Teacher Guide
Page 2
TI.15: A Guide for Teachers Developed by Texas Instruments Incorporated Activities developed by Jane Schielack
TI.15: A Guide for Teachers Developed by Texas Instruments Incorporated Activities developed by Jane Schielack
Teacher Guide
Page 3
...thereof in the United States of America. Such copies may produce results different from Texas Instruments Incorporated to anyone for special, collateral, incidental, or consequential damages in classes, workshops, or seminars, provided each copy made shows the copyright notice. Send... inquiries to the supplier of the photocopying services. These pages are trademarks of Texas Instruments Incorporated. About the Author Jane Schielack...
...thereof in the United States of America. Such copies may produce results different from Texas Instruments Incorporated to anyone for special, collateral, incidental, or consequential damages in classes, workshops, or seminars, provided each copy made shows the copyright notice. Send... inquiries to the supplier of the photocopying services. These pages are trademarks of Texas Instruments Incorporated. About the Author Jane Schielack...
Teacher Guide
Page 4
...: Manual Mode ......100 14 Place Value 106 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, Service, and Warranty © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers iii
...: Manual Mode ......100 14 Place Value 106 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, Service, and Warranty © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers iii
Teacher Guide
Page 5
Activities The activities are intended to help you are teaching. • If an example does not seem appropriate for that purpose. • For maximum flexibility, each example and activity is independent of activities for integrating the TI-15 into mathematics instruction. They are designed to be used to develop mathematical concepts, they were not designed specifically for your students need to use to develop the mathematical concepts you teach students how to use it to Use the TI-15. The key(s) being discussed are numbered and include the following: • An ...
Activities The activities are intended to help you are teaching. • If an example does not seem appropriate for that purpose. • For maximum flexibility, each example and activity is independent of activities for integrating the TI-15 into mathematics instruction. They are designed to be used to develop mathematical concepts, they were not designed specifically for your students need to use to develop the mathematical concepts you teach students how to use it to Use the TI-15. The key(s) being discussed are numbered and include the following: • An ...
Teacher Guide
Page 6
... indicators. Previous Entries # $ After an expression is displayed right-justified on the first line. Problem Solving (Auto Mode) provides a set of electronic exercises to evaluate expressions. If the entry is underlined. If an entry will not fit on the first line, it will... and ¢. you press ®. Error Messages Refer to 11 characters. Because operations inside parentheses are displayed in a given number. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for a listing of the error messages. Press ! or " to move down or up to Appendix C for Teachers v...
... indicators. Previous Entries # $ After an expression is displayed right-justified on the first line. Problem Solving (Auto Mode) provides a set of electronic exercises to evaluate expressions. If the entry is underlined. If an entry will not fit on the first line, it will... and ¢. you press ®. Error Messages Refer to 11 characters. Because operations inside parentheses are displayed in a given number. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for a listing of the error messages. Press ! or " to move down or up to Appendix C for Teachers v...
Teacher Guide
Page 7
The display, pending operations, settings, and memory are retained. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for about 5 minutes, Automatic Power Down (APD) turns it off automatically. Automatic Power DownTM (APDTM) If the TI-15 remains inactive for Teachers vi Press − after APD. Resetting the calculator: • Returns settings to their defaults: Standard...
The display, pending operations, settings, and memory are retained. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for about 5 minutes, Automatic Power Down (APD) turns it off automatically. Automatic Power DownTM (APDTM) If the TI-15 remains inactive for Teachers vi Press − after APD. Resetting the calculator: • Returns settings to their defaults: Standard...
Teacher Guide
Page 8
Activities Patterns in Percent 2 Fraction Forms 6 Comparing Costs 11 Number Shorthand 15 Related Procedures 20 In the Range 24 The Value of Place Value 29 What's the Problem? 34 © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 1
Activities Patterns in Percent 2 Fraction Forms 6 Comparing Costs 11 Number Shorthand 15 Related Procedures 20 In the Range 24 The Value of Place Value 29 What's the Problem? 34 © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 1
Teacher Guide
Page 9
... keep 5% in each percent in a table to compare the amounts of one table all the way down and just change the total quantity? © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for tax on the calculator. 2. Examples: • Students may observe that 6% is only 5%. press ®. is 10%, but the sales tax...
... keep 5% in each percent in a table to compare the amounts of one table all the way down and just change the total quantity? © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for tax on the calculator. 2. Examples: • Students may observe that 6% is only 5%. press ®. is 10%, but the sales tax...
Teacher Guide
Page 10
... Investigation Students can you use manipulatives to test your conjectures? Analyzing Data and Drawing Conclusions To focus students' attention on the 2 items compare? © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for 10% to compare your data? • What do the taxes on looking for patterns in their data, ask questions such...
... Investigation Students can you use manipulatives to test your conjectures? Analyzing Data and Drawing Conclusions To focus students' attention on the 2 items compare? © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for 10% to compare your data? • What do the taxes on looking for patterns in their data, ask questions such...
Teacher Guide
Page 11
Cost of Item Amount of Tax in Amount of Tax in the table below, and then look for Teachers 4 Name Patterns in Percent Date Collecting and Organizing Data Use your calculator to collect data about percent, organize it in Metropolis West Metropolis East Tax Rate: ____% Tax Rate: ____% © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for patterns.
Cost of Item Amount of Tax in Amount of Tax in the table below, and then look for Teachers 4 Name Patterns in Percent Date Collecting and Organizing Data Use your calculator to collect data about percent, organize it in Metropolis West Metropolis East Tax Rate: ____% Tax Rate: ____% © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for patterns.
