Texas Instruments TI-73VSC Teachers Guide
Texas Instruments TI-73VSC - Texas Instrument Viewscreen Calculator Manual
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- Texas Instruments TI-73VSC | Teachers Guide - Page 1
Using the TI-73: A Guide for Teachers ® Table of Contents < Developed by Cathy Cromar, Stephen Davies, Pamela Patton Giles, Gary Hanson, Pamela Weber Harris, Rita Janes, Ellen Johnston, Jane Martain, - Texas Instruments TI-73VSC | Teachers Guide - Page 2
ii Using the TI-73: A Guide for Teachers © 1998 TEXAS INSTRUMENTS INCORPORATED - Texas Instruments TI-73VSC | Teachers Guide - Page 3
federal copyright law. Send inquiries to this address: Texas Instruments Incorporated, 7800 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. www.ti.com - Texas Instruments TI-73VSC | Teachers Guide - Page 4
iv Using the TI-73: A Guide for Teachers 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. - Texas Instruments TI-73VSC | Teachers Guide - Page 5
v Table of Contents About the Development Team iii About the Activities iv Number Sense The Cookie Caper 1 Dice Digits 5 How Do You Measure Up? 9 Patterns, Relations, and Functions Stadium Walls 13 The Twin's Towers 23 Major Martian Headache 31 Measurement and Geometry The - Texas Instruments TI-73VSC | Teachers Guide - Page 6
Activity 1 The Cookie Caper 1 Number Sense ♦ equivalent fractions ♦ fractions to decimals Students learn about equivalent fractions by sharing their favorite cookies. Materials ♦ 7cm (2¾ in.) poster board circles for cookies ♦ copies of fractional circles (provided) ♦ shapes of colored paper to - Texas Instruments TI-73VSC | Teachers Guide - Page 7
2 Using the TI-73: A Guide for Teachers Number Sense 3. Give students a set time period to trade cookie "bites" (slices) with each other. Tell them they must trade equal-sized pieces, - Texas Instruments TI-73VSC | Teachers Guide - Page 8
Number Sense 3 Activity 1: The Cookie Caper 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 - Texas Instruments TI-73VSC | Teachers Guide - Page 9
4 Using the TI-73: A Guide for Teachers Number Sense © 1998 TEXAS INSTRUMENTS INCORPORATED - Texas Instruments TI-73VSC | Teachers Guide - Page 10
5 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) ♦ - Texas Instruments TI-73VSC | Teachers Guide - Page 11
6 Using the TI-73: A Guide for Teachers Activity-Part A Whole Class 1. Demonstrate to your students how to roll dice on the TI-73 to get 4 numbers. Record the 4 numbers. a. Go - Texas Instruments TI-73VSC | Teachers Guide - Page 12
Dice Digits Activity-Part B Individual or Small Group 1. Have each student or pair of students roll dice on the TI-73 to get 4 numbers. 2. Instruct students to use all 4 numbers, any operations, and grouping symbols to write an expression for each of the numbers 1 through 9. 3. Have students check - Texas Instruments TI-73VSC | Teachers Guide - Page 13
8 Using the TI-73: A Guide for Teachers Activity 2 Dice Digits Number Sense Name Date Roll dice to get 4 numbers. Record numbers below Expression Key Sequence 1 = 2 = 3 = 4 = 5 = 6 = 7 = 8 = 9 = Can you find more than - Texas Instruments TI-73VSC | Teachers Guide - Page 14
9 Activity 3 How Do You Measure Up? Students discover the ratio between their heights and the lengths of their intestines. This activity is a good introduction to using lists to find the mean and performing operations on lists. Number Sense ♦ ratios ♦ mean ♦ estimation ♦ measurement Materials ♦ - Texas Instruments TI-73VSC | Teachers Guide - Page 15
10 Using the TI-73: A Guide for Teachers Number Sense 1. Measure the strings. 2. Enter the data in L1 on the TI-73. a. Display the List editor. 3 b. If necessary, clear L1. $ to - Texas Instruments TI-73VSC | Teachers Guide - Page 16
Number Sense 11 Activity 3: How Do You Measure Up? Activity-Part B In this part, students discover the ratio of the average height of a student to the average length of an intestine. Have students perform the steps unless otherwise indicated. 1. Measure height in centimeters or inches. 2. Enter - Texas Instruments TI-73VSC | Teachers Guide - Page 17
