To model equations that are used everyday by construction sales people to compute the cost of a job. To have students be able to construct models that represent real world problems in engineering, and determine a valid answer

DeMond, Thomas

English

The College at Brockport, State University of New York: Digital Commons @Brockport

The College at Brockport: State University of New York
Digital Commons @Brockport
Lesson Plans CMST Institute
10-29-2004
Using Sales to Understand Math Concepts with TI
Calculator
Thomas DeMond
The College at Brockport
Follow this and additional works at: http://digitalcommons.brockport.edu/cmst_lessonplans
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Repository Citation
DeMond, Thomas, "Using Sales to Understand Math Concepts with TI Calculator" (2004). Lesson Plans. 224.
http://digitalcommons.brockport.edu/cmst_lessonplans/224
 1 
MST SCOLLARCITY Lesson Plan Template-Lesson Plan using TI Technologies  
(Due Tuesday, July 27th)  
 
Submit as hard copy AND electronically through ANGEL 
 
Name: Thomas A. DeMond, Sr. 
Grade level(s)/Subject taught: Technology- 7-9 
Objectives: (Remember…How will the modeling tool help the student better learn the 
objective?) 
To model equations that are used everyday by construction sales people to compute the 
cost of a job. To have students be able to construct models that represent real world 
problems in engineering, and determine a valid answer. 
 
Items to include in your TI Technologies lesson plan: (use your area/discipline/concepts). 
 
For the math teacher: 
1. Write the Mathematical Concept or “key idea” that TI Technologies will be used to teach: (e.g. 
Students use mathematical modeling/ multiple representation to provide a means of presenting, interpreting, communicating, and connecting 
mathematical information and relationships)  
 
 
 
 
 
 
 
 
And / or… 
For the Science teacher: 
1b.  Write the Science Concept or “key idea” that TI Technologies will be used to teach: (e.g. 
Organisms maintain a dynamic equilibrium that sustains life). 
Technology Teacher 
1. Students use measurement in real-world situations. 
Performance indicators - 
Students: 
• understand the simple attributes of length, weight, volume, time, and temperature. 
• measure the length or volume of an object.  
• collect and display simple data. 
 
 
 2 
 
 
 
 
 
For your TI Technologies lesson and using the following prompts, please provide a rich one-
page, single-spaced description or a vision of your best thinking on a way or ways you might 
teach the planned lesson using the TI technology.  Pay special attention to the modeling package 
in your description.  Also, construct and submit a tentative rubric that you might use with your 
students. ** see example page 5 
Target   Does not meet 
standard  
Meets 
Standard 
Exceeds 
Standard 
 
Student programs TI-84 Calc to derive the 
answer 
    
Student uses Calc to learn about 
The subject 
    
Student can describe problem     
Student accomplishes lesson objective     
 0 1 2  
 3 
 
“…a rich one-page, typed, single-spaced, description or a vision of your best thinking…” 
 
Prompts:  
1. How will you assess the prior knowledge of the student? 
2. How will you begin the lesson? 
3. What are the teacher and students doing every 5-10 minutes? (Teacher Actions and Student Actions 
4. How will you assess the learning for the lesson? 
5. How will TI be integrated into your teaching? (i.e. you may want to discuss a problem or describe how 
you might use the chosen modeling package in your plan.  How does the model/tool help the concept(s) 
to be taught)?  
I was thinking about beginning the class with a background activation exercise and 
assessment by giving a pretest to assess what students know about area.  Next, I would 
present a 10 – 15 minute demonstration of the basics of using area modeling software.  I 
would demonstrate the area formulas application on the TI4 calculator.  The class would view 
6 geometric shapes in the following manner: 
 
 
 
 
 
 
 
 
 4 
 
 
Next,  students will work on the TI4 to explore area, by using the area formula software, and 
completing the area quiz.  The aim of this practice and assessment is so that students would gain 
more confidence in using the software in a meaningful way.   
 
 
 
An extended lesson would involve making a list of variables (l, w) and have students then use the 
formula to generate a table of answers. 
 
 
 
 
 
 
 
Using Equation solver, I would first have students find the area for a list of lengths and widths. 
Then students would be expected to add in the cost factor (45 cents per square foot) and come up 
with a cost. 
 In the last example above, list L1 (length) and L2 (width) were multiplied to give List 3 
(square footage).   Then list L4 was computed by multiplying L3 x $.45 to get the answer of 
$3,037.50. 
 
This data is easily calculated from the lists.   
 5 
Student Assessment 
 
Pre-test 
Post Test   (check one) 
 
Use complete sentences to define the following words: 
 
Rectangle 
Square 
Parallelogram 
Trapezoid 
Circle 
Polygon 
 
Write the formula for the area of a rectangle. 
 
 
 
Write the formula for the area of a trapezoid. 
 
 
 
 
If you measure a parcel of land, and the North side is 50 feet, South side – 75 feet, West side 
60 feet, east side 75 feet,   distance from north to south side is 50 feet.  What is the area of 
the land. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 6 
Lesson Flow Chart 
 
 
 
 
 
 
Flow Chart showing lesson parts. 
 
 
Additional Objectives: 
 85% of the class will have an increased ability to use tool and method as evidenced by 
• Pass post test 
• Complete exercise 
• Participate in lesson 
• Use TI-84 calc to compute area by entering equation 
• Use calc to complete Apps/AreaForm/area quiz successfully, 
after studying definitions and formulas. 
Introduction 
Pre-Test 
Eye-Opener and 
Brain Storming 
New Skill 
Presentation 
Practice 
Post Assessment 


Using Sales to Understand Math Concepts with TI Calculator

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Using Sales to Understand Math Concepts with TI Calculator

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