Teacher Guide
Page 12
Now what patterns do you make ? © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 5 Repeat the activity with a different percent in your results. 4. Repeat the activity, changing the percents in Percent Date Analyzing Data and Drawing Conclusions 1. What conjectures can you see ? What patterns do you make from these patterns? 3. Name Patterns in the left column and compare your tables? 2. What conjectures can you see in the left column while keeping the total quantity constant.
Now what patterns do you make ? © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 5 Repeat the activity with a different percent in your results. 4. Repeat the activity, changing the percents in Percent Date Analyzing Data and Drawing Conclusions 1. What conjectures can you see ? What patterns do you make from these patterns? 3. Name Patterns in the left column and compare your tables? 2. What conjectures can you see in the left column while keeping the total quantity constant.
Teacher Guide
Page 13
...goes into each bowl would receive 3 half cups, or 3/2 cups of sugar. • If a 1-cup measuring cup was used . © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for fraction display and make generalizations from the patterns they could be represented by 6 P 4 or 6/4 (entered on the TI... the solution as 6 4 ¥). Examples: • By thinking of using division to create fractions under the different mode settings for Teachers 6 Present students with the calculator to represent the action in the pantry to put into 4 sugar bowls. Fraction Forms Overview ...
...goes into each bowl would receive 3 half cups, or 3/2 cups of sugar. • If a 1-cup measuring cup was used . © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for fraction display and make generalizations from the patterns they could be represented by 6 P 4 or 6/4 (entered on the TI... the solution as 6 4 ¥). Examples: • By thinking of using division to create fractions under the different mode settings for Teachers 6 Present students with the calculator to represent the action in the pantry to put into 4 sugar bowls. Fraction Forms Overview ...
Teacher Guide
Page 14
... to look like the following: n d man 6 4 n d auto 3 2 U n d man 1 2 4 U n d auto 1 1 2 © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for patterns, and make generalizations. With the settings U d man? • What denominators do you organize your results to explore with the settings n n d auto? With the settings U d auto? • What denominator are you get with next? Why? • What...
... to look like the following: n d man 6 4 n d auto 3 2 U n d man 1 2 4 U n d auto 1 1 2 © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for patterns, and make generalizations. With the settings U d man? • What denominators do you organize your results to explore with the settings n n d auto? With the settings U d auto? • What denominator are you get with next? Why? • What...
Teacher Guide
Page 15
Continuing the Investigation Have students brainstorm situations in which they would prefer to use each of the combinations of settings of fraction forms. Example: • Wneheedntowboerkaindgdewdi,tuhspinrogbtahbeilnditimesatnhsaettmtinagys would keep the denominators of the probabilities all the same and ...Example: They are close enough, using the U d auto settings would make it easier to see quickly the whole number component of the result and whether the additional fraction part was more or less than ½. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for 2 and 3.) ...
Continuing the Investigation Have students brainstorm situations in which they would prefer to use each of the combinations of settings of fraction forms. Example: • Wneheedntowboerkaindgdewdi,tuhspinrogbtahbeilnditimesatnhsaettmtinagys would keep the denominators of the probabilities all the same and ...Example: They are close enough, using the U d auto settings would make it easier to see quickly the whole number component of the result and whether the additional fraction part was more or less than ½. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for 2 and 3.) ...
Teacher Guide
Page 16
... with several numerators and record each person in the table below. Numerator Denominator n d Man 0 n n n d Auto U d Man U d Auto 1 2 3 4 © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for fraction display. (Each person should choose a different setting.) • improper/manual simp • improper/auto simp • mixed number/manual simp • mixed number/auto simp 2. Fraction...
... with several numerators and record each person in the table below. Numerator Denominator n d Man 0 n n n d Auto U d Man U d Auto 1 2 3 4 © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for fraction display. (Each person should choose a different setting.) • improper/manual simp • improper/auto simp • mixed number/manual simp • mixed number/auto simp 2. Fraction...
Teacher Guide
Page 17
What patterns do you make? 3. What generalizations can you see? 2. Try the activity again with a different denominator and compare your results with the two denominators. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 10 Fraction Forms (Continued) Analyzing Data and Drawing Conclusions 1.
What patterns do you make? 3. What generalizations can you see? 2. Try the activity again with a different denominator and compare your results with the two denominators. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 10 Fraction Forms (Continued) Analyzing Data and Drawing Conclusions 1.
Teacher Guide
Page 18
... division with a remainder, use the £ key. To display a quotient in fraction form, press ‡ " ® to select n/d, then use the W key. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for each school in fraction or decimal form. To display an integer quotient with the quotient in decimal form and...
... division with a remainder, use the £ key. To display a quotient in fraction form, press ‡ " ® to select n/d, then use the W key. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for each school in fraction or decimal form. To display an integer quotient with the quotient in decimal form and...
Teacher Guide
Page 19
... the soccer field; Example: A student may see that 80 x 110 could be done mentally, and the key presses could be simplified to pay. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for each type of solution? Examples: They all involve finding how many dollars are your three solutions different? Analyzing Data and...
... the soccer field; Example: A student may see that 80 x 110 could be done mentally, and the key presses could be simplified to pay. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for each type of solution? Examples: They all involve finding how many dollars are your three solutions different? Analyzing Data and...
Teacher Guide
Page 20
... it is money, and then find 586.67 x 6, you still get the total cost of $3520. Although the fraction form of 3520.02. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for the factor, showing the actual product of the quotient describes the exact quantity that doesn't make sense because 6 x 7 = 42. When...
... it is money, and then find 586.67 x 6, you still get the total cost of $3520. Although the fraction form of 3520.02. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for the factor, showing the actual product of the quotient describes the exact quantity that doesn't make sense because 6 x 7 = 42. When...