Subjects
 Math
Skills
N/AAbout Common Sense Privacy Ratings
Pros: Test mode locks out distractions, and customized calculators are handy.
Cons: Lacking programs or activities; little help is offered to correct user errors.
Bottom Line: ClassCalc levels the playing field for students and offers teachers usable features.
ClassCalc is a nifty calculator that allows teachers to focus on and assess a specific skill set. If teachers really want to know if kids understand notation for exponent or compound probability, these features can be locked while still permitting the use of calculation features. The assessment will demonstrate mastery of the notation and not how well students can multiply. While students are still exploring functions, the x and yintercept Points of Interest can be locked to ensure students get practice locating and explaining these key concepts.
It can be difficult to maintain confidentiality while allowing for differentiation in a class. But teachers can create a group in ClassCalc just for those kids who require basic functions and customize a calculator for their assessments. No one in the class has to know who's receiving accommodations, and teachers can get a true view of the skills they want to assess.
Continue reading Show lessClassCalc is a customizable online calculator that can be accessed via website or app. Features work equally well on both Android and Apple devices, and functions are similar to the pricier handheld graphing calculators. The free version gives access to scientific, graphing, and matrix calculators, while the paid version lets teachers create classrooms and assign the use of these customized calculators to each class. Teachers can use a unique feature to lock students into a specific calculator during test mode (currently only available on tablets and phones). The app gets pinned to the student's device and locks out other distractions. For example, no other notifications are received, and even screenshots are disabled while student devices are in test mode. Although the program doesn't mirror the screen of each student, the roster indicates which students have entered the test mode as well as any who've left the app.
Functions include key elements of graphing, trigonometry, algebra, statistics, and calculus. However, teachers won't see other features like storing tables and lists. Students will require prior knowledge and teacher guidance to learn unfamiliar functions, but video tutorials are easy to follow and the calculators are straightforward. A search feature is handy for finding functions without sorting through calculator screens; using the device keyboard, kids can type in the function name to find what they're looking for.
ClassCalc provides a valuable, distractionfree environment that can help students explore functions and focus on specific skills. Teachers can benefit from the customization options to streamline their assessments. Without any programs, teachers will be on the front line to develop instructional activities. However, integrating ClassCalc into instruction can enhance any lesson plan.
Teaching is a bit more challenging when there's a wide variety of devices in a BYOD classroom. But because ClassCalc is compatible with both Apple and Android devices, teachers can level the playing field and get everyone on the same page. No longer will the cost of a calculator hinder anyone from having access to graphing technology. Just as any calculator is only as smart as its user, however, students will have to become efficient in calculator use before unlocking the value of the app.
Overall Rating
Engagement Is the product stimulating, entertaining, and engrossing? Will kids want to return?
The lack of bells and whistles will keep kids focused. Secondary students won't want to go without access to the higherlevel functions, and teachers will get excited about the customizable calculators and test mode.
Pedagogy Is learning content seamlessly bakedin, and do kids build conceptual understanding? Is the product adaptable and empowering? Will skills transfer?
Students can learn higherlevel functions through experience, and customizable calculators help streamline assessments. Without activities or programs, ClassCalc is best used to support good instruction.
Support Does the product take into account learners of varying abilities, skill levels, and learning styles? Does it address both struggling and advanced students?
A user guide and videos are helpful to learn calculator functionality, and builtin search enables students to find functions. An icon will appear to indicate user error, but little help is offered to correct the mistake.
Key Standards Supported
Building Functions
 HSF.BF.1
Write a function that describes a relationship between two quantities.
 HSF.BF.1.a
Determine an explicit expression, a recursive process, or steps for calculation from a context.
 HSF.BF.1.b
Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.
 HSF.BF.1.c
(+) Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time.
 HSF.BF.2
Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.
 HSF.BF.3
Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
 HSF.BF.4
Find inverse functions.
 HSF.BF.4.a
Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2 x3 or f(x) = (x+1)/(x–1) for x ≠ 1.
 HSF.BF.4.b
(+) Verify by composition that one function is the inverse of another.
 HSF.BF.4.c
(+) Read values of an inverse function from a graph or a table, given that the function has an inverse.
 HSF.BF.4.d
(+) Produce an invertible function from a noninvertible function by restricting the domain.
 HSF.BF.5
(+) Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.
Conditional Probability And The Rules Of Probability
 HSS.CP.9
(+) Use permutations and combinations to compute probabilities of compound events and solve problems.
Expressions And Equations
 8.EE.5
Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distancetime graph to a distancetime equation to determine which of two moving objects has greater speed.
 8.EE.6
Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical 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.7
Solve linear equations in one variable.
 8.EE.7.a
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.7.b
Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
 8.EE.8
Analyze and solve pairs of simultaneous linear equations.
 8.EE.8.a
Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.
 8.EE.8.b
Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.
 8.EE.8.c
Solve realworld and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.
Functions
 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.F.5
Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
Interpreting Categorical And Quantitative Data
 HSS.ID.7
Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
 HSS.ID.8
Compute (using technology) and interpret the correlation coefficient of a linear fit.
Interpreting Functions
 HSF.IF.1
Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
 HSF.IF.7
Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
 HSF.IF.7.a
Graph linear and quadratic functions and show intercepts, maxima, and minima.
 HSF.IF.7.b
Graph square root, cube root, and piecewisedefined functions, including step functions and absolute value functions.
 HSF.IF.7.c
Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.
 HSF.IF.7.d
(+) Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.
