User Manual

16 TI-30XS MultiView: A Guide For Teachers © 2006 TEXAS INSTRUMENTS INCORPORATED
The students now have taken data from words to a
table of values, to a pattern they can view, to writing
an algebraic expression. The next step is to show
them a view of how the number pattern plots on a
graph. What is the shape of M = 4W? Have students
plot the first 4 points in the table. Notice the points
fall on a straight line. You can mention that they can
describe the increase of Money (M) as "for every 1
week (W) Kyle works, his amount of money (M)
increases by $4." This is an obvious statement but
sets the foundation for talking about rates and how
they affect the tilt of a line (slope).
The number of weeks and amount of money are both
positive so the graph makes sense in the first
quadrant. Have your students use graph paper to
make the graphs of their data.
Activity
Students repeat a similar investigation in groups
looking at patterns to write algebraic expressions
and sentences. They also create a graph of the values
in the table. Have students read the problem on the
student sheet before breaking up into groups so they
understand their task.
Students fill in the table using mental math. They
write all calculations to help them see the formula.
They are encouraged to use mental math as much as
they can
before using the calculator to find the
results for the amount of money.
Number of
People (P)
Calculation Amount of Money
(M)
1 1 x 11.50 $11.50
2 2 x 11.50 $23.00
3 3 x 11.50 $34.50
4 4 x 11.50 $46.00
...
10 10 x 11.50 $115.00
...
100 100 x 11.50 $1150.00
...
1000 1000 x 11.50 $11500.00
...
P P x 11.50 M = P x 11.50
At the movies (Continued)