Texas instruments TI-10 A Guide for Teachers
TI.10:
A Guide for Teachers
Developed by
Texas Instruments Incorporated
Activities developed by
Dr. Jane Schielack
About the Author
Dr. Jane Schielack is an Associate Professor of Mathematics Education in the Department of Mathematics at
Texas A&M University. She developed the
examples in the
How to Use the TI-10
Activities
section of this guide.
section and assisted in evaluating the appropriateness of the
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Note
: Using calculators other than the TIN10 may produce results different from those described in these
materials.
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Copyright © 2001 Texas Instruments Incorporated
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Table of Contents
E
CHAPTER PAGE
About the Teacher Guide
About the TI-10
............................................ v
.......................... iv
Activities................................................ 1
The Value of Place Value .............................2
Place value
What’s the Problem?...................................7
Number sentences, Problem solving
Comparing Costs........................................11
Division with quotient/remainder or
decimal result
How to Use the TI-10.........................15
1 Display, Scrolling, Order of
Operations, and Parentheses...........16
2 Clearing and Correcting ......................19
3 Menus.................................................... 23
4 Basic Operations................................26
CHAPTER PAG
Appendix A ................................................A-1
Quick Reference to Keys
Appendix B.................................................B-1
Display Indicators
Appendix C................................................. C-1
Menu Map
Appendix D.................................................D-1
Error Messages
Appendix E.................................................E-1
Support, Service, and Warranty
5 Constant Operation...........................33
6 Whole Numbers and Decimals......... 38
7 Memory ..................................................42
8 Problem Solving: Auto Mode ............ 47
9 Problem Solving: Manual Mode ........ 54
10 Place Value............................................62
© 2001 T
EXAS INSTRUMENTS INCORPORATED
TI-10: A Guide for Teachers
iii
About the Teacher Guide
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How the Teacher Guide Is Organized
This guide consists of two sections:
and
How to Use the TI-10
section is a collection of activities for
integrating the TI-10 into mathematics
instruction. The
is designed to help you teach students how to
use the TI-10 features.
•
Activities
The activities are designed to be teacherdirected. They are intended to hel
develop mathematical concepts while
orating the TI-10 as a teaching tool.
incor
Each activity is self-contained and
includes the following:
An overview of the mathematical
−
purpose of the activity.
The mathematical conce
−
developed.
The materials needed to
−
activity.
A student activity sheet.
−
How To Use the TI-10
Section
. The
Activities
Activities
section
ts being
erform the
Things to Keep in Mind
While many of the exam
•
trans
develo
were not designed s
purpose.
For maximum flexibility, each exam
•
and activity is inde
others. Select the trans
master for the key your students need
to use to develo
conce
an a
mathematical conce
teaching.
If an exam
•
a
grade level, use it to teach the
function of the key(s), and then
provide relevant examples of your own.
To ensure that students start at the
•
same
clear the TI-10, and then
clear the display.
arency masters may be used to
mathematical concepts, they
the mathematical
ts you are teaching. Then select
riate activity for the
le does not seem
riate for your curriculum or
oint, have them press b to
les on the
ecifically for that
endent of the
arency
t you are
ress ” to
le
How to Use the TI.10
• •
This section contains examples on
trans
numbered and include:
−
−
© 2001 T
arency masters. Chapters are
An introductory
TI-10 keys
the location of those keys on the TI-10
keyboard, and
the functions of those keys.
The trans
the introductory
ractical applications of the keys
of
being discussed. The keys being
discussed are shown in black on an
illustration of the TI-10 keyboard.
EXAS INSTRUMENTS INCORPORATED
arency masters following
age describing the
resented in the examples,
ertinent notes about
age provide examples
Section
How to Order Additional Teacher Guides
To place an order or to request additional
information about Texas Instruments (TI)
products, contact us.
Phone:
E-mail:
Home page:
You may download and print your own copy
of this Teacher Guide from this web page.
education.ti.com/guides
TI-10: A Guide for Teachers
1-800-TI-CARES
(1-800-842-2737)
ti-cares@ti.com
education.ti.com
iv
About the TI.10
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Two-Line Display
The first line displays an entry of up to 11
characters. Entries begin on the to
the entry does not fit on the first line, it
s to the second line. When space
wra
ermits, both the entry and the result
appear on the first line.
The second line dis
If the entry is too long to fit on the first line,
it wra
result do not fit on the first line, the result is
dis
Results longer than 10 digits are dis
scientific notation.
If an entry does not fit on two lines, it
continues to wra
the last two lines of the entry. You can view
the beginning of the entry by scrolling u
this case, only the result a
press
s to the second line. If both entry and
layed right-justified on the second line.
