Manual / Guide · 1999
TI-30X IIS Teacher Guide
Texas Instruments' teacher guide and activities for the TI-30X IIS.
Manual / Guide · 1999
Texas Instruments' teacher guide and activities for the TI-30X IIS.
TEF30XOS: A Guide for Teachers Developed by Texas Instruments Incorporated Activities developed by Gary Hanson and Aletha Paskett Illustrated by Jay Garrison About the Authors Gary Hans onand Aletha Paskett are mathteachers inthe) ordan Independent S chool Dist rict in andy, Ut ah. They developed the Activities section and assisted in evaluating t he appropriateness of the examples inthe Howto UsetheTI-30 X 1S section of this guide. Important Notice Regarding Book Materials Texas Instruments makes no warranty, either expressed or implied, including but not limited to any implied warranties of merchantability and fitness for a particular purpose, regarding any programs or book materials and makes such materials available solely on an “as-is” basis. In no event shall Texas Instruments be liable to anyone for special, collateral, incidental, or consequential damages in connection with or arising out of the purchase or use of these materials, and the sole and exclusive liability of Texas Instruments, regardless of the form of action, shall not exceed the purchase price of this book. Moreover, Texas Instruments shall not be liable for any claim of any kind whatsoever against the use of these materials by any other party. Note: Using calculators other than the TI-30X IIS may produce results different from those described in these materials. Permission To Reprint or Photocopy Permission is hereby granted to teachers to reprint or photocopy in classroom, workshop, or seminar quantities, the pages or sheets in this book that carry a Texas Instruments copyright notice. These pages are designed to be reproduced by teachers for use in classes, workshops, or seminars, provided each copy made shows the copyright notice. Such copies may not be sold, and further distribution is expressly prohibited. Except as authorized above, prior written permission must be obtained from Texas Instruments Incorporated to reproduce or transmit this work or portions thereof in any other form or by any other electronic or mechanical means, including any information storage or retrieval system, unless expressly permitted by federal copyright law. Send inquiries to this address: Texas Instruments Incorporated 7800 Banner Drive, M/S 3918 Dallas, TX 75251 Attention: Manager, Business Services Note: If you request photocopies of all or portions of this book from others, you must include this page (with the permission statement above) to the supplier of the photocopying services. 43 Texas INSTRUMENTS www.ti.con/cale [email protected] Copyright © 1999 Texas Instruments Incorporated. Except for the specific rights granted herein, all rights are reserved. Printed in the United States of America. Automatic Power Down, APD, and EOS are trademarks of Texas Instruments Incorporated. © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers About the Teacher Guide LU) How the Teacher Guide is Organized This guide consists of two sections: Activities and How to Use the TI-30Xx IIS. The Activities section is a collection of activities for integrating the TI-30x ILS into mathematics instruction. The How To Use the TI-30x IIS section is designed to help you teach students how to use the calculator. Activities The activities are designed to be teacher- directed. They are intended to help develop mathematical concepts while incorporating the TI-3Ox IIS as a teaching tool. Each activity is self-contained and includes the following: e An overview of the mathematical purpose of the activity. © The mathematical concepts being developed. © The materials needed to perform the activity. © The detailed procedure, including step-by- step TI-3OX IS key presses. e =A student activity sheet. How to Use the TI-30X 15 This section contains examples on transparency masters. Chapters are numbered and include the following. e An introductory page describing the calculator keys presented in the example, the location of those keys on the TI-3OX ILS, and any pertinent notes about their functions. ¢ Transparency masters following the introductory page and providing examples of practical applications of the key(s) being discussed. The key(s) being discussed are circled on the TI-3OX IIS keyboard. Things to Keep in Mind e While many of the examples on the transparency masters may be used to develop mathematical concepts, they were not designed specifically for that purpose. ¢ For maximum flexibility, each example and activity is independent of the others. Select the transparency master appropriate for the key you are teaching, or select the activity appropriate for the mathematical concept you are teaching. e If an example does not seem appropriate