Teachers Guide
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... not be liable for Teachers ii www.ti.com/calc ti-cares@ti.com Copyright © 1999 Texas Instruments Incorporated. Except as -is" basis. Automatic Power Down, APD, and EOS are reserved. They developed the Activities section and ... the TI-34 Û section of this page (with the permission statement above) to the supplier of the photocopying services. Note: Using calculators other electronic or mechanical means, including any other party. Permission to Reprint or Photocopy Permission is expressly prohibited. Send inquiries to this address: Texas Instruments Incorporated...
... not be liable for Teachers ii www.ti.com/calc ti-cares@ti.com Copyright © 1999 Texas Instruments Incorporated. Except as -is" basis. Automatic Power Down, APD, and EOS are reserved. They developed the Activities section and ... the TI-34 Û section of this page (with the permission statement above) to the supplier of the photocopying services. Note: Using calculators other electronic or mechanical means, including any other party. Permission to Reprint or Photocopy Permission is expressly prohibited. Send inquiries to this address: Texas Instruments Incorporated...
Teachers Guide
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Activities The activities are numbered and include the following: • An introductory page describing the calculator keys presented in the example, the location of those keys on the TI-34 Û, and any pertinent notes about their functions. • Transparency masters following : •... flexibility, each example and activity is designed to Keep in black on the TI-34 Û keyboard. © 1999 TEXAS INSTRUMENTS INCORPORATED Things to help develop mathematical concepts while incorporating the TI-34 Û as a teaching tool. The Activities section is self-contained and ...
Activities The activities are numbered and include the following: • An introductory page describing the calculator keys presented in the example, the location of those keys on the TI-34 Û, and any pertinent notes about their functions. • Transparency masters following : •... flexibility, each example and activity is designed to Keep in black on the TI-34 Û keyboard. © 1999 TEXAS INSTRUMENTS INCORPORATED Things to help develop mathematical concepts while incorporating the TI-34 Û as a teaching tool. The Activities section is self-contained and ...
Teachers Guide
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..., and then accesses the function printed above the next key pressed. Because operations inside parentheses are both displayed. © 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for example, nPr), enter the value while the item is stored to move the cursor immediately to 88...for a listing of the error messages. The operation priorities are displayed in memory, even after the TI-34 Û is evaluated, use D or E to evaluate expressions. Last Answer (Ans) The most recently calculated result is underlined. Press ! or " to the variable Ans. or % " to move the...
..., and then accesses the function printed above the next key pressed. Because operations inside parentheses are both displayed. © 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for example, nPr), enter the value while the item is stored to move the cursor immediately to 88...for a listing of the error messages. The operation priorities are displayed in memory, even after the TI-34 Û is evaluated, use D or E to evaluate expressions. Last Answer (Ans) The most recently calculated result is underlined. Press ! or " to the variable Ans. or % " to move the...
Teachers Guide
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...retained. © 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for about 5 minutes, Automatic Power Down (APD) turns it off automatically. Note: The examples on the transparency masters assume all default settings. About the TI.34 Ü (Continued) Resetting the TI.34 Ü Pressing & and... - Automatic Power DownTM (APDTM) If the TI-34 Û remains inactive for Teachers vi simultaneously or pressing % , selecting Y (yes), and then pressing < resets the calculator. Resetting the calculator: ...
...retained. © 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for about 5 minutes, Automatic Power Down (APD) turns it off automatically. Note: The examples on the transparency masters assume all default settings. About the TI.34 Ü (Continued) Resetting the TI.34 Ü Pressing & and... - Automatic Power DownTM (APDTM) If the TI-34 Û remains inactive for Teachers vi simultaneously or pressing % , selecting Y (yes), and then pressing < resets the calculator. Resetting the calculator: ...
Teachers Guide
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... table on the next page for each player. The Better Batter-The Fix Key Overview Students use % , on the TI-34 Û to change numbers to 3 decimal places. Students calculate batting averages using the TI-34 Û and then round their answers to different place values. You need to select 9 players from highest to 3 decimal...
... table on the next page for each player. The Better Batter-The Fix Key Overview Students use % , on the TI-34 Û to change numbers to 3 decimal places. Students calculate batting averages using the TI-34 Û and then round their answers to different place values. You need to select 9 players from highest to 3 decimal...