®
.
lays up to 11 characters.
, so that you always see
ears when you
left. If
layed in
. In
Display Indicators
Refer to Appendix B for a list of the display
indicators.
Error Messages
Refer to Appendix D for a listing of the error
messages.
Order of Operations
The TI-10 uses the Equation Operating
System (EOSé) to evaluate ex
eration priorities are listed on the
o
Scrolling, Order of O
transparency master in the
Section.
TI-10
Because o
erformed first, you can use X and Y to
change the order of o
change the result.
erations inside parentheses are
erations, and Parentheses
erations and, therefore,
ressions. The
Display,
How to Use the
Menus
‡
The
• To move u
• To move the cursor and underline a
• To return to the
• To select a menu item,
• To return to the
Refer to Appendix C for more information
about menus.
key displays menus.
or down through the
menus, press
menu item, press ! or ".
without selecting the menu item,
or
or
”
”
‡
while the item is underlined.
‡
or $.
#
revious screen
.
®
ress
revious screen, press
.
ress
Previous Entries (History)
After an expression is evaluated, use
and $ to scroll through previous entries
and results, which are stored in the TI-10
history.
#
Problem Solving (‹)
The Problem Solving tool has three features
that students can use to challenge
themselves with basic math o
place value.
• Problem Solving Automatic mode
rovides a set of exercises to challenge
the students’ skills in addition,
subtraction, multiplication, and division.
Problem Solving Automatic mode lets
students select the level of difficulty (1,
2, or 3) and the ty
P
, or ?).
x,
• Problem Solving Manual mode lets
students com
which may include missing elements or
inequalities.
e of operation (+, –,
ose their own problems,
erations and
© 2001 T
EXAS INSTRUMENTS INCORPORATED
TI-10: A Guide for Teachers
v
About the TI.10
(Continued)
• Problem Solving Place Value has three
options that let students:
− Find the place value of a given digit.
− Find how many ones, tens, hundreds,
thousands, tenths, or hundredths are
in a given number.
− Find the digit in the ones, tens,
hundreds, thousands, tenths, or
hundredths place of a given number.
Resetting the TI.10
You can reset the TI-10 in any of the
following ways:
• Press
• Press
• Press
Y
When you reset the TI-10,
displayed. Press
b
.
−
‡
(yes), and then press
”
and
simultaneously.
, select the
”
to clear the display.
MEM CLEARED
RESET
®
menu, select
.
Automatic Power DownTM (APDTM)
If the TI-10 remains inactive for about
five minutes, Automatic Power Down (APD)
turns it off automatically. To turn the TI-10
on again after APD, press −. The display,
pending operations, settings, and memory
are retained.
is
Resetting the TI-10:
• Returns settings to their defaults:
− Standard notation (floating decimal)
− Problem Solving
− Quotient and Remainder results for
division
− Difficulty Level 1 (addition) in Problem
Solving tool
− Type of Operation — addition
• Clears:
− Pending operations
− Entries in history
− The constant (stored operation)
− Any error condition
AUTO
mode
© 2001 T
EXAS INSTRUMENTS INCORPORATED
TI-10: A Guide for Teachers
vi
Activities
The Value of Place Value 2
What’s the Problem? 7
Comparing Costs 11
© 2001 T
EXAS INSTRUMENTS INCORPORATED
TI-10: A Guide for Teachers
1
The Value of Place Value
Overview
Students will build their flexibility in using numbers
by exploring the connections between the number
symbols and their representations with base-ten
materials.
Introduction
1. Read
2. Divide students into several groups. Give each
3. Tell students you have run out of unit pieces and
4. Have students explore the answer to this
5. Have students compare their solutions with the
Counting On Frank
by Rod Clement.
Discuss other kinds of questions that a person
could ask about how many objects fit in or on
other objects.
group a large pile of units (over 300) from the
base-ten materials. Tell them that this is how
many jelly beans fit into a jar that you filled. Ask
them to count the “jelly beans.” Observe the
techniques they use to count (counting one at a
time, making groups of 10, etc.).
then ask:
How many rods (groups of 10) would I need to
use to make a pile of “jelly beans” the same size
as yours?
problem with their units, or they can apply their
knowledge of place value. Then show them how
to explore the answer using the TI-10.
base-ten materials to the TI-10 display. (They can
make 31 tens rods from the 314 units, with 4
units left over.)
Math Concepts
Grades 2 - 4
whole number
•
place value
(through
thousands)
•
money
Grades 4 - 6
decimal place value
•
(through
hundredths)
metric units
•
(meters,
decimeters,
centimeters)
³
To use the Place Value
feature for this activity:
1. Press
2. Press
3. Press
4. Press
³
To explore answers to this
problem on the TI-10:
1. If necessary, press
2. Enter 314, the number of
3. Press
‹
"
MAN
(manual) mode, if
necessary.
