This is from an open book quiz: I'm stuck because the question asks for only two choices. I have two picked out, but a third option has got me doubtful. Here goes:
For which tasks should a student be allowed to use a calculator? (Select only two)
1) Examine line symmetry. No, because this is more of a hands on geometry type of lesson example. Symmetry is synonomous with similar so examining line symmetry is more along the lines of folding paper and making even designs, using a mirror, or spinning a plotted shape around a geo-board etc.
2) Solve an algebraic equation. No, this is more of a pencil paper, "keeping the balance" of the equation as it is changed. Example: solving aX^2 + bX + c = 0. Constantly making useful or appropriate changes to each side of the equation as one progresses.
So, 1 and 2 are out by my pick.
3) Insert different values into expressions. Yes, I picked this one because a student can enter 3-(25*3)/5 = etc. They can use a calculator to check their own work to see if they got the order of operations right. Or they could be entering different values into expressions that will be graphed like 3X^2 + 2X = ? and see the effects of differing values of X .
So, I'm pretty confident on keeping 3.
Thus, I have to decide between the remaining two.
4) Plot points on a Cartesian coordinate system...or
5) Define a function relationship.
I want to go with 4) because my book mentions in a side note "Do not forget how easy it is both to plot points and draw curves on the graphing calculator..." So I thought Bingo, this must be my second choice.
But number 5) has got me second guessing. Now I kind of lean away from 5) because the calulator does not "define" the function relationship but rather it is the student who comes up with the "defined" function an can thus enter it...right? I guess I'm hung up on what does "define" mean in the context of this answer choice. Entering points on a Cartesian Coordinate system seems allowable, but very rudimenary or simple...what do you think? So, I'd say No for 5) because it is up to the student to find and "define" the function. However, I'd say Yes to 5) (because 4) is such a simple task) and also because granted it is up to the student to find the formula pattern, it could in fact be appropriate and allowable for them to enter that into a calculator and thus see functional relationships...
Ed, thanks.
For which tasks should a student be allowed to use a calculator? (Select only two)
1) Examine line symmetry. No, because this is more of a hands on geometry type of lesson example. Symmetry is synonomous with similar so examining line symmetry is more along the lines of folding paper and making even designs, using a mirror, or spinning a plotted shape around a geo-board etc.
2) Solve an algebraic equation. No, this is more of a pencil paper, "keeping the balance" of the equation as it is changed. Example: solving aX^2 + bX + c = 0. Constantly making useful or appropriate changes to each side of the equation as one progresses.
So, 1 and 2 are out by my pick.
3) Insert different values into expressions. Yes, I picked this one because a student can enter 3-(25*3)/5 = etc. They can use a calculator to check their own work to see if they got the order of operations right. Or they could be entering different values into expressions that will be graphed like 3X^2 + 2X = ? and see the effects of differing values of X .
So, I'm pretty confident on keeping 3.
Thus, I have to decide between the remaining two.
4) Plot points on a Cartesian coordinate system...or
5) Define a function relationship.
I want to go with 4) because my book mentions in a side note "Do not forget how easy it is both to plot points and draw curves on the graphing calculator..." So I thought Bingo, this must be my second choice.
But number 5) has got me second guessing. Now I kind of lean away from 5) because the calulator does not "define" the function relationship but rather it is the student who comes up with the "defined" function an can thus enter it...right? I guess I'm hung up on what does "define" mean in the context of this answer choice. Entering points on a Cartesian Coordinate system seems allowable, but very rudimenary or simple...what do you think? So, I'd say No for 5) because it is up to the student to find and "define" the function. However, I'd say Yes to 5) (because 4) is such a simple task) and also because granted it is up to the student to find the formula pattern, it could in fact be appropriate and allowable for them to enter that into a calculator and thus see functional relationships...
Ed, thanks.