Teachers Guide
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...; • pencil • student activity (page 8) Introduction Set up the activity by changing numbers into scientific notation, and then using the TI-34 Ö. a. 12 000 000 000 000 b. 974 000 000 000 c. 0.0000000000034 d. 0.00000000004 1.2 Q 1013 9.74 Q 1011 3.4 Q 10-12 4 Q 10-11 3. Have students change the following numbers ... notation is a Q 10n, where a is greater than 10, and n is an integer. 1. Have students practice writing the following numbers into scientific notation using them in calculations.
...; • pencil • student activity (page 8) Introduction Set up the activity by changing numbers into scientific notation, and then using the TI-34 Ö. a. 12 000 000 000 000 b. 974 000 000 000 c. 0.0000000000034 d. 0.00000000004 1.2 Q 1013 9.74 Q 1011 3.4 Q 10-12 4 Q 10-11 3. Have students change the following numbers ... notation is a Q 10n, where a is greater than 10, and n is an integer. 1. Have students practice writing the following numbers into scientific notation using them in calculations.
Teachers Guide
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.... Enter the first frequency, and then press $. ³ 1. Heart Rates-1-Variable Statistics Overview Students use the statistics functions of the TI-34 Û calculator to investigate the effect of your age? • What about after exercising? Collect data on heart rate. As other students have them...as the frequency. Enter each student's heart rate and enter a mark in the frequency column. 3. Enter the heart rate data into the TI-34 Ö. Press % t Activity Have students complete the following investigation to be placed in smaller groups for this could time them for someone...
.... Enter the first frequency, and then press $. ³ 1. Heart Rates-1-Variable Statistics Overview Students use the statistics functions of the TI-34 Û calculator to investigate the effect of your age? • What about after exercising? Collect data on heart rate. As other students have them...as the frequency. Enter each student's heart rate and enter a mark in the frequency column. 3. Enter the heart rate data into the TI-34 Ö. Press % t Activity Have students complete the following investigation to be placed in smaller groups for this could time them for someone...
Teachers Guide
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...and four with 65. 5. Have them enter the data into the calculator. Ask students: How are in great shape. How are in place for 2 minutes and then give them to another? © 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for 1 minute again and record as before... . The numbers show the results of some exercise on the size of breath, stop immediately. 6. Enter the data into the calculator again and calculate the average heart rate after...
...and four with 65. 5. Have them enter the data into the calculator. Ask students: How are in great shape. How are in place for 2 minutes and then give them to another? © 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for 1 minute again and record as before... . The numbers show the results of some exercise on the size of breath, stop immediately. 6. Enter the data into the calculator again and calculate the average heart rate after...
Teachers Guide
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Or is related to how many rebounds they get? Put the calculator in minutes per game) is it is related to how many points a player scores? Math Concepts • 2-variable statistics Materials • TI-34 Û • pencil • student activity (page 26) Activity Present the following problem to students: Do you ...related to their field-goal percentage? They use WNBA Statistics to explore the relationship between 2 variables. WNBA Stats-2-Variable Statistics Overview Students use the TI-34 Û to compute the regression equation and evaluate some values. Procedure 1.
Or is related to how many rebounds they get? Put the calculator in minutes per game) is it is related to how many points a player scores? Math Concepts • 2-variable statistics Materials • TI-34 Û • pencil • student activity (page 26) Activity Present the following problem to students: Do you ...related to their field-goal percentage? They use WNBA Statistics to explore the relationship between 2 variables. WNBA Stats-2-Variable Statistics Overview Students use the TI-34 Û to compute the regression equation and evaluate some values. Procedure 1.
Teachers Guide
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WNBA Stats-2-Variable Statistics (Continued) 3. F0123456789 2. F0123456789 3. Press Press % ,. Press " to 2 places before doing the statistical calculations. 1. You may want to fix the decimal to 2. Calculate the statistical data.
WNBA Stats-2-Variable Statistics (Continued) 3. F0123456789 2. F0123456789 3. Press Press % ,. Press " to 2 places before doing the statistical calculations. 1. You may want to fix the decimal to 2. Calculate the statistical data.
