Mathematics

Curriculum Standards:

 * Grade 9, Data Analysis and Probability Standard
 * Benchmark A: Create and analyze tabular and graphical displays of data using appropriate tools, including spreadsheets and graphing calculators.
 * Benchmark C: Construct charts, tables and graphs to represent data, including picture graphs, bar graphs, line graphs, line plots and Venn diagrams.

Technology:

 * TI-83 Plus graphing calculator (http://education.ti.com/educationportal/sites/US/productDetail/us_ti83p.html)
 * Consumer Reports website. Subscription for one month $5.95. (http://www.consumerreports.org/cro/index.htm)

Description:
Students will be introduced to the analysis of data using a scatterplot. Following the Intro to Scatterplots worksheet students will use the Consumer Reports website to research products within a category of their choice. For their category they will document the brand/model, price, and the Consumer Reports score. This compiled information will then be entered into their TI-83 Plus graphing calculators and a scatterplot will be constructed with PRICE as the horizontal axis and SCORE as the vertical axis. Students will then answer questions on the worksheet using data from their scatterplot.

http://fym.la.asu.edu/~tturner/MAT_117_online/Regression/Linear%20Regression%20Using%20the%20TI-83%20Calculator_files/Image306.gif ||
 * Example TI-83 Plus Scatterplot with Regression Line ||
 * [[image:Image306a.gif]] ||
 * Image Source:

Supporting Resource:
Many studies have been conducted to research the impact of using graphing calculators in k-12 education. Texas Instruments, a long time leader in the graphing calculator industry has a listing of these studies (http://education.ti.com/educationportal/sites/US/nonProductSingle/research_graphing.html). Granted, at first glance this may seem biased, however; the studies listed were performed by independent research firms.

One study was conducted by Empirical Education Inc. a independent research company in Palo Alto, California. This study is a review of research conducted by many others. The ultimate goal was to "...review research that examines the effect of calculator use, including the graphing calculator, on k-12 students' mathematics achievement."

One study, in New Zealand, examined four classes of students - two treatment and two control. The treatment classes were given graphing calculators and the comparison classes were not. Both classes were given identical pretests and post tests. In each school the treatment group significantly outperformed the control group.

In addition to these findings, the National Council of Teachers of Mathematics, whose mission is "...providing vision, leadership and professional development to support teachers in ensuring equitable mathematics learning of the highest quality for all students," supports the appropriate use of calculators in the classroom. When coupled with proper instruction and expert teaching techniques calculators and, specifically, graphing calculators can allow students to analyze data and visualize different representations of data. As stated in an article on the [|NCTM website] by Lee V. Stiff, entitled __Making Calculator Use Add Up__ (http://www.nctm.org/about/content.aspx?id=1242), calculators in the classroom should not be avoided as some critics suggest but, to the contrary, schools should "...continue our efforts to make sure teachers are well prepared to teach, and as a part of that, well prepared to teach using calculators."

Tried & True or New & Innovative :
Modern graphing calculators are powerful, portable devices that possess a tremendous amount of computing power. The use of calculators in mathematics classes would be a "new" tried and true tool. Certainly calculator use cannot be traced back to the roots of education; however, their presence in the classroom has certainly been long enough to warrant a tried and true designation.

The manner in which calculators are utilized in this lesson is new and innovative. Students gather data using an internet resource. This approach allows students to research data about products that are interesting and relevant to them. Instead of providing stale data on a worksheet the students have a choice in the matter and are more engaged when they are researching data of interest.

APA Citation:
Khoju, M., Jaciw, A., & Miller, G. (2005). //Effectiveness of Graphing Calculators in K-12 Mathematics Achievement: A Systematic Review//. Retrieved October 19, 2008, from Texas Instrument Web site: http://education.ti.com/sites/US/downloads/pdf/eei_graphingcalcreviewreport_2006.pdf

Stiff, L. //Making Calculator Use Add Up//. Retrieved October 20, 2008, from National Council of Teachers of Mathematics Web site: http://www.nctm.org/about/content.aspx?id=1242

Lesson adopted from Ms. Lisa Heinl Mathematics teacher at Mayfield High School, Mayfield, OH.