12 Using the TI-73: A Guide for Teachers Assessment Suggestions The average length of the small intestine of an ostrich is 1372cm (45 ft.). Three ostriches have heights of 314cm (10 - Texas Instruments TI-73VSC | Teachers Guide - Page 18
and Relations ♦ patterning ♦ graphing ♦ evaluating expressions ♦ equivalent math expressions Materials ♦ graph paper ♦ toothpicks ♦ TI-73 Setup Present the following problem to students. An engineer designs the skeleton for the walls of a new stadium from equal lengths of steel beams that are - Texas Instruments TI-73VSC | Teachers Guide - Page 19
14 Using the TI-73: A Guide for Teachers Activity Have students perform the steps unless otherwise indicated. 1. Model the wall using toothpicks to represent the beams to a length of 6. 2. As each - Texas Instruments TI-73VSC | Teachers Guide - Page 20
Patterns and Relations 15 Activity 4: Stadium Walls 6. Now have students determine how many beams are needed for a length of 57. Discuss how they found their solutions. (Some students may find the solution by recognizing that each number in the right-hand column is obtained by adding 3 to the - Texas Instruments TI-73VSC | Teachers Guide - Page 21
16 Using the TI-73: A Guide for Teachers 8. Using the TI-73, lead students to alternative methods by reading the T-chart as a relationship between X and Y. a. Tell students to look at the - Texas Instruments TI-73VSC | Teachers Guide - Page 22
Patterns and Relations 17 Activity 4: Stadium Walls 10. Ask: What remains the same or constant? (1) What changes or varies? (L-number of lengths varies) What will the graph of the line represented by these equations look like? 11. The TI-73 uses X and Y when graphing, so change the equation B = 3L - Texas Instruments TI-73VSC | Teachers Guide - Page 23
18 Using the TI-73: A Guide for Teachers Patterns and Relations 14. Turn off STAT PLOTS, and then on graph paper for further discussions later (slope, intercepts, how does it describe the situation in the problem?, etc.). a. Access the TABLE SETUP screen. - f (above the ' key) b. Make sure - Texas Instruments TI-73VSC | Teachers Guide - Page 24
Patterns and Relations 19 Activity 4: Stadium Walls 20. Change the graph style of Y2. & # to Y2 ! so the cursor is blinking on top of the little diagonal line on the far left b Notice that the diagonal line has changed to a darker line. 21. To see the second line graph over the first, press *. Ask - Texas Instruments TI-73VSC | Teachers Guide - Page 25
20 Using the TI-73: A Guide for Teachers Wrap-up ♦ Ask: Based on your observation of the graphs of the equations, what conclusions would you draw about the equations you graphed? - Texas Instruments TI-73VSC | Teachers Guide - Page 26
Patterns and Relations 21 Activity 4: Stadium Walls Extensions ♦ Assign the following problem and have students answer the questions. A group of students from a jazz with handouts that include a written plan along with tables and graphs to support their cases. © 1998 TEXAS INSTRUMENTS INCORPORATED - Texas Instruments TI-73VSC | Teachers Guide - Page 27
22 Using the TI-73: A Guide for Teachers Patterns and Relations © 1998 TEXAS INSTRUMENTS INCORPORATED - Texas Instruments TI-73VSC | Teachers Guide - Page 28
solving ♦ percents ♦ adding fractions Students develop the concept of a variable while solving problems using the b key and the - ¢ key. Materials ♦ blocks or cutouts ♦ student activity sheet (provided) ♦ TI-73 ³ Setup Discuss the following situation with your class. My - Texas Instruments TI-73VSC | Teachers Guide - Page 29
24 Using the TI-73: A Guide for Teachers Activity-Part A 1. Ask students: Look at the row for the number of blocks. What pattern do you see? (The first number is 3 and - Texas Instruments TI-73VSC | Teachers Guide - Page 30
Patterns and Functions 25 Activity 5: The Twin's Towers 3. Now have students generate this sequence on their TI-73s. [ b \ Y b 4. Working in groups of two, have students use their TI-73s to answer the following questions. How many blocks do you need for a 27-level tower? (29) How many blocks do - Texas Instruments TI-73VSC | Teachers Guide - Page 31
26 Using the TI-73: A Guide for Teachers 4. Have students set up the counter for the second scenario. - t # #, and then " until { b Y ¡ Z " to } b # # to Done b b - t # #, and then " until { b # # to Done b - ¢ (above the a - Texas Instruments TI-73VSC | Teachers Guide - Page 32