for your curriculum or grade level, use it to teach the function of a key (or keys), and then provide relevant examples of your own. e To ensure that everyone starts at the same point, have students reset the calculator by pressing and simultaneously or by pressing [RESET] and then selecting Y (yes). Conventions Used in the Teacher Guide e Inthe text, brackets [ ] around a key’s symbol/name indicate that the key is a second, or alternate, function. For example: [SIN] © On the transparency masters, second functions are shown just as they appear on the keyboard. sIN-+ For example: How to Order Additional Teacher Guides To place an order or to request information about Texas Instruments (Tl) calculators, use our e-mail address: [email protected] visit our Tl calculator home page: www.ti.com/calc or, call our toll-free number: 1.800.TI.CARES (1.600.842.2737) © 1999 TEXAS INSTRUMENTS INCORPORATED TI-BOX IIS: A Guide for Teachers Table of Contents LU) About the Authors About the Teacher Guide About the TI-30X IIS Activities The Better Batter — Using the FIX Key Star Voyage — Using Scientific Notation Trig Functions What’s My Score — 1-Variable Statistics Heart Rates — 1-Variable Statistics WNBA Stats — 2-Variable Statistics How to Use the TI-30X IIS 1 ko a N 12 TI-30OX IIS Basic Operations Clear, Insert, and Delete Basic Math Order of Operations and Parentheses Constant Decimals and Decimal Places Memory Fractions Pi Powers, Roots, and Reciprocals Probability Statistics 13 Trigonometry fi iii iv 10 14 17 23 29 33 36 40 43 45 47 52 58 61 68 75 61 How to Use the TI-3OX IIS (continued) 14 Notation 86 15 Logarithms and Antilogarithms 91 16 Angle Settings and Conversions 94 17 Polar and Rectangular Conversions 98 18 Hyperbolics 100 Appendix A A-1 Quick Reference to Keys Appendix B B-1 Display Indicators Appendix C C-1 Error Messages Appendix D D-1 Support and Service Information Appendix E E-1 Warranty Information © 1999 TEXAS INSTRUMENTS INCORPORATED TI-BOX IS: A Guide for Teachers Vi Activities The Better Batter — The FIX Key Star Voyage — Scientific Notation Trig Functions What’s My Score? — 1-Variable Statistics Heart Rates — 1-Variable Statistics WNBA Stats — 2-Variable Statistics 10 14 17 23 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers The Better Batter — The FIX Key Overview Students use [FIX] on the TI-3OX IS to change numbers to different place values. Students calculate batting averages using the TI-3OX IIS and then round their answers to three decimal places. Math Concepts Materials * rounding ° TI-BOx IS * place value * pencil ¢ division © student * comparing and activity ordering decimals Introduction 1. Have students practice rounding the following numbers to 3 decimal places using pencil and paper. a. 2.35647 2.356 b. 15.3633 15.363 c. 0.02698 0.027 2. Have students round the following numbers to 4 decimal places using the TI-30X IIS. a. 4.39865 4.3987 b. 72.965912 72.9659 c. 0.29516 0.2952 d. 0.00395 0.0040 Activity Present the following problem to students: You are going to play Virtual Baseball. You need to select 9 players from the list to be on your team. Choose the players with the best batting averages. Find the batting averages (number of hits + number of times at bat) rounded to 3 decimal places for each player. Make a list of your players in order, from highest to lowest. See the table on the next page for solutions. gi. Enter the first number. 4.39865 Press [FIX] to display the menu that lets you set the number of decimal places. F0123456789 Press 4 to select 4 decimal places. 4.39865 Press (ENIER]. 4.39865 4.3987 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers The Better Batter — The FIX Key (continuea) Player Number of Number of Batting Hits Times at Bat Average C. Ripken 122 368 0.332 Puckett 119 363 0.328 Molitor 119 364 0.327 Greenwell 104 334 0.311 Tartabull 103 311 0.331 Palmeiro 120 366 0.328 Franco 109 344 0.317 Joyner 105 338 0.311 Boggs 106 329 0.322 Baines 91 290 0.314 Sax 118 388 0.291 Williams 20 74 0.270 Sheridan 15 63 0.238 Barfield 64 284 0.225 Mattingly 109 367 0.297 Hall 87 280 0.311 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers The Better Batter The FIX Key Pate Name = =y Problems 1. Round the following numbers to 3 decimal places. a. 2.35647 b. 15.3633 c. 0.02698 2. Using the TI-30X IIS, round the following numbers to 4 decimal places. a. 4.39865 b. 72.965912 c. 0.29516 d. 0.00395 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 4 The Better Batter Name = The FIX Key Pate = Problem You are going to play Virtual Baseball. You need to select 9 players from the list to be on your team. Choose the players with the best batting averages. Procedure 1. Find the batting averages (number of hits + number of times at bat) rounded to 3 decimal places for each player. Player Number of Hits Number of Batting