We took a look at the Geometry section of the [i]n[/i]spire calculator. We went from a circle to a graph through various techniques of the [i]n[/i]spire. The technology is amazing in the fact that this can all be done on one piece of technology is something unheard of.

As shown above, there were 3 pages to this document. [br]First, we had to create the circle and find the radius, area, and circumference. [br]Then, we input this data into a spreadsheet with the correct variables from the circle. [br]Lastly, we graphed the radius vs. the area of the circle to create a function with various points.

This corresponds to the 10C [u]Relations and Functions[/u] curriculum specifically number 7. Students need to determine the equation of a graph given a graph, points, an slope to solve problems. [br]Students are required to:[br]- Determine the slope and y-intercept of a given linear relation from its graph, and write the equation in the form y = mx + b.[br]- Write the equation of a linear relation, given its slope and the coordinates of a point on the[br]line, and explain the reasoning.[br]- [b]Write the equation of a linear relation, given the coordinates of two points on the line, and[br]explain the reasoning.[/b][br]- Write the equation of a linear relation, given the coordinates of a point on the line and the[br]equation of a parallel or perpendicular line, and explain the reasoning.[br]- [b]Graph linear data generated from a context, and write the equation of the resulting line.[/b][br]- Solve a problem, using the equation of a linear relation.

[u]Grade 10:[br][/u]Get the students to build a shape in the geometry section and get them to go through the same process as above to graph a function.

I like this problem, but sometimes the technology with the [i]n[/i]spire can be a bit touchy. Sometimes the center button won't work and it gets confusing. The concepts related to it though is extremely helpful and important. I liked the flow from the geometry to the spreadsheet to the graph, it was seamless and efficient.