recursion. Recursion means that each term is built from the term before it. This recursive process allows students to solve more complicated, real-life problems. Wrap-up Discuss the power of Ans with your students. You could have solved all of the situations examined by making lists of each sequence - Texas Instruments TI-73VSC | Teachers Guide - Page 33
28 Using the TI-73: A Guide for Teachers ♦ Give students a situation like in the last question. Then give them the screen shot shown at the right. Ask students to discuss what - Texas Instruments TI-73VSC | Teachers Guide - Page 34
Patterns and Functions Activity 5 The Twin's Towers 29 Activity 5: The Twin's Towers Name Date 1. Build the above pictures with blocks or cutouts. 2. How many blocks total will you need to build a 6-story building? a. Build it and write the number here: b. Now develop a pattern for - Texas Instruments TI-73VSC | Teachers Guide - Page 35
30 Using the TI-73: A Guide for Teachers Patterns and Functions Name 1. Build the above pictures with pattern blocks or cutouts. 2. How many blocks total will you need to build a boat - Texas Instruments TI-73VSC | Teachers Guide - Page 36
31 Activity 6 Major Martian Headache Students learn about patterning and writing simple rules as they explore a hypothetical situation about Martians. Patterns ♦ patterning ♦ writing simple rules Materials ♦ large marshmallows (heads) ♦ small marshmallows (antenna ends) ♦ toothpicks (antennas) ♦ - Texas Instruments TI-73VSC | Teachers Guide - Page 37
32 Using the TI-73: A Guide for Teachers Activity Have students perform the steps unless otherwise indicated. 1. Make each large marshmallow into a Martian head by poking 2 toothpicks on it and adding 2 - Texas Instruments TI-73VSC | Teachers Guide - Page 38
Patterns 33 Activity 6: Major Martian Headache 4. Guide students to see that the rule for making antenna muffs is heads ¦ 2 = number of antenna muffs. Show students how this also can be written as X ¦ 2 =Y. Á - Texas Instruments TI-73VSC | Teachers Guide - Page 39
34 Using the TI-73: A Guide for Teachers 12. Tell students: Digging deeper, the Rover they adapt to their environment. Have them include a description and the rule for each. Extensions ♦ Write problems telling other adaptations the Martians may have needed, such as more arms, toes, eyes, etc. ♦ - Texas Instruments TI-73VSC | Teachers Guide - Page 40
Activity 7 The Dolphin 35 Geometry ♦ plotting ordered pairs ♦ connecting line graphs (xyLine) Materials ♦ dolphin picture overlayed on a grid (provided) ♦ transparency of provided dolphin picture ♦ grid paper ♦ TI-73 ³ Students use ordered pairs to reproduce a picture of a dolphin on the TI-73 - Texas Instruments TI-73VSC | Teachers Guide - Page 41
36 Using the TI-73: A Guide for Teachers Geometry Activity Have students perform the steps unless otherwise indicated. 1. On the transparency of the dolphin picture, label the xand y-axes using whole - Texas Instruments TI-73VSC | Teachers Guide - Page 42
Geometry 37 Activity 7: The Dolphin 7. Set up the xyLine plot (connected line graph). a. Access the STAT PLOTS menu. - e (above the & key) b. Select Plot 1. b c. With the cursor blinking on the word On, select it. b d. Move to Type and select the xyLine plot (first row, second from left Ó). - Texas Instruments TI-73VSC | Teachers Guide - Page 43
38 Using the TI-73: A Guide for Teachers Geometry Wrap-up Have students compare their team's picture graph with another team's picture. Have them discuss with their partner and the other - Texas Instruments TI-73VSC | Teachers Guide - Page 44
Geometry 3. Access the VARS menu and select Picture. - } 4 39 Activity 7: The Dolphin 4. At PICTURE, select where you want to store your picture. b to select Pic1 or 2 to select Pic2 or 3 to select Pic3 ♦ To recall the picture, 1. Turn off the axes. - g # # " b 2. Starting at the Home screen (- - Texas Instruments TI-73VSC | Teachers Guide - Page 45
40 Using the TI-73: A Guide for Teachers Geometry © 1998 TEXAS INSTRUMENTS INCORPORATED - Texas Instruments TI-73VSC | Teachers Guide - Page 46
