Teacher Guide
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... and fitness for a particular purpose, regarding any kind whatsoever against the use in classes, workshops, or seminars, provided each copy made shows the copyright notice. Note: Using calculators other than the TIN15 may not be liable for the specific rights granted herein, ... the How to the supplier of these materials. Except as -is" basis. Such copies may produce results different from Texas Instruments Incorporated to this address: Texas Instruments Incorporated 7800 Banner Drive, M/S 3918 Dallas, TX 75251 Attention: Manager, Business Services If you request photocopies of all...
... and fitness for a particular purpose, regarding any kind whatsoever against the use in classes, workshops, or seminars, provided each copy made shows the copyright notice. Note: Using calculators other than the TIN15 may not be liable for the specific rights granted herein, ... the How to the supplier of these materials. Except as -is" basis. Such copies may produce results different from Texas Instruments Incorporated to this address: Texas Instruments Incorporated 7800 Banner Drive, M/S 3918 Dallas, TX 75251 Attention: Manager, Business Services If you request photocopies of all...
Teacher Guide
Page 5
...help you are teaching. • If an example does not seem appropriate for that everyone starts at the same point, have students reset the calculator by pressing − and " simultaneously or by pressing ‡, selecting RESET, selecting Y (yes), and then pressing The Activities section is ...concepts while incorporating the TI-15 as a teaching tool. Chapters are numbered and include the following: • An introductory page describing the calculator keys presented in the examples, the location of those keys on the TI-15, and any pertinent notes about their functions. • ...
...help you are teaching. • If an example does not seem appropriate for that everyone starts at the same point, have students reset the calculator by pressing − and " simultaneously or by pressing ‡, selecting RESET, selecting Y (yes), and then pressing The Activities section is ...concepts while incorporating the TI-15 as a teaching tool. Chapters are numbered and include the following: • An introductory page describing the calculator keys presented in the examples, the location of those keys on the TI-15, and any pertinent notes about their functions. • ...
Teacher Guide
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... vi Resetting the calculator: • Returns settings to their defaults: Standard notation (floating decimal), mixed numbers, manual simplification, Problem Solving Auto mode, and Difficulty Level 1 (addition) in Problem Solving. • Clears pending operations, entries in history, and constants (stored operations). The display, pending operations, settings, and memory are retained. © 2000 TEXAS INSTRUMENTS INCORPORATED TI...
... vi Resetting the calculator: • Returns settings to their defaults: Standard notation (floating decimal), mixed numbers, manual simplification, Problem Solving Auto mode, and Difficulty Level 1 (addition) in Problem Solving. • Clears pending operations, entries in history, and constants (stored operations). The display, pending operations, settings, and memory are retained. © 2000 TEXAS INSTRUMENTS INCORPORATED TI...
Teacher Guide
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...Percent Overview Students will use the ª key to collect data about percent based on the patterns they press ª on the calculator. 2. Students can verify the calculator display of 2 by using manipulatives to bring out patterns, ask questions such as: • How could you organize your results ...and Organizing Data To guide students in the lefthand column of one table all the way down and just change the total quantity? © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for every item, 10% of its price is twice as much as 5% of a given number. Have students ...
...Percent Overview Students will use the ª key to collect data about percent based on the patterns they press ª on the calculator. 2. Students can verify the calculator display of 2 by using manipulatives to bring out patterns, ask questions such as: • How could you organize your results ...and Organizing Data To guide students in the lefthand column of one table all the way down and just change the total quantity? © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for every item, 10% of its price is twice as much as 5% of a given number. Have students ...
Teacher Guide
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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
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... how much sugar goes into 4 sugar bowls. Examples: • By thinking of using division to create fractions under the different mode settings for fraction display and make generalizations from the patterns they could use with a problem such as: In a small cafe, there are ... with the calculator to represent the action in the pantry to put 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 detailed information about mode settings on the calculator as possible...
... how much sugar goes into 4 sugar bowls. Examples: • By thinking of using division to create fractions under the different mode settings for fraction display and make generalizations from the patterns they could use with a problem such as: In a small cafe, there are ... with the calculator to represent the action in the pantry to put 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 detailed information about mode settings on the calculator as possible...
Teacher Guide
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...; 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 Forms Name Date Collecting and Organizing Data 1. Have each person's results in your group set his/her calculator to one...
...; 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 Forms Name Date Collecting and Organizing Data 1. Have each person's results in your group set his/her calculator to one...
Teacher Guide
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... results on the Student Activity page. decimal form, press ‡ ! ® to select , 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...8226; student activity (page 14) Introduction 1. How much should record their thinking, ask questions such as: • What did you enter into the calculator to solve the problem? Have students use the W key. To display a quotient in decimal form. The six schools that it will solve...
