Texas Instruments TI-73TP Teachers Guide - Page 19

Activity

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14 Using the TI-73: A Guide for Teachers Activity Have students perform the steps unless otherwise indicated. 1. Model the wall using toothpicks to represent the beams to a length of 6. 2. As each length of the wall is modeled, record the total number of beams in a T-chart. Example length(X) 1 2 3 4 5 6 7 number of beams(Y) 4 7 10 13 16 19 22 3. Investigate the pattern in the tables and concrete models and predict how many beams are needed for a wall length of 7 and a length of 10. 4. Record answers in the table and share in small groups how these values were determined. 5. With students working in small groups, ask them to write a sentence to describe the patterns they see in the table. Ask: Do these patterns make sense in terms of the concrete model? Patterns and Relations © 1998 TEXAS INSTRUMENTS INCORPORATED

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14
Using the TI-73: A Guide
for Teachers
Patterns and Relations
© 1998 T
EXAS
I
NSTRUMENTS
I
NCORPORATED
Activity
Have students perform the steps unless otherwise
indicated.
1.
Model the wall using toothpicks to represent the
beams to a length of 6.
2.
As each length of the wall is modeled, record the total
number of beams in a T-chart.
Example
length(X)
number of
beams(Y)
1
4
2
3
4
5
6
7
7
10
13
16
19
22
3.
Investigate the pattern in the tables and concrete
models and predict how many beams are needed for a
wall length of 7 and a length of 10.
4.
Record answers in the table and share in small groups
how these values were determined.
5.
With students working in small groups, ask them to
write a sentence to describe the patterns they see in
the table.
Ask:
Do these patterns make sense in terms of the
concrete model?