Need:
For the past few years, one of our main goals has been to give our students more class options. We want every student to be challenged by the classes they take and prepare them for college to the best of our ability. As a result, we have begun to offer higher-level math classes, such as AP Calculus and AP Statistics. Graphing calculators are necessary for these classes, but not all of our students can afford them. We cannot provide enough calculators for the entire class, but we cannot require that each student is responsible for purhasing their own. If we were to have thirty graphing calculators available for a class, our problem would be solved.
Outcomes/Goals:
We expect many great outcomes from these calculators.
-All of our students will be able to complete assignments in class and at home.
-Money will no longer be a factor in how efficiently a student can complete their work.
-All students will be “equal” in regards to the tools available to them.
-Students will spend more time focusing on analysis and higher order thinking skills as opposed to spending most time on computational skills.
We hope to increase student achievement in mathematics and challenge our students more than we would without graphing calculators.
Inputs:
If we receive this grant we will purchase thirty TI-89 graphing calculators. They will be distributed to students at the beginning of the year and collected at the end. Each student will also receive an instruction manual. The total grant request is $4500.00, running at $150.00 each. The students will be allowed to take keep their assigned calculators for the entire year as if they were their own, and they will return them at the end of the year.
Outputs/Activities:
After we receive the money, we will purchase the class set of calculators and distribute them to the students. The teacher will spend one full class period teaching the students how to use the basics of the calculator. Occasionally, formative assessment “quizzes” will be given to make sure that the students know how to use the calculator and it’s functions. Of course, the teacher will remind the students how to use specific functions and teach the more difficult functions when they need to use them.
Objectives/Measureable Benchmarks:
The teacher will use applications on the calculators multiple times per week throughout their lessons. Our objective is to improve students math test scores as well as to increase their higher order thinking and analytical skills. By using the calculators on a daily basis, students will become familiarized with graphs of various functions; therefore, their ability to create graphs on their own will increase. In order to measure their increasing success, formative assessment activities will provide information for the teacher of whether or not the students are using the calculators correctly and if they are using the calculators to further their analysis.
Need:
- Our request is for thirty TI-89 Graphing Calculators (enough for a full class of students)
- At our high school, we offer math levels up to calculus, which requires graphing calculators.
- Many of the students at our high school cannot afford to purchase a graphing calculator on their own.
Outcome/Goals:
- All of our students will be able to complete assignments in class and at home.
- We will be able to increase student achievement in mathematics.
- We will be able to challenge our students more than we would normally be able to.
- Money will no longer be a factor in how efficiently a student can complete their work.
- All students will be "equal," in regards to the tools available to them.
- Students will be able to spend more time focusing on analysis and higher order thinking skills as opposed to spending most time on computational skills.
Inputs:
- Our request is for thirty TI-89 Graphing Calculators, $4500.00; they run at approximately $150.00 each.
- Each calculator comes with an instruction manual that the students can access at anytime.
Outputs/Activities:
- Purchase thirty TI-89 Graphing Calculators.
- Distribute the calculators and instruction manuals to students.
- The teacher will spend one full class period teaching the students how to use the calculator and all of its functions.
- Formative assessment "quizzes" will be given to be sure the students know how to use the calculators and understand what their results mean.
- The teacher will remind students how to use certain functions on the calculators the first time they must use them.
Objectives/Measurable Benchmarks:
- Teachers will use applications on the calculators multiple times per week.
- Math test scores will improve because students will be able to check calculations more easily when completing homework and practice on their own.
- Students will become familiarized with graphs of all types of functions; therefore, their ability to create graphs on their own will increase.
- In order to measure these skills, there will be formative assessment activities measuring their abililty to use the calculator itself, as well as answering more analytical questions after using the calculator for difficult calculations.
Need:
For the past few years, one of our main goals has been to give our students more class options. We want every student to be challenged by the classes they take and prepare them for college to the best of our ability. As a result, we have begun to offer higher-level math classes, such as AP Calculus and AP Statistics. Graphing calculators are necessary for these classes, but not all of our students can afford them. We cannot provide enough calculators for the entire class, but we cannot require that each student is responsible for purhasing their own. If we were to have thirty graphing calculators available for a class, our problem would be solved.
Outcomes/Goals:
We expect many great outcomes from these calculators.
- All of our students will be able to complete assignments in class and at home.
- Money will no longer be a factor in how efficiently a student can complete their work.
- All students will be “equal” in regards to the tools available to them.
- Students will spend more time focusing on analysis and higher order thinking skills as opposed to spending most time on computational skills.
We hope to increase student achievement in mathematics and challenge our students more than we would without graphing calculators.
Inputs:
If we receive this grant we will purchase thirty TI-89 graphing calculators. They will be distributed to students at the beginning of the year and collected at the end. Each student will also receive an instruction manual. The total grant request is $4500.00, running at $150.00 each. The students will be allowed to take keep their assigned calculators for the entire year as if they were their own, and they will return them at the end of the year.
Outputs/Activities:
After we receive the money, we will purchase the class set of calculators and distribute them to the students. The teacher will spend one full class period teaching the students how to use the basics of the calculator. Occasionally, formative assessment “quizzes” will be given to make sure that the students know how to use the calculator and it’s functions. Of course, the teacher will remind the students how to use specific functions and teach the more difficult functions when they need to use them.
Objectives/Measureable Benchmarks:
The teacher will use applications on the calculators multiple times per week throughout their lessons. Our objective is to improve students math test scores as well as to increase their higher order thinking and analytical skills. By using the calculators on a daily basis, students will become familiarized with graphs of various functions; therefore, their ability to create graphs on their own will increase. In order to measure their increasing success, formative assessment activities will provide information for the teacher of whether or not the students are using the calculators correctly and if they are using the calculators to further their analysis.
Need:
- Our request is for thirty TI-89 Graphing Calculators (enough for a full class of students)
- At our high school, we offer math levels up to calculus, which requires graphing calculators.
- Many of the students at our high school cannot afford to purchase a graphing calculator on their own.
Outcome/Goals:
- All of our students will be able to complete assignments in class and at home.
- We will be able to increase student achievement in mathematics.
- We will be able to challenge our students more than we would normally be able to.
- Money will no longer be a factor in how efficiently a student can complete their work.
- All students will be "equal," in regards to the tools available to them.
- Students will be able to spend more time focusing on analysis and higher order thinking skills as opposed to spending most time on computational skills.
Inputs:
- Our request is for thirty TI-89 Graphing Calculators, $4500.00; they run at approximately $150.00 each.
- Each calculator comes with an instruction manual that the students can access at anytime.
Outputs/Activities:
- Purchase thirty TI-89 Graphing Calculators.
- Distribute the calculators and instruction manuals to students.
- The teacher will spend one full class period teaching the students how to use the calculator and all of its functions.
- Formative assessment "quizzes" will be given to be sure the students know how to use the calculators and understand what their results mean.
- The teacher will remind students how to use certain functions on the calculators the first time they must use them.
Objectives/Measurable Benchmarks:
- Teachers will use applications on the calculators multiple times per week.
- Math test scores will improve because students will be able to check calculations more easily when completing homework and practice on their own.
- Students will become familiarized with graphs of all types of functions; therefore, their ability to create graphs on their own will increase.
- In order to measure these skills, there will be formative assessment activities measuring their abililty to use the calculator itself, as well as answering more analytical questions after using the calculator for difficult calculations.