 HSF.IF.7.e
Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
 HSF.IF.8
Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
 HSF.IF.8.a
Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
 HSF.IF.8.b
Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)t, y = (0.97)t, y = (1.01)12t, y = (1.2)t/10, and classify them as representing exponential growth or decay.
 HSF.IF.9
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.
Linear, Quadratic, And Exponential Models
 HSF.LE.1
Distinguish between situations that can be modeled with linear functions and with exponential functions.
 HSF.LE.1.a
Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.
 HSF.LE.1.b
Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
 HSF.LE.1.c
Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
 HSF.LE.2
Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two inputoutput pairs (include reading these from a table).
 HSF.LE.3
Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
 HSF.LE.4
For exponential models, express as a logarithm the solution to abct =dwherea,c,anddarenumbersandthebasebis2,10,ore; evaluate the logarithm using technology.
 HSF.LE.5
Interpret the parameters in a linear or exponential function in terms of a context.
Reasoning With Equations And Inequalities
 HSA.REI.6
Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
 HSA.REI.7
Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = –3x and the circle x2 + y2 = 3.
 HSA.REI.8
(+) Represent a system of linear equations as a single matrix equation in a vector variable.
 HSA.REI.9
(+) Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater).
 HSA.REI.10
Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
 HSA.REI.11
Explain why the xcoordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.
 HSA.REI.12
Graph the solutions to a linear inequality in two variables as a half plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding halfplanes.
Similarity, Right Triangles, And Trigonometry
 HSG.SRT.9
(+) Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side.
 HSG.SRT.10
(+) Prove the Laws of Sines and Cosines and use them to solve problems.
 HSG.SRT.11
(+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and nonright triangles (e.g., surveying problems, resultant forces).
 HSG.SRT.6
Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.
 HSG.SRT.7
Explain and use the relationship between the sine and cosine of complementary angles.
 HSG.SRT.8
Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
Statistics And Probability
 8.SP.1
Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
 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.
 8.SP.3
Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.
The Number System
 6.NS.2
Fluently divide multidigit numbers using the standard algorithm.
 6.NS.3
Fluently add, subtract, multiply, and divide multidigit decimals using the standard algorithm for each operation.
 6.NS.4
Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).
 6.NS.5
Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in realworld contexts, explaining the meaning of 0 in each situation.
 6.NS.6
Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
 6.NS.6.a
Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite.
 6.NS.6.b
Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.
 6.NS.6.c
Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
 6.NS.7
Understand ordering and absolute value of rational numbers.
 6.NS.7.a
Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right.
 6.NS.7.b
Write, interpret, and explain statements of order for rational numbers in realworld contexts. For example, write –3 oC > –7 oC to express the fact that –3 oC is warmer than –7 oC.
 6.NS.7.c
Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a realworld situation. For example, for an account balance of –30 dollars, write –30 = 30 to describe the size of the debt in dollars.
 6.NS.7.d
Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars.
 6.NS.8
Solve realworld and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
 6.NS.1
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
 7.NS.1
Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
 7.NS.1.a
Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged.
 7.NS.1.b
Understand p + q as the number located a distance q from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing realworld contexts.
 7.NS.1.c
Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in realworld contexts.
 7.NS.1.d
Apply properties of operations as strategies to add and subtract rational numbers.
 7.NS.2
Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
 7.NS.2.a
Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing realworld contexts.
 7.NS.2.b
Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with nonzero divisor) is a rational number. If p and q are integers, then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real world contexts.
 7.NS.2.c
Apply properties of operations as strategies to multiply and divide rational numbers.
 7.NS.2.d
Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.
 7.NS.3
Solve realworld and mathematical problems involving the four operations with rational numbers.
 8.NS.1
Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.
 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., π2). 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.
The Real Number System
 HSN.RN.1
Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.
 HSN.RN.2
Rewrite expressions involving radicals and rational exponents using the properties of exponents.
 HSN.RN.3
Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.
Trigonometric Functions
 HSF.TF.1
Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.
 HSF.TF.2
Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.
 HSF.TF.3
(+) Use special triangles to determine geometrically the values of sine, cosine, tangent for π/3, π/4 and π/6, and use the unit circle to express the values of sine, cosine, and tangent for π–x, π+x, and 2π–x in terms of their values for x, where x is any real number.
 HSF.TF.4
(+) Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions.
 HSF.TF.5
Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.
 HSF.TF.6
(+) Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed.
 HSF.TF.7
(+) Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context.
 HSF.TF.8
Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1 and use it to calculate trigonometric ratios.
 HSF.TF.9
(+) Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.
Vector And Matrix Quantities
 HSN.VM.6
(+) Use matrices to represent and manipulate data, e.g., to represent payoffs or incidence relationships in a network.
 HSN.VM.7
(+) Multiply matrices by scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled.
 HSN.VM.8
(+) Add, subtract, and multiply matrices of appropriate dimensions.
 HSN.VM.9
(+) Understand that, unlike multiplication of numbers, matrix multiplication for square matrices is not a commutative operation, but still satisfies the associative and distributive properties.
 HSN.VM.10
(+) Understand that the zero and identity matrices play a role in matrix addition and multiplication similar to the role of 0 and 1 in the real numbers. The determinant of a square matrix is nonzero if and only if the matrix has a multiplicative inverse.
 HSN.VM.11
(+) Multiply a vector (regarded as a matrix with one column) by a matrix of suitable dimensions to produce another vector. Work with matrices as transformations of vectors.
 HSN.VM.12
(+) Work with 2 × 2 matrices as transformations of the plane, and interpret the absolute value of the determinant in terms of area.
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