The calculator is used to obtain values for use in graphing curves. Three worksheets are included. (MP)

Practical decisions involving fuel economy are shown to require important skills from secondary school algebra and analysis. (MP)

Two graphing activities are supplied for providing practice in plotting points in the rectangular coordinate system. (JT)

Three examples of graphing-and-predicting activities that can be used with elementary school children are described. (DT)

An example is given of a class of problems whose solutions require the use of a scientific calculator in order to plot the graphs. (MP)

An alternative approach is described for presenting the idea of the derivative through the use of chords of a graph. (MP)

This booklet contains a representative sample of the efforts of colleagues at 11 institutions to use graphing calculators to enhance the teaching of calculus and precalculus. The first section contains examples of graphs for teachers to choose from for presentations, including: simple examples to illustrate some standard ideas in precalculus,…

This activity unit provides an example of how the construction and interpretation of graphs can be incorporated into elementary classroom activities. (MP)

Outlined is the preparation and use of graph paper for activities in counting' approximation, making bar graphs, and decimals. (MP)

Activities described for using zucchini to teach measurement include: guessing, graphing, and measuring length and weight; comparing sizes and shapes; and puzzles. (MP)

A mathematical derivation is given, developing the cardioid as an epicycloid locus. Curve-stitched designs are given for a family of epicycloids. (MP)

Graphing is an integrative skill because you can use it whether you are teaching measurement or geometry or number theory or most any other topic. It is also important as a mode of communication which can simplify a large amount of information. Here are five steps for effective presentation of graphing to young students. (Author/RK)

Considering a fraction as directions for graphing a line through the origin of the x-y plane is suggested. Strengths and weaknesses of the idea are also discussed. (MNS)

Experiences in collecting and handling data are described. Activities dealing with measures of central tendency (including a computer program), measures of dispersion, an introduction to correlation, and use of graphs to display data are illustrated. (MNS)