Average Times at Bat (rounded to 3 decimal places) C. Ripken 122 368 Puckett 119 363 Molitor 119 364 Greenwell 104 334 Tartabull 103 311 Palmeiro 120 366 Franco 109 344 Joyner 105 338 Boggs 106 329 Baines 91 290 Sax 113 388 Williams 20 74 Sheridan 15 63 Barfield 64 284 Mattingly 109 367 Hall 87 280 2. Make a list of your players in order, from highest to lowest. Player 1 Player 6 Player 2 Player 7 Player 3 Player 8 Player 4 Player 9 Player 5 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers Star Voyage — Scientific Notation Overview Students investigate scientific notation by changing numbers into scientific notation, and then using them in calculations. Math Concepts Materials © scientific * TI-3OX IS notation ® pencil * addition * student activity ¢ division Introduction Set up the activity by telling your students: The standard form for scientific notation is a x 10", where a is greater than or equal to 1 and less than 10, and n is an integer. 1. Have students practice writing the following numbers in scientific notation using pencil and paper. a. 93.000 000 9.3 x 107 b. 384000 000 000 3.84 x 101 c. 0.00000000000234 2.34 x 10-12 d. 0.0000000157 1.57 x 10° Have students change the following numbers into scientific notation using the TI-30X IIS. a. 12000000 1.2 x 107 b. 974000 000 9.74 x 108 c. 0.0000034 3.4 x 106 d. 0.000000004 4x 10° Note: Answers assume the default floating decimal setting. Have students change the following numbers into floating decimal (standard notation). a. 58x 107 58 000 000 b. 7.32 x 10° 732 000 c. 62x 10° 0.0000062 d. 3x10° 0.00000003 Note: To enter a negative number, press (0) and then enter the number. 1. Enter the first number. 12000000 2. Press (2nd) [SCI/ENG]. FLO SCI ENG 3. Press © (ER) F. 12000000 1.2x10” 4. Now, just type the next number and press (ENIER). 1. Enter 5.8; press (2nd) (EE). 5.8E 2. Enter 7; press [SCI/ENG]. FLO SCI ENG 3. Press ©. FLO SCI ENG 4. Press (ENTER). 5.8E7 58000000. 5. Type the next number and press [ENTER]. © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 6 Star Voyage — Scientific Notation (continued) Activity Present the following problem to students: You are a captain of a starship. You have been assigned to go to Alpha Centauri and you have 5 years to get there. The distance from the sun to Alpha Centauri is 2.5 « 101? miles. The distance Srom the earth to the sun is approximately 9.3 x 10° miles. Your ship can travel at the speed of light. You know that light can travel a distance of 6 x 10!” miles in 1 light year. Will you be able to get to Alpha Centauri on time? Procedure 1. Using the TI-30X IIS, find the total distance you Hint: Make ute your caloulator need to travel. is in scientific notation mode before you beginning addition. 2.5 x 10" + 9.3 x 10° = 2.5000093 x 10" miles 2. Next, find out how long it will take you to travel the distance. (distance traveled + 1 light year) 2.5000093 x 10" + 6 x 10” = 4.166682167 years 3. Can you make the trip in the given time? Yes Extension Now that you have been successful, you have been Hint: The Earth is approximately asked to make another trip. The distance from the 9.3 x 10” miles from the Sun. Sun to Delta Centauri is 9 x 101? miles. How long will it take you to get there from Earth? =15 years © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 7 Star Voyage — Name = Scientific Notation Problems 1. Write the following numbers in scientific notation. Standard Notation Scientific Notation a. 93.000 000 b. 384 000 000 000 c. 0.00000000000234 d. 0.0000000157 2. Using the TI-30X IIS, change the following numbers into scientific notation. Standard Notation Scientific Notation a. 12.000 000 000 000 b. 974 000 000 000 c. 0.0000000000034 d. 0.0000000004 3. Using the TI-30X IIS, change the following numbers into floating decimal notation (standard). Scientific Notation Standard Notation a. 5.8 x 107 b. 7.32 x 10° c. 6.2 x 10% d. 3x 108 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers Star Voyage — Name Scientific Notation ° (eA Problem You are a captain of a starship. You have been assigned to go to Alpha Centauri and you have 5 years to get there. The distance from the Sun to Alpha Centauri is 2.5 x 10! miles. The distance from the Earth to the Sun is approximately 9.3 x 10’ miles. Your ship can travel at the speed of light. You know that light can travel a distance of 6 x 10” miles in 1 light year. Will you be able to get to Alpha Centauri on time? Procedure 1. Using the TI-30X IIS, find the total distance that you need to travel. Hint: Make sure your calculator is in scientific notation mode before you begin addition. 