Recent Changes

Grant for TI-89's
Need:
classes they take.take and prepare them for college to the best of our ability. As a such as calculus. Tools such as graphingAP Calculus and AP Statistics. Graphing calculators are afford them. This has created a problem for us because weWe cannot provide enough calculators for the entire class, but we each student buys them either.is responsible for purhasing their own. If we
Outcomes/Goals:
We expect many great outcomes from these calculators.
- 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 would normally be able to.without graphing calculators.
Inputs:
WeIf we receive this grant we will purchase beginning of classthe year and collected 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:
TheAfter we receive the money, we will purchase the class set of calculators and distribute them to the students. The teacher will to use the basics of the calculator. use specific functions and teach the more difficult functions when 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)

Grant for TI-89's
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. As a result, we have begun to offer higher-level math classes, such as calculus. Tools such as graphing calculators are necessary for these classes, but not all of our students can afford them. This has created a problem for us because we cannot provide enough calculators but we cannot require that each student buys them either. 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 normally be able to.
Inputs:
We will purchase thirty TI-89 graphing calculators. They will be distributed to students at the beginning of class and collected at the end. Each student will also receive an instruction manual.
Outputs/Activities:
The teacher will spend one full class period teaching the students how to use 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 when they need to use them.
Need:
- Our request is for thirty TI-89 Graphing Calculators (enough for a full class of students)

done?
Hey let me know if you want to add anything else, if not, I can write everything in paragraph form and submit it.

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Grant for TI-89's
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Need:
- We need 30Our request is for thirty TI-89 Graphing Calculators (enough
- 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.
in how efficientefficiently a student
- 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:
- Enough moneyOur request is for 30thirty TI-89 calculators = ?Graphing Calculators, $4500.00; they run at approximately $150.00 each.
- IncludingEach calculator comes with an instruction manuals?
- Do we want someone to teachmanual that the students how to use them?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.
scores will improve? How should we measure this?improve because students will be able to check calculations more easily when completing homework and practice on their own.
- Students' abilitiesStudents will become familiarized with graphs of all types of functions; therefore, their ability to create graphs on their own will improve (I don't know howincrease.
- In order to measure this either)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.

- All students will be "equal," in regards to the tools available to them.
Inputs:
- Enough money for 30 TI-89 calculators = ?
- Including instruction manuals?
- Do we want someone to teach the students how to use them?
Outputs/Activities:
Objectives/Measurable Benchmarks:
- Teachers will use applications on the calculators multiple times per week.
- Math test scores will improve? How should we measure this?
- Students' abilities to create graphs will improve (I don't know how to measure this either)

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Grant for TI-89's
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Need:
- We need 30 TI-89 Calculators (enough for a full class of students)
- At our high school, we offer math levels up to calculus, which requires graphing calculators.
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 efficient a student can complete their work.
- All students will be "equal," in regards to the tools available to them.
Inputs:
Outputs/Activities:

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Grant for TI-89's
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Need:
Outcome/Goals:
Inputs:
Outputs/Activities:
Objectives/Measurable Benchmarks: