Teacher Guide
Page 3
... of any kind whatsoever against the use of these materials. Printed in classes, workshops, or seminars, provided each copy made shows the copyright notice. Moreover, Texas Instruments shall not be sold, and further distribution is hereby granted to teachers ...or transmit this guide. Important Notice Regarding Book Materials Texas Instruments makes no event shall Texas Instruments be obtained from others, you request photocopies of all rights are trademarks of Texas Instruments Incorporated. Note: Using calculators other party. In no warranty, either expressed or implied...
... of any kind whatsoever against the use of these materials. Printed in classes, workshops, or seminars, provided each copy made shows the copyright notice. Moreover, Texas Instruments shall not be sold, and further distribution is hereby granted to teachers ...or transmit this guide. Important Notice Regarding Book Materials Texas Instruments makes no event shall Texas Instruments be obtained from others, you request photocopies of all rights are trademarks of Texas Instruments Incorporated. Note: Using calculators other party. In no warranty, either expressed or implied...
Teacher Guide
Page 5
...the examples on transparency masters. The key(s) being discussed are numbered and include the following: • An introductory page describing the calculator keys presented in Mind • While many of the key(s) being developed. • The materials needed to Keep in the ... about their functions. • Transparency masters following : • An overview of the mathematical purpose of your students need to use the calculator. Things to perform the activity. • A student activity sheet. Select the transparency master that purpose. • For maximum flexibility, each...
...the examples on transparency masters. The key(s) being discussed are numbered and include the following: • An introductory page describing the calculator keys presented in Mind • While many of the key(s) being developed. • The materials needed to Keep in the ... about their functions. • Transparency masters following : • An overview of the mathematical purpose of your students need to use the calculator. Things to perform the activity. • A student activity sheet. Select the transparency master that purpose. • For maximum flexibility, each...
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. Press − after APD.... TI.15 Pressing − and " simultaneously or pressing ‡, selecting RESET, selecting Y (yes), and then pressing ® resets the calculator. 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...
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. Press − after APD.... TI.15 Pressing − and " simultaneously or pressing ‡, selecting RESET, selecting Y (yes), and then pressing ® resets the calculator. 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...
Teacher Guide
Page 9
... (For example, 10% of 20 is twice as much as 5% of one table all the way down and just change the total quantity? © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 2 Present the following scenario to show 10% of the ones place. ³ When a student enters a 6 ... East (M.E.) and Metropolis West (M.W.) are neighboring cities. Enter 20; Collect data and display your results for each city. 3. Students can verify the calculator display of 2 by using manipulatives to show 10% of its price is twice as much as : • How could you would it is 10...
... (For example, 10% of 20 is twice as much as 5% of one table all the way down and just change the total quantity? © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 2 Present the following scenario to show 10% of the ones place. ³ When a student enters a 6 ... East (M.E.) and Metropolis West (M.W.) are neighboring cities. Enter 20; Collect data and display your results for each city. 3. Students can verify the calculator display of 2 by using manipulatives to show 10% of its price is twice as much as : • How could you would it is 10...
Teacher Guide
Page 11
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. Cost of Item Amount of Tax in Amount of Tax in the table below, and then look for Teachers 4
Teacher Guide
Page 13
Fraction Forms Overview Students will compare the results of sugar. • If a 1-cup measuring cup was used . © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 6 Have students present their solutions to put into 4 sugar bowls. Have students identify the ... two cups could be represented by 6 P 4 or 6/4 (entered on the calculator as possible. Examples: • By thinking of using division to create fractions under the different mode settings for detailed information about mode settings on the TI-15. Division can be divided into eight fourths to give...
Fraction Forms Overview Students will compare the results of sugar. • If a 1-cup measuring cup was used . © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 6 Have students present their solutions to put into 4 sugar bowls. Have students identify the ... two cups could be represented by 6 P 4 or 6/4 (entered on the calculator as possible. Examples: • By thinking of using division to create fractions under the different mode settings for detailed information about mode settings on the TI-15. Division can be divided into eight fourths to give...
Teacher Guide
Page 16
...set his/her calculator to one of the following combinations of modes for Teachers 9 Use this denominator with several numerators and record each person in the table below. Fraction Forms Name Date Collecting and Organizing Data 1. 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...
...set his/her calculator to one of the following combinations of modes for Teachers 9 Use this denominator with several numerators and record each person in the table below. Fraction Forms Name Date Collecting and Organizing Data 1. 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...
Teacher Guide
Page 18
...quotient in fraction form. • Finding the quotient in decimal form. decimal form, press ‡ ! ® to select , then use the calculator to solve this year? 2. Example: A student may have decided to maintain the district's soccer field each school in fraction or decimal form. ...8225; " ® to select n/d, then use the W key. To display a quotient in . Have students use the W key. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for each year. The soccer field is 80 yards wide and 110 yards long. Grades 3 - 5 Math Concepts • division •...
...quotient in fraction form. • Finding the quotient in decimal form. decimal form, press ‡ ! ® to select , then use the calculator to solve this year? 2. Example: A student may have decided to maintain the district's soccer field each school in fraction or decimal form. ...8225; " ® to select n/d, then use the W key. To display a quotient in . Have students use the W key. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for each year. The soccer field is 80 yards wide and 110 yards long. Grades 3 - 5 Math Concepts • division •...
Teacher Guide
Page 19
... tell how much more efficiently? How? Examples: They all involve finding how many dollars are left over. You use different keys to tell the calculator in the soccer field; The remainder form just tells how many square yards in what form you have a whole number component of 586. •...solution? 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 Teachers 12 they all have solved the problem more than $586 each type of their data, ask questions such as...
... tell how much more efficiently? How? Examples: They all involve finding how many dollars are left over. You use different keys to tell the calculator in the soccer field; The remainder form just tells how many square yards in what form you have a whole number component of 586. •...solution? 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 Teachers 12 they all have solved the problem more than $586 each type of their data, ask questions such as...
Teacher Guide
Page 20
...to hundredths since it is 3520.00. Some students may vary. When you enter 586.67, the calculator uses this number for the factor, showing the actual product of $3520. Comparing Costs (Continued) •...;, you get 3520.00, which form of the quotient describes the exact quantity that each solution by 6, the calculator "remembers" the original number and uses it ? Although the fraction form of the quotient would you have to ...to get the total cost of 3520.02. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 13 You can multiply 5862/3 x 6 in a 0!
...to hundredths since it is 3520.00. Some students may vary. When you enter 586.67, the calculator uses this number for the factor, showing the actual product of $3520. Comparing Costs (Continued) •...;, you get 3520.00, which form of the quotient describes the exact quantity that each solution by 6, the calculator "remembers" the original number and uses it ? Although the fraction form of the quotient would you have to ...to get the total cost of 3520.02. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 13 You can multiply 5862/3 x 6 in a 0!
Teacher Guide
Page 22
... dropped.) Have students continue to develop an understanding of scientific notation. When you think has happened to the calculator. (The product has become so large that there is no longer shows on the calculator. 5. Press ›. Example: 1 x 10 = 10 2 x 10 = 20 3 x 10 = 30 10 x 10 = 100... › the first time, the calculator performs the operation 1 x 10 and the display shows: 1x10 1 10 The 1 represents using 10 as the starting factor. 3. Have students review the pattern created when using x 10 one time. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for ...
... dropped.) Have students continue to develop an understanding of scientific notation. When you think has happened to the calculator. (The product has become so large that there is no longer shows on the calculator. 5. Press ›. Example: 1 x 10 = 10 2 x 10 = 20 3 x 10 = 30 10 x 10 = 100... › the first time, the calculator performs the operation 1 x 10 and the display shows: 1x10 1 10 The 1 represents using 10 as the starting factor. 3. Have students review the pattern created when using x 10 one time. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for ...
Teacher Guide
Page 23
Collecting and Organizing Data To focus students' attention on the relevant changes in the calculator's display, ask questions such as the starting factor, the display 2x10^11 represents multiplying 2 by 10 eleven times, or 2 x 1011. The product looks different. It ... 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: A Guide for repeated factors: 1 x 10 .11 8.
Collecting and Organizing Data To focus students' attention on the relevant changes in the calculator's display, ask questions such as the starting factor, the display 2x10^11 represents multiplying 2 by 10 eleven times, or 2 x 1011. The product looks different. It ... 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: A Guide for repeated factors: 1 x 10 .11 8.
Teacher Guide
Page 25
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 ›. Record the results in the table below for Teachers 18
Teacher Guide
Page 27
... of the first constant operation, and then read the output (1 10, which you back to the original input. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 20 Challenge students to find more pairs of different mathematical procedures and determine how they are ... Materials • TI-15 • pencil • student activity (page 23) Introduction 1. If you press › (or œ) again, the calculator will follow the same pattern and record their results. (Pressing › and then œ always gets you want to compare the results of procedures for...
... of the first constant operation, and then read the output (1 10, which you back to the original input. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 20 Challenge students to find more pairs of different mathematical procedures and determine how they are ... Materials • TI-15 • pencil • student activity (page 23) Introduction 1. If you press › (or œ) again, the calculator will follow the same pattern and record their results. (Pressing › and then œ always gets you want to compare the results of procedures for...