2. Next, find out how long it will take you to travel the distance. (distance traveled + 1 light year) 3. Can you make the trip in the given time? Extension Now that you have been successful, you have been asked to make another trip. The distance from the Sun to Delta Centauri is 9 x 10! miles. How long will it take you to get there from Earth? Hint: The Earth is approximately 9.3 x 10’ miles from the Sun. © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 9g Trig Functions Overview Students practice solving sine, cosine, and tangent Math Concepts Materials * multiplication ¢ TI-30x IIS ratios, and solve problems involving trigonometric * division * pencil ratios. * trigonometric © student activity ratios Introduction Introduce the trigonometric ratios to students. 5 3 » sin = opposite leg + hypotenuse cos = adjacent leg + hypotenuse B 4 Cc tan = opposite leg + adjacent leg 1. Have students find the trigonometric ratios for the triangle using the above definitions. Round to the nearest hundredth if necessary. (Use [Fix] for rounding.) a. sinC 3+5=0.60 b. cosC 4+5=0.80 c. tanc 3¢4=0.75 d. sinA 4+5=0.80 e. cosA 3+5=0.60 f. tanA 423=1.33 2. Have students find the value of each ratio using the TI-30X IS. Round to the nearest 10 thousandth. a. sin 71° 0.9455 b. tan 31° 0.6009 c. cos 25° 0.9063 3. Have students find the measure of each angle using the TI-30X IS. Round to the nearest degree. a. sin B = 0.4567 27 degrees b. cos A = 0.6758 47 degrees c. tan C = 5.83 80 degrees To set 2 decimal places: 1. Press [Fix]. F0123456789 Press 2 to select 2 decimal places. To find sin 71°: 1. Press (SIN). sin( Enter 71; press 0] (ENIER). sin(71) 0.945518576 Press [FIX] 4. sin(71) 0.9455 To find B when sin B=0.4567: 1. Press {SIN-']. sin-( Enter .4567; press [1] (ENIER). sin*(.4567) 27.1744 Press [Fix] 0. sin-“(.4567) 27. © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 10 Trig Functions (Continued) Activity Present the following problem to students: You need to build a ramp to your front door. The distance from the ground to the bottom of the door is 1.5 feet. You don’t want the angle of incline to be more than 6 degrees. The distance from the street to the door is 20 feet. Is there enough room to build the ramp? Procedure 1. Make a drawing of the problem. 1.5 ft. 20 ft. 2. Use the trigonometric ratio tan = opposite leg + adjacent leg to find angle A. Angle A is 4.3 degrees (rounded to the nearest tenth). Yes, there is enough room to build the ramp. Extension Present the following problem to students: 1. Press (2nd) [TAN-1]. tan( 2. Enter 1.5 &] 20 and press REE. tan*(1.5/20) 4.3 1. Press (2nd) [TAN-1]. tan( You want to start the ramp 15 feet away from the 2. Enter 1.5 + 15 and press door. Can you do that and still have the angle of (ENTER). incline be less than 6 degrees? tan-(1.5/15 5.7 Yes, angle A is 5.7°. © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 11 Trig Functions Name yy Date == Problems 1. Find the trigonometric ratios for the triangle. Round to the nearest hundredth. (Use [FIX] for rounding.) a. b. Cc. sin C cos C tan C sin A cos A tan A 2. Using the TI-30X IS, find the value of each ratio. Round to the nearest ten thousandth. a. sin 71° b. tan 31° c. cos 25° 3. Using the TI-30X IS, find the measure of each angle. Round to the nearest degree. a. sin B = 0.4567 b. cos A =0.6758 c. tan C = 5.83 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 12 Name Trig Functions tl Date Problem You need to build a ramp to your front door. The distance from the ground to the bottom of the door is 1.5 feet. You don’t want the angle of incline to be more than 6 degrees. The distance from the street to the door is 20 feet. Is there enough room to build the ramp? Procedure 1. Make a drawing of the problem. 2. Use the trig ratio tan = opposite leg + adjacent leg to find angle A. (Round your answer to the nearest tenth.) 3. Is there room to build the ramp? Extension You want to start the ramp 15 feet away from the door. Can you do that and still have the angle of incline be less than 6 degrees? © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 13 What’s My Score? — 1-Variable Statistics Overview Students use the given test scores to find averages. Math Concepts Materials * averages ¢ TIl-3Ox IS * pencil © student activity Introduction Discuss finding averages with your students. Activity Present the following problem to students: You and your friend are having a contest. The one gets the highest average on their math tests for one quarter wins. Your scores are 98, 89, 78, 98, and 100. Your friend’s scores are 89, 89, 97, 90, and 100. Who is the winner? Procedure 1. Have students find the average of their scores using the TI-30X IIS. Remember to enter 2 as the frequency for 98 and 1 for all others. @1. Press [2nd] [STAT] to select 1-VAR mode. Press [DATA] and enter your first score. X1= 98 Press © and enter 2 as the frequency for 98. FRQ=2 Press ©. Continue entering your scores and frequencies, pressing © after each score and frequency. When finished, press @ to select x, the average. Write it down. n X Sx ox > 92.6 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 14 What’s My Score? — 1-Variable Statistics (con) 2. Now find the average of your friend’s scores. Remember to put 2 as the frequency for 89 and 1 for all others. 