41 Activity 8 Drip, Drip, Drip Students collect data from a dripping faucet. Then, using the TI-73, they produce data on the Home screen. Afterwards, they view the same data using a table, a graph, and the Trace feature. Measurement and Geometry ♦ rate of change ♦ volume ♦ graphs of equations - Texas Instruments TI-73VSC | Teachers Guide - Page 47
42 Using the TI-73: A Guide for Teachers Measurement and Geometry 7. Ask students: Why did we day? What changes to increase the total amount of water? (time) What is the variable in this problem? (the number of hours) 8. Use the above questions to have students help you develop the formula for - Texas Instruments TI-73VSC | Teachers Guide - Page 48
Measurement and Geometry 43 Activity 8: Drip, Drip, Drip 11. View and trace the graph. * ) ! or " to trace until X=0 Ask: What is the value of Y? What does this point represent? (When time = 0, there is no water.) 12. Now look at this same information in a table. - f (above the ' key) The screen - Texas Instruments TI-73VSC | Teachers Guide - Page 49
44 Using the TI-73: A Guide for Teachers Measurement and Geometry Activity-Part B Have the graph of this equation would look like compared to the graph in Part A, step 11. 3. Use the Manual-Fit function to plot these data points for 1 hour and 2 hours. a. First, change the settings for the - Texas Instruments TI-73VSC | Teachers Guide - Page 50
4. Turn on Trace. * ). Ask: Was your prediction correct? 5. Investigate if the drip were half as fast. Use the same procedure as above to place a manual-fit line on the graph and paste the expression into the Y= editor. Extensions If there are approximately 55,000,000 homes in North America and - Texas Instruments TI-73VSC | Teachers Guide - Page 51
46 Using the TI-73: A Guide for Teachers Activity 8 Drip, Drip, Drip Measurement and Geometry Name Date amount of water? 7. What is the variable in this problem? 8. Describe, in words, the rate of change in this problem. 9. Translate your description in words into a math sentence - Texas Instruments TI-73VSC | Teachers Guide - Page 52
2. Predict what the graph of this equation would look like compared to our graph. Sketch the graph on the screen at the right. Use Manual-Fit to plot these data points. 3. Paste this equation into the Y= editor and view the graph. Did the graph match your prediction? 4. Investigate if - Texas Instruments TI-73VSC | Teachers Guide - Page 53
48 Using the TI-73: A Guide for Teachers Measurement and Geometry © 1998 TEXAS INSTRUMENTS INCORPORATED - Texas Instruments TI-73VSC | Teachers Guide - Page 54
49 Activity 9 Only the Height Has Been Changed Measurement ♦ length ♦ mean ♦ collecting data ♦ graphing Students collect data and examine variables that may cause a change in the distance a toy car will travel on the floor when it is rolled down a ramp. Materials ♦ ruler ♦ yardstick, meterstick, - Texas Instruments TI-73VSC | Teachers Guide - Page 55
50 Using the TI-73: A Guide for Teachers Activity Have students perform the steps unless otherwise indicated. 1. As a class, measure the ramps. They should all be the same length. 2. Divide the - Texas Instruments TI-73VSC | Teachers Guide - Page 56
Measurement 51 Activity 9: Only the Height Has Been Changed 8. Now using the TI-73, create a horizontal bar graph, and then compare it to the graph made on the activity sheet. a. In L1, enter the ramp heights from 0 to the straightup position. (1) Display the List editor. 3 (2) If necessary, clear - Texas Instruments TI-73VSC | Teachers Guide - Page 57
52 Using the TI-73: A Guide for Teachers Measurement 9. Before graphing, set up the viewing window for each TI-73 ('). • Xmin will be 0. • Xmax will be the height of the ramp - Texas Instruments TI-73VSC | Teachers Guide - Page 58
Measurement 53 Activity 9: Only the Height Has Been Changed Activity 9 Only the Height Has Been Changed L1 Height of the Ramp (flat) 0 Name Date L2 Distance the Car Traveled 0 (straight up) 0 Straight up Height of ramp Flat Distance the car traveled © 1998 TEXAS INSTRUMENTS INCORPORATED - Texas Instruments TI-73VSC | Teachers Guide - Page 59
54 Using the TI-73: A Guide for Teachers Measurement © 1998 TEXAS INSTRUMENTS INCORPORATED - Texas Instruments TI-73VSC | Teachers Guide - Page 60