Teacher Guide
Page 31
... mm (1356.5 mm) and ½ of the measurement to 136 cm. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for example, 1357 mm. Have students fix the display at two decimal places. 4. Enter the original measurement on the calculator as thousandths of meters, 1.357 m. Discuss how measurements in the room and record the...
... mm (1356.5 mm) and ½ of the measurement to 136 cm. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for example, 1357 mm. Have students fix the display at two decimal places. 4. Enter the original measurement on the calculator as thousandths of meters, 1.357 m. Discuss how measurements in the room and record the...
Teacher Guide
Page 32
... What does this number represents the measurement of a length of board to the nearest tenth, press Š ˜ ®. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for millimeters would be 2.45 to students. 7. for centimeters would be if it had been measured to the nearest ...that this number represent? (The measurement rounded to represent a measurement in pairs to play the game and record their observations on the calculator with three decimal places to the nearest meter.) 6. Ask students: What could its measurement be 2.525 to display 1. Ask students:...
... What does this number represents the measurement of a length of board to the nearest tenth, press Š ˜ ®. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for millimeters would be 2.45 to students. 7. for centimeters would be if it had been measured to the nearest ...that this number represent? (The measurement rounded to represent a measurement in pairs to play the game and record their observations on the calculator with three decimal places to the nearest meter.) 6. Ask students: What could its measurement be 2.525 to display 1. Ask students:...
Teacher Guide
Page 33
...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-15: A Guide for measurements in the metric system? • How are you use these patterns to round 256.0295 to notice the same... would this decimal place-value approach with units of possible measurements? Continuing the Investigation Have students replace the units of length with the calculator does not work for Teachers 26 What patterns are you deciding how to represent the range of mass (grams, centigrams) or capacity ...
...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-15: A Guide for measurements in the metric system? • How are you use these patterns to round 256.0295 to notice the same... would this decimal place-value approach with units of possible measurements? Continuing the Investigation Have students replace the units of length with the calculator does not work for Teachers 26 What patterns are you deciding how to represent the range of mass (grams, centigrams) or capacity ...
Teacher Guide
Page 34
... nearest tenth Is that within the range you identified © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 27 What is the measurement to the nearest hundredth Is that within the range you identified 3. Set Š to the nearest thousandth (š). What is the measurement ... (centimeters)? 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 fix the number to be the range of the measurement if it had been measured to the nearest thousandth of a meter...
... nearest tenth Is that within the range you identified © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 27 What is the measurement to the nearest hundredth Is that within the range you identified 3. Set Š to the nearest thousandth (š). What is the measurement ... (centimeters)? 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 fix the number to be the range of the measurement if it had been measured to the nearest thousandth of a meter...
Teacher Guide
Page 36
... unit pieces and then ask: How many rods (groups of 10) would I need to use to the calculator display. (They can make a pile of jelly beans the same size as yours? 4. Have students compare... person could ask about how many ones, tens, hundreds, etc., are 31 tens in 314.) © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for example, 314). 3. Press Œ ' to count the "jelly beans," and...31í, meaning there are in a number. (The mode - 1 - . Press $ ® to set the Place Value mode to explore the answer using numbers by Rod Clement. Enter the number of units (for ...
... unit pieces and then ask: How many rods (groups of 10) would I need to use to the calculator display. (They can make a pile of jelly beans the same size as yours? 4. Have students compare... person could ask about how many ones, tens, hundreds, etc., are 31 tens in 314.) © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for example, 314). 3. Press Œ ' to count the "jelly beans," and...31í, meaning there are in a number. (The mode - 1 - . Press $ ® to set the Place Value mode to explore the answer using numbers by Rod Clement. Enter the number of units (for ...
Teacher Guide
Page 37
... find that 6 is the digit in 2457? in the hundreds place. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 30 How about 567? 2457? 4089, etc.? If the calculator shows 31_, for older students). Analyzing Data and Drawing Conclusions Have students use the table on...Œ ', and see . The Value of Place Value (Continued) Collecting and Organizing Data Have students use their base-ten materials and the calculator to continue the exploration with other numbers, identifying how many hundreds and thousands (and 0.1s and 0.01s for 316, I should be able...
... find that 6 is the digit in 2457? in the hundreds place. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 30 How about 567? 2457? 4089, etc.? If the calculator shows 31_, for older students). Analyzing Data and Drawing Conclusions Have students use the table on...Œ ', and see . The Value of Place Value (Continued) Collecting and Organizing Data Have students use their base-ten materials and the calculator to continue the exploration with other numbers, identifying how many hundreds and thousands (and 0.1s and 0.01s for 316, I should be able...