3. Who won? Your friend: 93 (You had 92.6.) Extension Present the following problem to students: Your friend took a test on the day you were absent and scored 95. What score do you need to get so that you are the winner? The score you need: 98 Note: Make sure you exit the STAT mode before going on to another problem. @1. @1. Press [STAT] © © to select CLRDATA. Press rr. Press and enter the friend’s first score. X1=89 Continue entering the friend’s scores and frequencies, following steps 3 and 4 on the previous page. When finished, press @ to select x, the average. Write it down. n X SX ox > 93.0 Press [stat] and ® ® to CLRDATA. Press [ENIER]. Recalculate your friend’s average, making sure to include the new score. Use guess and check to figure out what score you need to get. To exit STAT mode, press [EXIT STAT] (ENZER). © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 15 What’s My Score? — ‘ame =y 1-Variable Statistics °* = Problems 1. You and your friend are having a contest. Whoever gets the highest average on their math tests for one quarter wins. Your scores are 98, 89, 78, 98, and 100. Your friend's scores are 89, 89, 97, 90, and 100. Who is the winner? Your average Your friend’s average 2. Your friend took a test on the day you were absent and scored 95. What score do you need to get so that you are the winner? Your friend’s new average Your new score © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 16 Heart Rates — 1-Variable Statistics Overview Students use the statistics functions of the TI-ZOXILS calculator to investigate the effect of exercise on heart rate. Math Concepts Materials * mean, ¢ TI-30x IIS minimum, maximum, and range * stopwatch or a watch with a second hand © student activity Introduction Students may be placed in smaller groups for this activity to minimize the amount of data to be entered. Ask students: What do you think the average heart rate is for someone your age? What about after exercising? Activity Have students complete the following investigation to check their estimations. 1. 3. Have students check their resting heart rates by timing their pulse for 1 minute. (You could have them time for 10 seconds and then multiply by 6, but this could be the quietest minute of your day!) Collect data on the chart. Enter each student’s heart rate and a mark in the frequency column. As other students have the same heart rate, add another tally mark in the frequency column. Enter the heart rate data into the TI-30X IS. a. Enter the first heart rate on the chart as the first X value, and the number of tallies for that heart rate as the frequency. b. You must press © between entries. For example, enter the first heart rate, and then press ©. Enter the first frequency, and then press ©. For example, assume a class of 22 students: Rate Students Rate Students 60 3 63 3 61 5 64 1 62 6 65 4 @1. Press (2nd) [STAT] [FREER]. Press to enter the heart rates and frequencies. X1= Enter first heart rate and press ©. FRQ= Continue entering until you have entered all the heart rates and frequencies. © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 17 Heart Rates — 1-Variable Statistics (continue) 4. Check the statistics calculations. After 1. Press (STATVAR]. students display =x (Sigma x), explain that =x n xX Sx ox is the sum of all the heart rates. Ask students: 22. e How many heartbeats were there in one n should equal the total minute? number of student sampled. e Is the average heart rate higher or lower 2. Press @ to x to see the than you expected? average heart rate. A . n x Sx ox 5. Now we will see the effect of some exercise 62. on heart rate. Tell students: . . . . 3. Press ® @ © to =x. Tf at any point during this portion of the ex Ex? activity you experience pain, weakness, or 1370 shortness of breath, stop immediately. 6. Have the students run in place for 2 minutes Note: The numbers show the and then give them these instructions: results of the example described above. Your students’ results will vary depending on the size of group and the heart rate readings. Time your pulse for 1 minute. Record your heart rate as before. Enter the data into the calculator. Compare the average heart rate after running with the resting heart rate. ao 7S 7. Now have the students do jumping jacks for 2 minutes. Instruct them to time their pulse for 1 minute again and record as before. Have them enter the data into the calculator again and calculate the average heart rate after jumping jacks. Compare to the other 2 averages. 