Teachers Guide
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WNBA Stats-2-Variable Statistics (Continued) 7. Press ! ! Press Now calculate how many points you only need to enter the new data in X.) Ask students: Which two variables have the closest correlations? (That is, which have ... per game to 1 or -1?) 1. Ask students: • Are there other factors affecting the players' minutes per game. (Remember, since you have students use the calculator to investigate the correlation of the other data in Y, you would expect a player to x¢. n Ï Sx Îx Ð 12.00 2. x¢ y¢ 3. Extension Now...
WNBA Stats-2-Variable Statistics (Continued) 7. Press ! ! Press Now calculate how many points you only need to enter the new data in X.) Ask students: Which two variables have the closest correlations? (That is, which have ... per game to 1 or -1?) 1. Ask students: • Are there other factors affecting the players' minutes per game. (Remember, since you have students use the calculator to investigate the correlation of the other data in Y, you would expect a player to x¢. n Ï Sx Îx Ð 12.00 2. x¢ y¢ 3. Extension Now...
Teachers Guide
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...correlation? (That is the total number of rebounds per game for Teachers 27 WNBA Stats- 2-Variable Statistics Name Date Extension 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,... game? 5. What is , which have already entered the minutes in Y, you have the correlation coefficient closest to 1 or L1?) © 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for all the given players? 7. Write the equation for the line of rebounds per game. (Remember, since you only need ...
...correlation? (That is the total number of rebounds per game for Teachers 27 WNBA Stats- 2-Variable Statistics Name Date Extension 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,... game? 5. What is , which have already entered the minutes in Y, you have the correlation coefficient closest to 1 or L1?) © 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for all the given players? 7. Write the equation for the line of rebounds per game. (Remember, since you only need ...
Teachers Guide
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... in a cookie recipe to enter mixed numbers into the calculator, add and simplify them. 1. Press Have students practice simplifying fractions and mixed numbers. Press % ~ and press " or ! My Favorite Recipe-...15 19/21 2. a. 9/12 b. 9 6/8 c. 4/6 d. 8 4/24 3/4 9 3/4 2/3 8 1/6 ³ 1. Have students practice adding mixed numbers. Math Concepts • adding fractions • simplifying fractions Materials • TI-34 Û • pencil • student activity (page 30) Introduction Set up the activity by showing the students how to determine the size bowl they need...
... in a cookie recipe to enter mixed numbers into the calculator, add and simplify them. 1. Press Have students practice simplifying fractions and mixed numbers. Press % ~ and press " or ! My Favorite Recipe-...15 19/21 2. a. 9/12 b. 9 6/8 c. 4/6 d. 8 4/24 3/4 9 3/4 2/3 8 1/6 ³ 1. Have students practice adding mixed numbers. Math Concepts • adding fractions • simplifying fractions Materials • TI-34 Û • pencil • student activity (page 30) Introduction Set up the activity by showing the students how to determine the size bowl they need...
Teachers Guide
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... costumes for a dance festival. You have . How much ? Do you have enough? Sewing Costumes-Fractions Overview Students will use the fraction capability of the TI-34 Û calculator to determine if enough material is available to make a given number of material. They will also determine how much extra they have 23 yards to...
... costumes for a dance festival. You have . How much ? Do you have enough? Sewing Costumes-Fractions Overview Students will use the fraction capability of the TI-34 Û calculator to determine if enough material is available to make a given number of material. They will also determine how much extra they have 23 yards to...
Teachers Guide
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You don't have from the yardage you need by the number of material needed for the costume by subtracting the yardage you begin. 33 2/8 yards 2. Next, simplify the result. Using the TI-34 Ö, find the total yardage needed for the 14 costumes by multiplying the amount of costumes needed is in mixed number mode before you have enough. 3. Find out how much more you only have 23 yards. Press 2 @ 3 > 8 V 14 The total yardage needed . ³ Be sure your calculator is 33 ¼ yards, but you need . ³ 1. Sewing Costumes-Fractions (Continued) Procedure 1.
You don't have from the yardage you need by the number of material needed for the costume by subtracting the yardage you begin. 33 2/8 yards 2. Next, simplify the result. Using the TI-34 Ö, find the total yardage needed for the 14 costumes by multiplying the amount of costumes needed is in mixed number mode before you have enough. 3. Find out how much more you only have 23 yards. Press 2 @ 3 > 8 V 14 The total yardage needed . ³ Be sure your calculator is 33 ¼ yards, but you need . ³ 1. Sewing Costumes-Fractions (Continued) Procedure 1.
