TI Graphing Calculator Strategies Set - Algebra (Grade 6 and up)
Large View | Find Similar Items
Integrate TI graphing calculator technology into mathematics instruction using these resource books. Move students from the concrete to the abstract in three steps: explain the concept, use the graphing calculator, and apply the concept. Improve students’ use of math language with an extensive glossary. Supports both students and teachers with step-by-step instructions, including keystrokes and screen shots. Increase student achievement with lessons and strategies that have been classroom tested. Helps you prepare students for testing situations that permit the use of graphing calculators. Correlated to NCTM Standards, as well as standards from all 50 states. 240-page book includes a CD-ROM.
Click here for PDF.
CCSS Product Alignment
Math Grade 8
8.NS.2 Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π). For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.
8.EE.2 Use square root and cube root symbols to represent solutions to equations of the form x² = p and x³ = p, where p, is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
8.EE.7a Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).
8.EE.7b Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
8.F.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s² giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
8.F.4 Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
8.SP.2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.