8 How fit is the class? If the class (or individual) heart rate after jumping jacks is less than 90, then you are in great shape. If it is higher than 125, then you are in poor shape. 9. Instruct students to make a histogram of the 3 sets of data they collected. Ask students: e How are the histograms the same? e How are they different? e Is the data grouped the same or is it more spread out in one graph compared to another? © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 18 Heart Rates — Name ay 1-Variable Statistics °” = Problem What do you think the average heart rate is for someone your age? What about after exercising? Procedure 1. Use this table to record your class or group data (resting). Heartbeats per minute Frequency (resting) 2. What is the class (group) average? 3. What is the total number of heartbeats for the minute? © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 19 Heart Rates — Name 27 1-Variable Statistics °* = 4. Use this table to record your class or group data (running). Heartbeats per minute Frequency (running) 5. What is the class (group) average? 6. What is the total number of heartbeats for the minute? © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 20 Heart Rates — Name = 1-Variable Statistics °** = 7. Use this table to record your class or group data (jumping). Heartbeats per minute Frequency (jumping) 8. What is the class (group) average? 9. What is the total number of heartbeats for the minute? 10. How fit is the class? Note: If the class (or individual) heart rate after jumping jacks is less than 90, then you are in great shape. If it is higher than 125, then you are in poor shape. © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 21 Heart Rates — Name yy 1-Variable Statistics °* 11. Now make a histogram for each of the 3 sets of data you collected. Resting Running Jumping 12. How are the histograms the same? How are they different? 13. Is the data grouped the same or is it more spread out in one graph compared to another? © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 22 WNBA Stats — 2-Variable Statistics Overview Students use WNBA statistics to explore the relationship between 2 variables. They use the TI-3OX IIS to compute the regression equation and evaluate some values. Math Concepts Materials © 2-variable * TIl-3OX IS statistics ® pencils © student activity Activity Present the following problem to students: Do you think WNBA (Women’s National Basketball Association) playing time (in minutes per game) is related to how many points a player scores? Do you think it is related to how many rebounds a player gets? Or is it related to the player’s field-goal percentage? Procedure 1. Put the calculator in STAT mode and choose 2-VAR statistics. 2. Using the table in the activity, enter the data. Enter points per game as the X-variable and minutes per game (playing time) as the Y-variable. @1. @1. Press {sTAT] and then ©. 1-VAR 2-VAR Press to select 2-VAR. Press [DATA]. X1= Enter 10.1 (points per game for the first player, Rhonda Mapp). X1=10.1 Press ©. Y1=1 Enter 21.7 (minutes per game for Rhonda Mapp). Y1=21.7 Press © to enter data for the second player. Enter data for each player in the table. Press © after entering each data point. © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 23 WNBA Stats — 2-Variable Statistics continues) 3. Calculate the statistical data. 1. Press [Fix]. F0123456789 You may want to fix the decimal to 2 places before doing the statistical calculations. 2. Press 2. Ask students: 1. Press (STATVAR]. ¢ What is the average points scored for the n X Sx ox players shown? 12.00 e What is the average playing time: 2. Press @ tox. e What is the total number of points scored n X Sx ox J per game for all the given players? 9.33 You may want to discuss the other statistical 3. Press®@® 0 toy. variables and what they mean. n X Sx ox ¥ 21.59 4. Press ® @® © to =x. Sy oy =x 112.00 The form of the equation is y = ax + b. Write 1. Press ® until you get to a. the equation for the line of best fit (round to This is the slope of the line of the nearest hundredth). best fit. =XY abr 1.56x + 7.02 1.56 The closer the correlation coefficient value is 2. ress ® ° ° ae is the to 1 (or -1), the better the correlation yrintercept of tne line. between the two variables. Write the =xXYabr correlation coefficient. 7.02 3. Press ® to r. This is the r= .91 correlation coefficient. x=XY abr 0.91 Now calculate how many minutes you would 1. Press®@ toy’. expect a player to play if she averages 15 xy’ points per game. 2. Press (ENIER]. 3. Type 150) and press (ENIER). y‘(15) 30.44 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 24 WNBA Stats — 2-Variable Statistics continues 7. Now calculate how many points you would 1. Press (STATVAR]. expect a player to score if she plays 35 minutes a n xX Sx ox game. 12.00 8. Discuss the correlation as a class. Ask students: 2. Press @ @ tox’. xy e Are there other factors affecting the players xy minutes per game besides points scored? 