The Chapter 1 video clip showed the utilization of graphing calculators in teaching the commutative property of multiplication.  The teacher used the calculation of area (length * width) as an example.  The students were given worksheets with pairs of values and were asked to use the calculator to test whether l * w = w * l for each set.  I think the following NETS Student Standards were evident in this short clip:

• 1. Basic operations and concepts: students appeared familiar with the general use of their calculators (clearing memory for example).  The students understood that an output of 1 from the calculator’s test function indicated “true.”
• 3. Technology productivity tools: students used technology to enhance learning by “proving” that l * w = w * l with calculators
• 4. Technology communications tools: the use of an overhead projector aided all students in the class to make sure they were performing the activity correctly and obtaining the same results

If I were to do a similar activity in my classroom, I’d be sure to include a few blank lines where students could make up their own number pairs and then have several share their results with the class verbally or writing on the board.