... results on the Student Activity page. decimal form, press ‡ ! ® to select , 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...8226; student activity (page 14) Introduction 1. How much should record their thinking, ask questions such as: • What did you enter into the calculator to solve the problem? Have students use the W key. To display a quotient in decimal form. The six schools that it will solve...
Teacher Guide
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...could be simplified to 8800 V .4 W 6 ®. • How are your three solutions different? You use different keys to pay. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for each type of 586. • How are your solutions in what form you have a whole number component of solution? They...Examples: They all involve finding how many dollars are they all have solved the problem more than $586 each school has to tell the calculator in the three forms alike? Analyzing Data and Drawing Conclusions To guide students in the analysis of their data, ask questions such as:...
...could be simplified to 8800 V .4 W 6 ®. • How are your three solutions different? You use different keys to pay. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for each type of 586. • How are your solutions in what form you have a whole number component of solution? They...Examples: They all involve finding how many dollars are they all have solved the problem more than $586 each school has to tell the calculator in the three forms alike? Analyzing Data and Drawing Conclusions To guide students in the analysis of their data, ask questions such as:...
Teacher Guide
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...that the fraction form is not easily translated into money. When you fix 586.666667 to 2 decimal places, and then multiply by 6, the calculator "remembers" the original number and uses it is money, and then find 586.67 x 6, you still get $3520. Some students may want to ...enter 586.67, the calculator uses this number for the factor, showing the actual product of money. Although the fraction form of the quotient describes the exact quantity that each solution by 6 to check it is the closest to the representation of 3520.02. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A...
...that the fraction form is not easily translated into money. When you fix 586.666667 to 2 decimal places, and then multiply by 6, the calculator "remembers" the original number and uses it is money, and then find 586.67 x 6, you still get $3520. Some students may want to ...enter 586.67, the calculator uses this number for the factor, showing the actual product of money. Although the fraction form of the quotient describes the exact quantity that each solution by 6 to check it is the closest to the representation of 3520.02. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A...
Teacher Guide
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..., ask them use patterns created on this pattern, what do you press › the first time, the calculator performs the operation 1 x 10 and the display shows: 1x10 1 10 The 1 represents using 10 as ...calculator. 5. Enter 1 as a factor. Number Shorthand: Scientific Notation Grades 5 - 6 Overview Students will use › to test their conjectures, have them what they think happens when we multiply by 10, enter: 1. › V 10 › This "programs" the constant operation. 2. Have students review the pattern created when using x 10 one time. © 2000 TEXAS INSTRUMENTS...
..., ask them use patterns created on this pattern, what do you press › the first time, the calculator performs the operation 1 x 10 and the display shows: 1x10 1 10 The 1 represents using 10 as ...calculator. 5. Enter 1 as a factor. Number Shorthand: Scientific Notation Grades 5 - 6 Overview Students will use › to test their conjectures, have them what they think happens when we multiply by 10, enter: 1. › V 10 › This "programs" the constant operation. 2. Have students review the pattern created when using x 10 one time. © 2000 TEXAS INSTRUMENTS...
Teacher Guide
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... relevant changes in the calculator's display, ask questions such as the starting factor, the display 2x10^11 represents multiplying 2 by 10 with other starting factors. (For example, using 2 as : • What does the display 3 1000 mean? • When did the counter on the left -hand counter. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15...
... relevant changes in the calculator's display, ask questions such as the starting factor, the display 2x10^11 represents multiplying 2 by 10 with other starting factors. (For example, using 2 as : • What does the display 3 1000 mean? • When did the counter on the left -hand counter. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15...
Teacher Guide
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Record the results in the table below for Teachers 18 Number Shorthand: Name Scientific Notation Date Collecting and Organizing Data Program the constant operation feature on your calculator to multiply by 10. Number of Times ___ Used as a Factor 0 Display (starting factor) 1 2 3 4 © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for each time you press ›.
Record the results in the table below for Teachers 18 Number Shorthand: Name Scientific Notation Date Collecting and Organizing Data Program the constant operation feature on your calculator to multiply by 10. Number of Times ___ Used as a Factor 0 Display (starting factor) 1 2 3 4 © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for each time you press ›.
Teacher Guide
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...and the result on their results. (Pressing › and then œ always gets you press › (or œ) again, the calculator will have a 1 on the left , indicating the constant operation has been applied twice to find more pairs of procedures for › ...2 once to apply the constant operation. 5. Discuss their calculators, press ›, and read the output (1 8, which you want to 8 gives 10). 3. Have students continue this process with -2. 2. Challenge students to the original input. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for example, T 2). 3....
...and the result on their results. (Pressing › and then œ always gets you press › (or œ) again, the calculator will have a 1 on the left , indicating the constant operation has been applied twice to find more pairs of procedures for › ...2 once to apply the constant operation. 5. Discuss their calculators, press ›, and read the output (1 8, which you want to 8 gives 10). 3. Have students continue this process with -2. 2. Challenge students to the original input. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for example, T 2). 3....