3. Press (ENIER). e What about defense, rebounding, etc.? 4. Type 35D] and press Le x’(35) 17.92 Extension Now have students use the calculator to investigate the correlation of the other data in the chart such as the relation of field-goal percentage to minutes per game, or rebounds per game to minutes per game. (Remember, since you have already entered the minutes in Y, you only need to enter the new data in X.) Ask students: Which 2 variables have the closest correlations? (That is, which have the correlation coefficient closest to 1 or -1?) © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 25 WNBA Stats — 2-Variable Statistics Name Date Problem Do you think WNBA playing time (in minutes per game) is related to how many points a player scores? Do you think it is related to how many rebounds a player gets? Or is it related to the player’s field goal percentage? Procedure Use the following table of data to explore the relationships of different pairs of data. Begin by entering the points per game as the X-variable and the minutes per game as the Y-variable. Player Field-Goal Points Rebounds Minutes Percentage | per Game | per Game per Game 1. Rhonda Mapp -506 10.1 43 21.7 2. Vicky Bullet 441 13.3 6.5 31.6 3. Janeth Arcain 426 6.8 3.6 21.9 4. Cynthia Cooper 446 22.7 3.7 35 5. Elena Baranova 420 12.9 9.3 33.6 6. Malgozata Dydek 482 12.9 7.6 28 7. Heidi Burge 509 6.7 3.38 16.7 8. Keri Chaconas 297 4.8 8 13.2 9. Rebecca Lobo 484 11.7 6.9 29.2 10. Coquese Washington 294 19 9 8.1 11. Toni Foster 467 4.9 1.9 13.6 12. Maria Stepanova 426 3.3 19 6.5 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 26 WNBA Stats — Name = 2-Variable Statistics °* = Extension Use the calculator to investigate the correlation of the other data in the table such as the relation of field-goal percentage to minutes per game, or rebounds per game to minutes per game. (Remember, since you have already entered the minutes per game in Y, you only need to enter the new data in X.) 1. What is the average field-goal percentage? 2. Write the equation for the line of best fit. 3. Write the correlation coefficient. 4. What is the average number of rebounds per game? 5. Write the equation for the line of best fit. 6. What is the total number of rebounds per game for all the given players? 7. Write the equation for the line of best fit. 8. Write the correlation coefficient. 9. Which 2 variables have the closest correlation? (That is, which have the correlation coefficient closest to 1 or -1?) © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 27 How to Use the Tl-30X 1S TI-3OX IIS Basic Operations Clear, Insert, and Delete Basic Math Order of Operations and Parentheses Constant Decimals and Decimal Places Memory Fractions Pi Powers, Roots, and Reciprocals Probability Statistics Trigonometry Notation Logarithms and Antilogarithms Angle Settings and Conversions Polar and Rectangular Conversions Hyperbolics 29 33 36 40 43 45 47 52 58 61 68 75 61 &8& 91 94 98 100 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 28 TI-30X IS Basic Operations 1 Keys 1. 2. turns on the calculator. turns on the 2nd indicator and accesses the function shown above the next key you press. [OFF] turns off the calculator and clears the display. completes the operation or executes the command. [ANS] recalls the most recently calculated result and displays it as Ans. © and ® move the cursor left and right to scroll the entry line. Press © or ® to scroll to the beginning or end of the entry line. © and © move the cursor up and down through previous entries. [2nd] © or [2nd] © scroll to the beginning or end of history. | | | | | | 1 \ seveno ns | Gos) Gre) 2 | e AKarY, TAT EXITSTAT qe i Ce Role | || “aaa (7) (8 ) = | SOO © > Dae =a 4 5 7. [RESET] displays the RESET menu. RESET: N Y © Press when N (no) is underlined to return to the previous screen without resetting the calculator. ° Press when Y (yes) is underlined to reset the calculator. The message MEM CLEARED is displayed. Note: Pressing and simultaneously resets the calculator immediately. No menu or message is displayed. Notes The examples on the transparency masters assume all default settings. Resetting the calculator: — Returns settings to their defaults: floating decimal (standard) notation and degree (DEG) mode. — Clears memory variables, pending operations, entries in history, statistical data, constants, and Ans (Last Answer). The entry line can contain up to && characters. When < or > appear in the display, the entry line contains more characters to the left or right. When t or v appear, more characters are located above or below the entry line. Press after Automatic Power Down™ (APD™). The display, pending operations, settings, and memory are retained. © 1999 TEXAS INSTRUMENTS INCORPORATED 