Subject: Mathematics
Grade Level: Sixth through Eighth Grade
Materials: TI73 graphing calculators
About: Students learn how to use a graphing calculator and explore the powers of a scatter plot. They draw a line of best fit around the given data, which simulates the beginning of regression analysis.
Students create a scatter plot and find a line of best fit. This enables them to project a future event.
Underprivileged students use technology in the form of a minicomputer/calculator to utilize the power of mathematics as a forcasting tool. Information is graphed in the form of a Scatter plot so that a line of best fit is draw. They are introduced to regression analysis.
Students are eager to learn with new tools. Students who experience difficulty in numerical computation are assisted by the calculator. Scatter plots are created from raw data in a short time that might otherwise take all day. For some students, frustration is eliminated because of the calculator.
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Students learn about the calculator and how it can assist them. 
Students operate the calculator and understand that the answers still have to be checked. 
Students work with data and understand that extraneous data needs to eliminated. 
Students learn fine points on operating the TI73 or any other graphic calculator. 
Students learn how using a line of best fit to write an equation will enable them to make a prediction. 
Students understand that future predictions are based on past experiences or trends. 
Students review the possibility of other factors affecting their predictions. 



Students know the difference bewteen relevant and irrelevant information when solving problems. 
6th  PS1 
Mathematics 
Students understand that some ways of representing a problem are more effecient that others. 
6th  PS2 
Mathematics 
Students model problems with pictures/diagrams or physical objects. 
6th PS13 
Mathematics 
Students analyze problems by observing patterns. 
6th PS14 
Mathematics 
Students use physical objects drawings, charts, tables, graphs, symbols, equations, or objects created using technology as representations. 
6th R1 
Mathematics 
Students read, interpret, and extend external models. 
6th R2 
Mathematics 
Students investigate the relationship between diferent representations and their impact on a given problem. 
6th R5 
Mathematics 
Students evaluate formulas for given input values (circumference, area, volume, distance,temperature,interest,etc.). 
6th A6 
Mathematics 
Students determine and justify the most appropriate graph to display a given set of data (pictograph, bar graph, line graph, histogram, or circle graph). 
6th S4 
Mathematics 
Students read and interpret graphs. 
6th S7 
Mathematics 







Day 1: How Much Blood Do You Have? 
How much blood do you have in your body? 
What is blood type? 
Students learn how to enter data on the TI73. 



Access to the Internet to review the life cycle of a blood cell: http://tcmpub.com/urlupdates/ 
Data collection sheet 
Calculator to organize data and find the line of best fit 


Students are introduced to blood cells and think about what they do. 
Students create a brochure about the amount of blood in the body. 
Students are instructed on how to use the calculator to represent their data. 
Students answer questions on work sheet based on data obtained. 
Students create a brochure. 






How did we use the calculator to predict the amount of blood in our bodies? Complete brochure. 

Students graph the relationship between weight and the amount of blood in the body. Most begin the creation of a sample brochure. 

Day 2: Let's Go to the Movies 
How much would a night at the movies cost for your entire family in 2198? 
Students read data from a table and create a scatter plot of a set of data. 
Students find the line of best fit for a given set of data. 



Data collection sheet 
TI73 calculators 



Students are asked to think about the cost of going to the movies? Will people still be going to the movies in 2189? 
Students transfer information about the past to the calculator. 
Students discuss trends and the line of best fit (regression analyses). 
Students use the line of best fit and the equation generated. 
Students share there results and how they arrived at their conclusions. 






Student worksheet  function table of inputs and outputs to arrive at the equation 

Students arrive at a reasonably close estimate, if not the exact answer, since they will all be using the same data. 

Day 3: The Tortoise or the Sloth? 
Introduce students to a realworld situation that can be modeled by parametric functions. 
Students become more familiar with the other functions on the calculator. 
Students understand the effects of parameter changes on functions and their graphs. 
Students write the equation of a line in parametric form. 


TI73 calculator 
Data collection sheet 



Can students recall the story about the tortoise and the hare? What was the main idea of the story? What is the equation of a line? (y=mx + b) 
Students determine the winner of a race between a tortoise and a sloth, who start from different points and move in different paths. 
Students graph the two lines using the calculator in the simultaneous mode. The relative motion of the two lines and when they will reach the point of intersection will be discussed. 
Slope is the change in Y relative to the change in x. 
Students are taught how to create a stat plot marking each animals position in relation to the time. 
The calculator is reset to the Parametric mode. Students reenter the sloth's formula and the tortoise's formula. 
Review how to toggle between functions and the scoring process based on the rubric. 




Students are asked to verify mathematically why the results are as they were. What parameter changes would have changed the outcome of the race? 

Students share their scatter plots on the overhead projector. They discuss the various ways they entered data and arrived at their conclusions. 

Day 4: Area Formulas Application 
The calculator has the area formulas available for parallelograms, triangles, trapezoids, and circles. Students learn how to access this information. 
The calculator has a short tutoral on how formulas is derived. Students learn how to access this imformation. 
What is area and how do we measure it? 



Review with students the various geometric shapes they will be exploring. 
Students explore the concept of area and how we measure itin terms of squares. 
Model for students how to access the definitions and formulas on the calculator. 
Students quiz themselves at Level 1 to be followed by Level 2. Students receive immediate feedback and the calculator scores the quiz. 







Students take home a worksheet to review the area formulas and review the concepts. 

Student scores from the calculator will assess their knowledge. 


Larry Kapuvari
ldkapuvari@optonline.net
Leonardo di Vinci Intermediate School
9850 50th Avenue
Corona, NY 11368
Larry is a sixthyear Mathematics teacher who has demonstrated a passion for teaching young adults the joy of working with numbers. He believes that teaching is all about the enthusiasm and passion you can bring to the classroom every day. 