Activity 10 Give Me 5! Probability ♦ order of operations ♦ mental math ♦ basic computation 55 Students investigate the results of tossing 5 coins. They compare what happens to what is expected to happen. Materials ♦ student activity sheets (provided) ♦ TI-73 ³ Setup ♦ If your TI-73s have not - Texas Instruments TI-73VSC | Teachers Guide - Page 61
56 Using the TI-73: A Guide for Teachers Probability Activity-Part A Have students perform the steps unless otherwise indicated. Have them play the game "Get Ahead with More Heads." The instructions follow. 1. Group students into pairs. 2. Using the coin-toss function of the TI-73, toss 5 coins - Texas Instruments TI-73VSC | Teachers Guide - Page 62
Probability 57 Activity 10: Give Me Five 10. Discuss with students: How many total trials did you and your partner have? Raise your hand if you had a 5-point toss. Raise your hand if you had a 0-point toss. Which score on a single trial would you predict is more likely to occur, 0 or 5? Out of - Texas Instruments TI-73VSC | Teachers Guide - Page 63
58 Using the TI-73: A Guide for Teachers Probability c. Starting from the first line in L1, enter the possible points as shown in the screen at the right. (You'll get - Texas Instruments TI-73VSC | Teachers Guide - Page 64
Probability 59 Activity 10: Give Me Five 18. Turn on trace. ) ! and " to move along the histogram Discuss the following questions. In our class data, which outcomes are least likely? Which outcomes are most likely? Compare this to your small group data. Is it the same? If not, what makes the - Texas Instruments TI-73VSC | Teachers Guide - Page 65
60 Using the TI-73: A Guide for Teachers 3. Compare the group experimental probabilities with the theoretical probabilities from the tree diagram. a. Go to L3 and calculate the group probabilities by dividing - Texas Instruments TI-73VSC | Teachers Guide - Page 66
Probability 61 Activity 10: Give Me Five Activity 10 Give Me 5! Name Date Get Ahead With More Heads Score Sheet Student Trial # A B A B A B A B A B 1 2 3 4 5 Total Points each roll Coin-Toss Trials Small Group Data Frequency Probability-fraction 0 (0 H, 5 T) 1 (1 H, 4 T) - Texas Instruments TI-73VSC | Teachers Guide - Page 67
62 Using the TI-73: A Guide for Teachers Probability Points each toss 0 1 2 3 4 5 Totals Frequency Name Coin-Toss Trials Class Data Probability fraction Probability decimal Percent equivalent Theoretical Probability of Tossing 5 Coins < H 5 H, H, H, H, H = 1 + 1 + 1 + 1 + 1 = 5 H T 5 H, - Texas Instruments TI-73VSC | Teachers Guide - Page 68
a human foot. ♦ Have students investigate this definition to see if the average human foot is equal to 12 inches, or a foot. Ask questions to guide the students to determine how they will investigate this definition. Decide as a class your answers to these questions: How will we find out if this - Texas Instruments TI-73VSC | Teachers Guide - Page 69
64 Using the TI-73: A Guide for Teachers ♦ Demonstrate to students how to measure a foot, from heel to toe, so that everyone is measuring the same. Ask: What unit should we - Texas Instruments TI-73VSC | Teachers Guide - Page 70
Probability and Statistics 65 Activity 11: A Foot is a Foot-Or is It? 4. Now enter the data into a list (L1), and then find the mean. a. Display the List editor. 3 b. If necessary, clear L1. $ to highlight L1 : b c. Starting from the first line in L1, enter each length. (You'll get an error if L1 - Texas Instruments TI-73VSC | Teachers Guide - Page 71
66 Using the TI-73: A Guide for Teachers 6. Combine the class data by either combining the individual foot lengths and finding the mean or by averaging the individual means. (It may - Texas Instruments TI-73VSC | Teachers Guide - Page 72
other sets of data, such as average arm length in the class, and so on. ♦ Have students write about the definition from the dictionary and support or disprove the statement using their class data. Extensions ♦ Find the average adult foot size and compare it to the average child foot size. ♦ Research - Texas Instruments TI-73VSC | Teachers Guide - Page 73