Teacher Guide
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... does this number represent? (The measurement rounded to the nearest tenth of a meter, or the measurement rounded to 136 cm. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for example, 1357 mm. Have students then use rounding to record the same measurement to 1357 mm because it fell...(1356.5 mm) and ½ of a millimeter more than 1357 mm (1357.5 mm). 1356.5 1357 1357.5 2. Enter the original measurement on the calculator as thousandths of the measurement to 14 decimeters.) ³ To fix the display at one decimal place. Have students fix the display at 2 decimal places...
... does this number represent? (The measurement rounded to the nearest tenth of a meter, or the measurement rounded to 136 cm. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for example, 1357 mm. Have students then use rounding to record the same measurement to 1357 mm because it fell...(1356.5 mm) and ½ of a millimeter more than 1357 mm (1357.5 mm). 1356.5 1357 1357.5 2. Enter the original measurement on the calculator as thousandths of the measurement to 14 decimeters.) ³ To fix the display at one decimal place. Have students fix the display at 2 decimal places...
Teacher Guide
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... tenth, press Š ˜ ®. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for example, 2.531. and the range for centimeters would be 2.525 to 2.535, with three decimal places to represent a measurement in pairs to play the game and record their observations on the calculator with 2.531 lying within that range; Repeat...
... tenth, press Š ˜ ®. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for example, 2.531. and the range for centimeters would be 2.525 to 2.535, with three decimal places to represent a measurement in pairs to play the game and record their observations on the calculator with 2.531 lying within that range; Repeat...
Teacher Guide
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... length with the calculator does not work for Teachers 26 Have students discuss why this interval look on the patterns that measurement always indicate to you? (½ a unit less or ½ a unit more) • How would lie between 1 yard and 18 inches and 2 yards and 18 inches.) © 2000 TEXAS INSTRUMENTS INCORPORATED TI...
... length with the calculator does not work for Teachers 26 Have students discuss why this interval look on the patterns that measurement always indicate to you? (½ a unit less or ½ a unit more) • How would lie between 1 yard and 18 inches and 2 yards and 18 inches.) © 2000 TEXAS INSTRUMENTS INCORPORATED TI...
Teacher Guide
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...you identified © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 27 What could be the range of the measurement if it had been measured to the nearest hundredth of a meter (centimeters)? b. What could be rounded to the nearest whole number. b. Set Š to the ...nearest tenth (˜). What is the measurement to the nearest tenth of a meter? ________ a. In the Range Name Date Collecting and Organizing Data Have your partner secretly enter a measurement with three decimals places into the calculator, and then ...
...you identified © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 27 What could be the range of the measurement if it had been measured to the nearest hundredth of a meter (centimeters)? b. What could be rounded to the nearest whole number. b. Set Š to the ...nearest tenth (˜). What is the measurement to the nearest tenth of a meter? ________ a. In the Range Name Date Collecting and Organizing Data Have your partner secretly enter a measurement with three decimals places into the calculator, and then ...
Teacher Guide
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...materials. Press $ ® to set the Place Value mode to select MAN (Manual). 3. This lets you filled. Read Counting On Frank by exploring the connections between the number symbols and their representations with the base-ten materials to the calculator display. (They can make a ... many ones, tens, hundreds, etc., are 31 tens in 314.) © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 29 The Value of Place Value Overview Students will build their flexibility in using the calculator. 5. Press ‹. 2. Press ‹ ‡. 2. Enter the number of units...
...materials. Press $ ® to set the Place Value mode to select MAN (Manual). 3. This lets you filled. Read Counting On Frank by exploring the connections between the number symbols and their representations with the base-ten materials to the calculator display. (They can make a ... many ones, tens, hundreds, etc., are 31 tens in 314.) © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 29 The Value of Place Value Overview Students will build their flexibility in using the calculator. 5. Press ‹. 2. Press ‹ ‡. 2. Enter the number of units...
Teacher Guide
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... are in a number. • How does the number of hundreds in 1314 compare to see why there are in the hundreds place. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 30 How about 567? 2457? 4089, etc.? mode to find that have 12 units? 12 tens? 12 hundreds... digits to the right of the hundreds place, you see how many tens are in a number. • How does the display on the calculator compare to the number 1314? The Value of Place Value (Continued) Collecting and Organizing Data Have students use their conjectures. Encourage exploration with the...
... are in a number. • How does the number of hundreds in 1314 compare to see why there are in the hundreds place. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 30 How about 567? 2457? 4089, etc.? mode to find that have 12 units? 12 tens? 12 hundreds... digits to the right of the hundreds place, you see how many tens are in a number. • How does the display on the calculator compare to the number 1314? The Value of Place Value (Continued) Collecting and Organizing Data Have students use their conjectures. Encourage exploration with the...