book.

2. Begin reading the book, THE HERSHEY'SMILK CHOCOLATE FRACTION BOOK By Jerry Pallotta and Rob Bolster.

3. Allow students to act out the fraction problems in pairs as you read the book page by page. Be sure to allow enough time for the students to do each event on each page prior to moving on. They can share the candy bars.

4. Review the appropriate vocabulary related to fractions like: numerator, denominator, whole numbers, fractional part, etc. Pose the questions from the book and look for reasonable responses. Use the Fraction/number line to refer to fractions between whole numbers and their placement on the number line.

Gaining Knowledge:
5. Remind students that today's lesson is to reinforce operations with fractions but that they will be learning how to use the TI-Explorer fraction calculator to do the operations. Use the overhead TI-Explorer Calculator to introduce and also review each of the keys on the calculator. Do a sample problem for them using the overhead calculator.

6. Place students in pairs to work on the following Fraction Calculator Activity/Tutorial Worksheet


Using Knowledge:
7. Students will apply their new knowledge by doing the above word problems using the TI-Explorer calculator. The teacher may also choose a worksheet or a textbook page with actual fraction problems for students to apply their new understanding and skills of using the calculator to do operations with fractions/mixed numbers.
 

     Assessment


Formatively assess students through:
-Question and Answer through reading the book, THE HERSHEY'SMILK CHOCOLATE FRACTION BOOK By Jerry Pallotta and Rob Bolster

-Fraction Calculator Tutorial Activity Worksheet

-FCAT type word problem with response within activity sheet (J)

-Observation while working with candy bars and calculators

III.       BUDGET

 

TI-34II Math Explorer Plus Calculator Classroom Set - $478.50