Texas Instruments TI-73 Explorer Bedienungsanleitung

UsingtheTI-73:

AGuideforTeachers

®TableofContents<

Developed by

Cathy Cromar, Stephen Davies, Pamela Patton Giles,

Gary Hanson, Pamela Weber Harris, Rita Janes,

Ellen Johnston, Jane Martain, Linda K. McNay, Melissa Nast,

Louise Nutzman, Aletha Paskett, Claudia Schmitt, and Karen Wilcox

Edited by

Brenda Curry

Design by

Susan Gullord

With contributions by

Eddy Frey, Doug Harnish, Guy Harris,

Gay Riley-Pfund, and Dianna Tidwell

Using the TI-73: A Guide for Teachers

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iii

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About the Development Team

Texas Instruments would like to acknowledge the following individuals who worked as a

team in developing and evaluating these materials.

Cathy Cromar

teacher, Cottonwood Heights Elementary School, Salt Lake City, Utah

Stephen Davies

teacher, Oquirrh Elementary School, West Jordan, Utah

Pamela Patton Giles

K-12 math specialist, Jordan School District, Sandy, Utah

Gary Hanson

teacher, Sprucewood Elementary School, Sandy, Utah

Pamela Weber Harris

teacher, Southwest Texas State University, San Marcos, Texas

Rita Janes

teacher, Newfound Educational Associates, St. John’s, Newfoundland

Ellen Johnston

teacher, Trinity Junior High School, Fort Smith, Arkansas

Jane Martain

teacher, Mountview Elementary School, Salt Lake City, Utah

Linda K. McNay

teacher, Quincy Junior High School, Quincy, Illinois

Melissa Nast

teacher, Arlington, Texas

Louise Nutzman

teacher, Sugar Land Middle School, Sugar Land, Texas

Aletha Paskett

teacher, Indian Hills Middle School, Sandy, Utah

Claudia Schmitt

teacher, Oquirrh Elementary School, West Jordan, Utah

Karen Wilcox

teacher, Columbus, Ohio

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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.

Permission is hereby granted to teachers to reprint or photocopy in classroom, workshop, or seminar quantities the pages

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Banner Drive, M/S 3918, Dallas, TX 75251, Attention: Manager, Business Services

Note: Using calculators other than the TI-73 may produce results different from those described in these materials.

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[email protected]

Except for the specific rights granted herein, all rights are reserved.

Printed in the United States of America.

Using the TI-73: A Guide for Teachers

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About the Activities

This guide consists of 12 activities designed to be teacher-directed. They are

intended to help develop mathematical concepts while incorporating the

TI-73 as a teaching tool.

Organization

Each activity is self-contained and includes:

♦ The mathematical strands with which the activity is most closely

associated: Number Sense; Patterns, Relations, and Functions;

Measurement and Geometry; or Probability and Statistics

♦ The materials needed to perform the activity

♦ An overview of the mathematical purpose of the activity

♦ The detailed procedure, including step-by-step TI-73 keystrokes

Additionally, most of the activities contain:

♦ A student activity sheet as needed

♦ A teacher black-line master as needed

♦ A section to wrap-up what is being taught

♦ A section to assess what is being taught

♦ A section to extend what is being taught

Conventions Used

♦ Brackets [ ] around a key’s symbol

indicate that the key is a second function

(printed in yellow) on the TI-73.

Example -l

♦ Bold type indicates a calculator display

or format.

Example Done

How To Order Materials

To place an order or request additional information about TI calculators, call

our toll-free number: 1-800-TI-CARES (1-800-842-2737).

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Table of Contents

About the Development TeamAbout the Development Team

iii

About the ActivitiesAbout the Activities

Number Sense

The Cookie Caper

Dice Digits

How Do You Measure Up?

Patterns, Relations, and Functions

Stadium Walls

The Twin’s Towers

Major Martian Headache

Measurement and Geometry

The Dolphin

Drip, Drip, Drip

Only the Height Has Been Changed

Probability and Statistics

Give Me 5!

A Foot is a Foot

–

Or is It?

Which Brand is Best?

TI-73 IndexTI-73 Index

7979

Activity Content IndexActivity Content Index

8080

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Activity 1

The Cookie Caper

Students learn about equivalent fractions by sharing

their favorite cookies.

Number Sense

♦

equivalent fractions

♦

fractions to decimals

Materials

♦

7cm (2¾ in.) poster board circles for

♦

copies of fractional circles (provided)

♦

shapes of colored paper to represent

chocolate chips, nuts, raisins etc.