29 TI-3OX IIS: A Guide for Teachers Second, Off, Arrows, Equals OFF 2nd\on} @ O) © © (ENIER Enter 46 - 23. Change 46 to 41. Change 25 to 26 and complete the operation. Enter 81+ 57 and complete the operation. Scroll to see your previous entries. Press Display 46 [=] 25 46-23 DEG OOOO! 41-26 O ® 6G [ENIER 15, &1 [+] 57 [ENTER] [81457 138, OFF i ' 2nd|(ON] |ON SXOKS) S1+57 DEG SCI/ENG (oer) SZ Conta) (sara) Ve Gn) (si) (ont) DATA (starvar_) (cueaR) HYP SIN-1 cos TAN-I Sbboe 20995 SOOO s STO> S2f2e © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 30 Reset RESET 2nd|[_0 Reset the calculator. Press Display mdr RESET: NY ® RESET: 7 ENTER MEM SEARED CLEAR g = Pressing [ON] and [CLEAR] at the same time also resets the calculator immediately. No menu or message is displayed. RESET Using [2nd]|_ 0 _} or [ON] and [CLEAR] returns all settings to their defaults and clears the memory. SCI/ENG INS Ca) (ana) (ere) Con.) Se? roo, er (4) <= Ar Ye STAT EXIT STAT eo Cw) (ax) DATA } (STATVAR} ( CLEAR SIN-1 cos! AN-1 CH) G8) 8) GN) CE) 2OOO® 2008 CLRVAR S (wewvan) : an ols (stow) (stow) ROS = © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 31 Last Answer (Ans) ANS 2nd|(-> Use Last Answer (Ans) to calculate (2+2)*. Press Display 2 [+] 2 [ENDER 242 4, DEG ANS -2 Ondl(O) (x2 Ans ENTER 16, DEG Zo SCIENG INS Ce) y ex Cm) A we) EXIT SP © (ax) DATA (suru) CLEAR SIN-1 cos! CO) GN) 8) GN) CE) POOR (2) (9) a (wenvar RCL (4)(s (6) = (stow) > Sao © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 32 Clear, Insert, and Delete 2 Keys 1. clears characters and error messages. Once the display is clear, it moves the cursor to the most recent entry. [INS] lets you insert a character at the cursor. deletes the character at the cursor. Hold down to delete all characters to the right. Then, each time you press [DEL], it deletes 1 character to the left of the cursor. 83 Texas INSTRUMENTS TI-30X IIS SC/ENG INS =SOOWR STO SERRE RESET Notes The examples on the transparency masters assume all default settings. Pressing [CLEAR] does not affect the memories, statistical registers, angle units, or numeric notation. © 1999 TEXAS INSTRUMENTS INCORPORATED 33 TI-3OX IIS: A Guide for Teachers Delete, Insert INS DEL] |2nd|(DEL Enter 4569 + 285, and then change it to 459 + 2665. Complete the problem. Press Display 4569 [+] 285 [4569+385 O@O@OO®@ § (459+285 @ [DEL . OXOXOXO 45942065 INS 2nd|[DEL] 6 DEG = 45942865 uh 2: SCI/ENG Oe eos POOR 2000s 2O005 STOP SOOO s RESET © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 34 Clear CLEAR Enter 21595. Clear the 95. Clear the entry. Press Display 21595 21595 DEG @ © [CLEAR 715 (Clear to right) DEG CLEAR rT (Clear entry) DEG (ons ) (on) = on oO) = = Gr) STAT oot? i ™~ — K OS a EE % DOOD® ooiole OOS Maa e® © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 35 Basic Math 3 Keys Notes adds. © The examples on the transparency masters assume all default settings. 2. (E] subtracts. © The Tl-30x HS allows implied multiplication. 3. [x] multiplies. P Example: 3 (4+3) = 21 4. divides. © Do not confuse [G] with [F}. ) allows 5. completes the operation or executes subtraction. the command, e Results of percent calculations display 6. lets you enter a negative number. according to the decimal notation mode setting. 7. [%] changes a real number to a percent. 4 49 Texas Instruments —T/-3OX IES SC/ENG INS EXIT STAT (ax) DATA ) | STATVAR) | CLEAR si TAN-1 SOO © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 36 Add, Subtract, Multiply, +] J-| |x] = Divide, Equals ENTER Find: 2+54-6= 16x21= 78+2= 12x (5+ 6) = Press Display 2[(+]) 54[-] 6G [a+54-6 ' ENTER a, 16 [x] 21 (ENZER] [1 6#2] aab 78 |=} 2 (ENZER) = | Pae2 12 |x} LC 5 [+ L2*¢5+6) ' 6 [) | [ENTER 132. sen _ws 8 Oe Ge a COO) = (7)(8)(9) =) SS (4)(5) (6) () (1) (2) (o)(-) © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 37 Negative Numbers (-) The temperature in Utah was “3°C at 6:00 a.m. By 10:00 a.m. the temperature had risen 12° C. What was the temperature at 10:00 a.m.? Press Display (>) 5 [+) 12 “3+1l2 ' ENTER EP (ore ) INS ao) = STAT EXIT STAT Ye Gr) (a) DATA (starvar) CLEAR HYP SIN-T cos TAN-1 kK ae Je (iewat © (wewvar) (s108) © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers 38 Percent 2nd %o Mike makes $80 per week. He saves 15% of his earnings. How much does Mike save per week? Press Display 15 15 % mh t 2ndj|{ (] |x} SO Lao 2 ENTER DEG SCI/ENG (os) STAT EXIT STAT Qoloiawa Cw) Cn) HYP Ye (i) DATA SIN-T cos! TAN-1 STATVAR () a v CLRVAR MEMVAR (7)(8)(9) (ciean) (+) © 1999 TEXAS INSTRUMENTS INCORPORATED TI-3OX IIS: A Guide for Teachers Order of Operations and Parentheses 4 Keys 1. opens a parenthetical expression. e° 2. closes a parenthetical expression. 8B Texas INSTRUMENTS TI-30X IIS (ore) (on) > : STAT EXIT STAT CLRVAR MEMVAR Notes The examples on the transparency masters assume all default se