Graphing Calculator Project Final Directions
Format for Submission
You will put 1 document in the dropbox. You need to create a table of contents page for your
project following this format. It would probably be better if you made a table for this
informa
Google Docs Project MAT 3500 UNCP Fall 2016
This project is designed to introduce you to the Google drive and documents within. You will explore the
applications that can be used to enhance instruction in your future classrooms, boost collaboration
among
Service Learning
This semester you will complete a total of 4 hours in the classroom with students as service learning. You
will teach two lessons in the classroom, each totaling an hour (2 hours total). The lessons you will be
teaching will be two of the
MAT 2100-002
Introduction to Statistics
Instructor
Office Information
Classroom
Class Time
Office Hours
Email subject line
Textbook
Guo Wei
Oxendine Science Building (SCI) 1215, (910) 521 6582, [email protected]
SCI 1237B
Tuesday and Thursday 12:30-1:45
Tu
Resumen Ejecutivo
1. Procesos en la fabricacin de un perno.
2. Evaluacin de la muestra I
16
Enroscado
84
16
Cabeza
84
21
Dureza
79
0
10
20
30
40
Buena
Grfico 1
HISTOGRAMA
Grfico 2
3. Diagrama de Ishikawa
50
Mala
60
70
80
90
4. Evaluacin de la muestra II
4
Christian Minnick
Teaching Grades 6-12
February 26, 2010
Activity 9.1
Mini-Camel
1. How many bananas can Mini-Camel get to market?
Mini Camel can get 7 bananas to the market.
2. Explain how Mini-Camel achieves this result.
Since Mini-Camel has a harvest o
Christian Minnick
Teaching Grades 6-12
March 26, 2010
Activity 11.3
Exploring Equivalent Expressions with Decimals
Which of these expressions have the same product as 12.8 x 48? Explain your thinking.
1. 128 x 4.8
2. 10.8 x 50
3. 128 x 4 x 0.8
4. 64 x 9.6
Christian Minnick
Teaching Grades 6-12
March 19, 2010
Activity 9.7
Diophantus
Directions: This problem is easier to work without algebra. Guess what kind of number you
would expect. How small? How large? What type of number? Trial and guess will give the
Christian Minnick
Teaching Grades 6-12
March 19, 2010
Activity 9.8
The Checkerboard Problem
Directions: You see before you a typical checkerboard consisting of 64 black and white squares.
Keeping in mind that a square is a right-angled figure with four eq
Christian Minnick
Teaching Grades 6-12
February 14, 2010
Activity 6.5
Manufacturing Toys
The Cuddle Toy Company manufactures three types of stuffed animals: pandas, kangaroos, and
rabbits. The production of each toy requires cutting materials, sewing, and
Christian Minnick
Teaching Grades 6-12
March 26, 2010
Activity 11.2
Operations on Fractions
1) If the fractions represented by the points D and E are multiplied, what point on the
number line best represents the product?
Point C. The reason why this would
Christian Minnick
Teaching Grades 6-12
March 7, 2010
Figure 8.1
Sample Quiz: CBL Motion Quiz
Part I. Answer the following questions in the space provided. Use the graphs to help.
1. What do you do to create a horizontal
line on a time-distance graph?
To c
Christian Minnick
Teaching Grades 6-12
February 18, 2010
Figure 8.5
Sample Teacher-Made Test Items for Geometry
1. A square has sides each measuring 6 cm in length. Describe a rectangle, a triangle,
and a regular hexagon that have the same perimeter as th
Christian Minnick
Teaching Grades 6-12
January 18, 2009
Harry Wong Questions 1-5
1. Of the four levels of invitational learning, give some examples that you have
observed either in the public schools at UNCP and tell which level you would classify
it as.
Christian Minnick
Teaching Grades 6-12
February 18, 2010
Figure 8.5
Sample Teacher-Made Test Items for Geometry
1. A square has sides each measuring 6 cm in length. Describe a rectangle, a triangle,
and a regular hexagon that have the same perimeter as th
Christian Minnick
Teaching Grades 6-12
March 7, 2010
Figure 8.4
Sample Teacher-Made Items for Algebra I
4. Consider the following expression: 4 xx 2
a. Danny evaluated this expression and camp up with -41. Do you agree or
disagree with his answer? Explain
Christian Minnick
Teaching Grades 6-12
February 18, 2010
Figure 8.6
Sample Teacher-Written Statistics Test Items
True or False
(If statement is false, indicate how to change the statement into a true statement.)
1. _F_ A set of data cannot have more than
Christian Minnick
Summary of Interview
Summary
I gave the student the worksheet that has derivatives on it and the directions were to
answer the following questions and show all of their work. I made sure that the student knew
how to do derivatives before
Christian Minnick
Reflection
Reflection
Overall, I thought that the task for the interview was a moderate task for the student. I
figured that the worksheet was easy enough for the student to understand the concept of how to
find derivatives but also gave
Christian Minnick
Summary of Interview
Summary
I gave the student the worksheet that has derivatives on it and the directions were to
answer the following questions and show all of their work. I made sure that the student knew
how to do derivatives before
Christian Minnick
Connections in Mathematics
Research Paper Outline
Outline: Rate of Change
I.
Introduction - Finding research to explain the rate of change to students that have
problems understanding it in calculus courses.
a. The definition of rate of
Christian Minnick
Connections in Mathematics
First Year University Students Understanding of Rate of Change
This article is about first year students understanding fundamental concepts in calculus.
107 engineering students took part in preliminary testing
Christian Minnick
Teaching with Technology
First Year University Students Understanding of Rate of Change
This article is about first year students understanding fundamental concepts in calculus.
107 engineering students took part in preliminary testing a
Christian Minnick
Connections in Mathematics
Conceptual Knowledge In Introductory Calculus
In this article the authors starts off talking about the role of traditional calculus
courses in the curriculum. Paul White and Michael Mitchelmore go into detail f
Christian Minnick
Connections in Mathematics
Research in Calculus Learning
In this article the authors tell us the importance of mathematics education and
how calculus is important to teach students to learn to guide the questions they are
taught and to u
TI Table of Contents
TI #1 - Finding the Intersection of 2 Lines
TI #2 Adding Fractions
TI #3 Dividing Fractions
TI #4 Graphing an Ellipse
TI #5 Graphing a Circle
TI #6 Finding the Minimum of a Parabola
TI #7 Linear Regression
TI #8 Showing the Cube Root
Christian Minnick
Connections in Mathematics
Images of the Limit of the Function
This article is about taking 3rd, 4th, and 5th year students to discuss possible sources of
their formulations. Przeniosolo did this research because of the dissatisfaction w
Christian Minnick
Connections in Mathematics
Students Understanding of Differentiation
This article was researched on 110 students between the ages of 16-22 years old. Sixty of
them were selected from the 6 form schools (ages 16-18) and the other 50 (aged