TI-73: A Guide for Teachers Probability and Statistics Activity 11 A Foot is a Foot-Or is It? Name Date Name (indicate child or adult) Length of foot in inches (use fractions for leftovers) Convert fractions to decimals Mean of my data Mean of class data Does our class data support the - Texas Instruments TI-73VSC | Teachers Guide - Page 74
69 Activity 12 Which Brand Is Best? In this real-world activity, students comparison shop in their community. Then they produce consumer reports to share their findings with their class. Probability and Statistics ♦ measures of central tendency (mean, median, mode, range, quartiles) ♦ graphs (box - Texas Instruments TI-73VSC | Teachers Guide - Page 75
70 Using the TI-73: A Guide for Teachers Activity Have students perform the steps unless otherwise indicated. 1. On the activity sheets provided, have students use their information to report the minimum - Texas Instruments TI-73VSC | Teachers Guide - Page 76
Probability and Statistics 71 Activity 12: Which Brand is Best? 2. Calculate the range. 3. Now make a box plot on the TI-73. a. Access the STAT PLOTS menu. - e (above the & key) b. Make sure the plots are off. 4 b c. Select Plot 1. - e b d. With the cursor blinking on the word On, select it. b e. - Texas Instruments TI-73VSC | Teachers Guide - Page 77
72 Using the TI-73: A Guide for Teachers Probability and Statistics 5. Move around the graph and see the data. ) ! and " to view data 6. Have students sketch and label their plot on - Texas Instruments TI-73VSC | Teachers Guide - Page 78
Probability and Statistics 73 Activity 12: Which Brand is Best? 9. Now enter the surveyed information into the TI-73. a. Enter the brand names in L2. (In this example, we use the brand names from the example table.) 3 " to L2 - t # #, and then " until " b $ $, and then ! until A b # # # # to Done - Texas Instruments TI-73VSC | Teachers Guide - Page 79
74 Using the TI-73: A Guide for Teachers Probability and Statistics g. Move to Data List. If L3 is not already set, set it to L3. # - v [ b h. Continue setting up the plot. Your - Texas Instruments TI-73VSC | Teachers Guide - Page 80
Probability and Statistics 75 Activity 12: Which Brand is Best? d. Select the bar graph Ð (first row, last from left) and continue setting up the plot as in the picture at the right. (DataList2 and DataList3 allow you to do a double or triple bar graph. They are not relevant to this activity, and - Texas Instruments TI-73VSC | Teachers Guide - Page 81
76 Using the TI-73: A Guide for Teachers 21. Have students sketch their graphs on paper for their report (or use TI-73 TI-GRAPH LINKé to print their graphs to - Texas Instruments TI-73VSC | Teachers Guide - Page 82
Probability and Statistics Activity 12 Which Brand Is Best? 77 Activity 12: Which Brand is Best? Name Date 1. Choose a product that is distributed in at least 5 different brands. List the product type, the different brands, and the price for each brand. Product Type: Brand Name 1. Price $ - Texas Instruments TI-73VSC | Teachers Guide - Page 83
78 Using the TI-73: A Guide for Teachers Probability and Statistics Name 3. Record the results of your poll of 50 people (students, teachers, and other adults). Try to poll those who - Texas Instruments TI-73VSC | Teachers Guide - Page 84
23 Last Answer (Ans), Text 31 Constant, Y=editor, Table 35 List, Stat Plots (xyLine plot), Window, Graph, Format, Store, Recall 41 Table, Manual-Fit, Y=editor, Window, Graph, Trace 49 List, Stat Plots (Bar Graph), Window, Graph 55 Random, Store, Coin, List, Fraction-to-Decimal, Stat - Texas Instruments TI-73VSC | Teachers Guide - Page 85
80 Using the TI-73: A Guide for Teachers Activity Content Index ACTIVITY The Cookie Caper Dice Digits How Do You Measure Up? Stadium Walls The Twin's Towers Major Martian Headache The - Texas Instruments TI-73VSC | Teachers Guide - Page 86
Activity Content Index (continued) ESTIMATION x RATIO Percent MEASUREMENT GEOMETRY x x x Rounding 81 PROBABILITY STATISTICS x Mean Graphing Percent x Rate of Change, x Volume x Percent x Percent Collecting Data Mean, Graphing, Collecting Data x x x © 1998 TEXAS INSTRUMENTS
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Using the TI-73:
A Guide for Teachers
fi
Table of Contents
<
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