(optional)

♦

glue or glue sticks

♦

scissors

♦

markers or crayons

♦

TI-73 

Setup

Before you begin, you or you and your students do the

following:

♦ For each student, cut a poster board circle with a

diameter of 7cm (2¾ in.) to represent a cookie.

♦ Cut out the fractional circles that are provided and

paste one on the back of each poster board “cookie.”

(Some students will have halves, some thirds, some

fourths, etc.)

♦ Cut shapes of colored paper for raisins, nuts, etc., and

glue them to the front of the cookies, or have students

draw their favorite ingredients on the front of their

cookies.

Activity

Have students perform the steps unless otherwise

indicated.

1. After designing the cookies, turn them over and cut

into the assigned fractional parts pre-pasted on the

back.

2. On a sheet of notebook paper, make a diagram of the

cookie circle and the cuts made to make the assigned

fractional parts.

Using the TI-73: A Guide for Teachers

Number Sense

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3. Give students a set time period to trade cookie “bites”

(slices) with each other. Tell them they must trade

equal-sized pieces, so they will need to know what

fractional parts are equal to each other.

Example A ½ slice may be traded for two ¼ slices.

At the end of the trade time, each student should still

have a whole cookie, but now it is made of a variety of

cookie ingredients.

4. Discuss the results with your students. Ask:

Why did some have a whole cookie, and some did

not?

What kinds of trades could they have made to end up

with a whole cookie?

5. Use the TI-73 to verify equivalent fraction trades and

to count or add up fractions to see if they equal a

whole cookie.

Example 1 If a student traded ¼ for 3/12, the student

would enter

Y=Q"-t###to =

b#to Done b

[=YZb

➪

If a 1

is displayed on the

right-hand side of the

screen, the 2 fractions are

equivalent. If a 0

displayed, they are not

equivalent fractions.

Example 2 If a student traded for ¼, ½, and 3/12,

the student would enter

Y=Q"\Y=Z"

\[=YZb

➪

If a 1

is displayed on the

right-hand side of the

screen, the student knows

the pieces add up to a

whole cookie.

Number Sense

Activity 1: The Cookie Caper

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Wrap-up

♦ Have students make a list of the fractions they think

are equivalent to each other.

♦ Have students enter their equivalent fractions into the

TI-73 and change each to a decimal using >

(fraction-to-decimal function). Discuss why these

equivalent fractions also have the same decimal value.

Example Press Y=Q>b.

The display shows .25 as the decimal

equivalent for ¼.

Then enter [=YZ>b.

The display again shows .25 as the

decimal equivalent.

♦ Now have students make a diagram of their final

cookies next to their original diagrams. Have them

label the new fractional parts and decimal amounts.

Extensions

♦ Older students: Change the decimals to percents and

have a pie chart of all three amounts—fractions,

decimals, and percents.

♦ All students: Cut their pieces in half, name the

fractional parts, and trade again for another set time

period. Investigate:

Did they make equivalent trades?

Was it easier this time, or more difficult?

Does the new fractional cookie still add up to a whole

cookie on the TI-73?

Using the TI-73: A Guide for Teachers

Number Sense

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Activity 2

Dice Digits

Students use 4 numbers, any operations, and grouping

symbols to write mathematical expressions that are

equal to each of the numbers 1 through 9.

Number Sense

♦

order of operations

♦

mental math

♦

basic computation

Materials

♦

student activity sheet (provided)

♦

transparency of activity sheet

♦

TI-73 ³

Setup

If your TI-73s have not been used for random number

generation prior to this activity, you and your students

need to store an integer “seed value” to rand in each TI-73.

With each rand execution, the TI-73 generates the same

random-number sequence for a given seed value. The

TI-73 factory-set seed value for rand is 0. To generate a

different random-number sequence, store any non-zero

seed value to rand.

➪

If you do not enter a seed

value, rand

uses whatever

value happens to be the

current seed. If there is no

seed, it uses the factory-

set value of 0

1. Enter the number you want for your seed value. Have

students use different seed values. (In the example

shown at the right, 1is used.)

2. Now press X1""1b

1""1bb.

(For more information about seed values, refer to the

“1Probability Menu” section in the Math chapter of

the TI-73 Guidebook .)

➪

If you want to restore the

factory-set seed value,

store 0

to rand

or reset

the defaults.

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