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Mrs. Dalia Carbajal's Classroom Edit display name

  • Rancho High School
  • Las Vegas, NV
  • Nearly all students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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Calculators can be an excellent resource for students to aid them in arithmetic computations (…if and when a student knows how to use them). Many times students can understand a concept but fail to arrive at the correct answer because of an arithmetic error. Also, a calculator can be a great time-saver in times of tests or other lengthy assignments. The majority of my 42 special education students have permitted calculator use on their IEP list of accommodations but many do not own their own calculator. Although my school has calculators for student use, many students are confused on how to use them. With these Casio “natural display,” students input the expressions and arithmetic operations as they appear in written form and results appear in the same format as they are written. So, fractions look like fractions, exponents like exponents, radicals like radicals, and so on. This is a more natural and intuitive approach for all students, but especially for my students with learning disabilities, my language learners and my DHH (Deaf-or-hard of hearing) students.

About my class

Calculators can be an excellent resource for students to aid them in arithmetic computations (…if and when a student knows how to use them). Many times students can understand a concept but fail to arrive at the correct answer because of an arithmetic error. Also, a calculator can be a great time-saver in times of tests or other lengthy assignments. The majority of my 42 special education students have permitted calculator use on their IEP list of accommodations but many do not own their own calculator. Although my school has calculators for student use, many students are confused on how to use them. With these Casio “natural display,” students input the expressions and arithmetic operations as they appear in written form and results appear in the same format as they are written. So, fractions look like fractions, exponents like exponents, radicals like radicals, and so on. This is a more natural and intuitive approach for all students, but especially for my students with learning disabilities, my language learners and my DHH (Deaf-or-hard of hearing) students.

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About my class

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