Teachers Guide
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...and memory will be retained. © 1999 TEXAS INSTRUMENTS INCORPORATED TIN34 Û: A Guide for the corresponding numbered keys on the illustration below. 1. & turns on the calculator. 2. % turns on the transparency masters assume all default settings. • Resetting the calculator: − Returns settings to their defaults: ... and (Last Answer) Ans. • The entry line can contain up and down through previous entries. TI.34 Ü Basic Operations 1 Keys These numbered paragraphs provide explanations for Teachers 37 and " move the cursor up to reset the calculator.
...and memory will be retained. © 1999 TEXAS INSTRUMENTS INCORPORATED TIN34 Û: A Guide for the corresponding numbered keys on the illustration below. 1. & turns on the calculator. 2. % turns on the transparency masters assume all default settings. • Resetting the calculator: − Returns settings to their defaults: ... and (Last Answer) Ans. • The entry line can contain up and down through previous entries. TI.34 Ü Basic Operations 1 Keys These numbered paragraphs provide explanations for Teachers 37 and " move the cursor up to reset the calculator.
Teachers Guide
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returns all settings to their defaults and clears the memory. %© © 1999 TEXAS INSTRUMENTS INCORPORATED TIN34 Û: A Guide for Teachers 39 No menu or message is displayed. at the same time also resets the calculator immediately. Using %© or & and - Reset Reset the calculator. Press %© Display RESET: -N Y " RESET: N -Y < MEM CLEARED - ~ Pressing & and -
returns all settings to their defaults and clears the memory. %© © 1999 TEXAS INSTRUMENTS INCORPORATED TIN34 Û: A Guide for Teachers 39 No menu or message is displayed. at the same time also resets the calculator immediately. Using %© or & and - Reset Reset the calculator. Press %© Display RESET: -N Y " RESET: N -Y < MEM CLEARED - ~ Pressing & and -
Teachers Guide
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Last Answer (Ans) Use Last Answer (Ans) to calculate (2+2)2. Press Display 2 T 2 < 2+2 4. %« F Ans2 º < 16. %« © 1999 TEXAS INSTRUMENTS INCORPORATED TIN34 Û: A Guide for Teachers 40
Last Answer (Ans) Use Last Answer (Ans) to calculate (2+2)2. Press Display 2 T 2 < 2+2 4. %« F Ans2 º < 16. %« © 1999 TEXAS INSTRUMENTS INCORPORATED TIN34 Û: A Guide for Teachers 40
Teachers Guide
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...TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for Teachers 44 Example: 3 (4+3) = 21 • Do not confuse M with U. Notes • The examples on the illustration below. 1. Use U for the corresponding numbered keys on the transparency masters assume all default settings. • The TI-34... Û allows implied multiplication. T adds. 2. Basic Math 3 Keys These numbered paragraphs provide explanations for subtraction. • Results of percent calculations display according to a decimal. M lets you enter...
...TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for Teachers 44 Example: 3 (4+3) = 21 • Do not confuse M with U. Notes • The examples on the illustration below. 1. Use U for the corresponding numbered keys on the transparency masters assume all default settings. • The TI-34... Û allows implied multiplication. T adds. 2. Basic Math 3 Keys These numbered paragraphs provide explanations for subtraction. • Results of percent calculations display according to a decimal. M lets you enter...
Teachers Guide
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... on the illustration below. 1. Example: 1 + 2 x 3 = 7 (1 + 2) x 3 = 9 1 2 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for the corresponding numbered keys on the transparency masters assume all default settings. • The transparency master showing the Equation Operating System (EOSé) demonstrates the order in which the TI-34 Û completes calculations. • Operations inside parentheses are performed first. D opens...
... on the illustration below. 1. Example: 1 + 2 x 3 = 7 (1 + 2) x 3 = 9 1 2 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for the corresponding numbered keys on the transparency masters assume all default settings. • The transparency master showing the Equation Operating System (EOSé) demonstrates the order in which the TI-34 Û completes calculations. • Operations inside parentheses are performed first. D opens...