$
Place Value feature to
11 –.
This lets you find out
how many ones, tens,
hundreds, etc., there are
in a number.
Note:
You can use the
1 –.
Place Value feature
to find what digit is in the
ones, tens, hundreds, etc.,
place.
‡ to return to the
entry screen.
enter the Problem Solving
tool.
units.
Œ
many tens there are in
314. The display shows
31
, indicating there are
ê
31 tens in 314.
Materials
•
•
•
•
•
‡.
®
to select
®
to set the
’ to see how
TI-10
pencil
Counting on
by
Frank
Rod
Clement
base-ten
materials
student
activity
(pages 5
and 6)
–
‹ to
© 2001 T
EXAS INSTRUMENTS INCORPORATED
TI-10: A Guide for Teachers
2
The Value of Place Value
(Continued)
Collecting and Organizing Data
Have students use their base-ten materials and TI-10s
to continue exploring other numbers and identifying
how many units, tens, hundreds, and thousands
those numbers contain. Older students can find how
many tenths and hundredths are in the numbers.
Encourage exploration with questions such as:
How many hundreds are in 120? 2478? 3056?
•
How many tens are in 120? 2478? 3056?
•
How many units (ones) are in 120? 2478?
•
3056?
What numbers can you find that have 12 units?
•
12 tens? 12 hundreds?
What numbers can you find that have 60 units?
•
60 tens? 60 hundreds?
Analyzing Data and Drawing Conclusions
Have students use the tables on
Value
Student Activity pages to record their findings
and identify the patterns they see. To help them
focus on the patterns, ask questions such as:
The Value of Place
³
In ‹ (Problem Solving)
(manual) mode, students can
use the
feature to test their
conjectures. For example, if
they think 1602 has 160
hundreds, they enter
press
They can then use base-ten
materials to see why there
are only 16 hundreds in 1602.
Note:
– 1 –.
find what digit is in the
hundreds place. They enter
1602
ê6êê
is the digit in the hundreds
place.
11 –.
Place Value
Œ ‘
Students can use the
place value feature to
, press
. This result means that
, and see
Œ ‘
, and see
MAN
1602
16
,
êê
.
6
How does the number of tens in 1314 compare
•
to the number 1314? How about 567? 2457?
4089, etc.?
If you cover the digit in the units place, you see
how many tens are in a number.
How does the number of hundreds in 1314
•
compare to the number 1314? How about 567?
in 2457? in 4089, etc.?
If you cover the digits to the right of the
hundreds place, you see how many hundreds are
in a number.
How does the display on the TI-10 compare to
•
what you can do with the base-ten materials?
If the TI-10 displays
31_
, for 316, you should be
able to make 31 tens rods out of 316 units.
© 2001 T
EXAS INSTRUMENTS INCORPORATED
TI-10: A Guide for Teachers
3
The Value of Place Value
Continuing the Investigation
Connect the place-value patterns to money. For
example, ask students:
If each one of your “jelly beans” costs a penny,
•
how many pennies would you spend for 1,314
jelly beans?
1,314 pennies
How many dimes (tens) would you spend?
•
131 dimes and 4 more pennies
How many dollars (hundreds)?
•
13 dollars, plus 14 more pennies, or 1 dime and 4
pennies
Older students can record the money and enter it
into the TI-10 in decimal form, 13.14. Then, they can
use the TI-10 to connect dimes to 1/10 (0.1) of a
dollar ($13.14 has 131 dimes or tenths). They can
also connect pennies to 1/100 (0.01) of a dollar
($13.14 has 1314 pennies or hundredths).
(Continued)
Older students can also connect the place-value
patterns to conversions between metric units. For
example, a measurement of 324 centimeters can also
be recorded as 32.4 decimeters (or rounded to 32 dm)
because 1 dm = 10 cm, or it can be recorded as 3.25
meters (or rounded to 3 m) because 1 m = 100 cm.
© 2001 T
EXAS INSTRUMENTS INCORPORATED
TI-10: A Guide for Teachers
4
The Value of Place
Name _____________________________
Date _____________________________
Value, Part A
Collecting and Organizing Data
1. Use your base-ten materials and your TI-10 to explore how many tens,
hundreds, and thousands are in a number. Record your observations
in the table.
Number
Number of
Thousands
2. What patterns do you see?
Number of
Hundreds
Number of
Tens
Analyzing Data and Drawing Conclusions: Patterns
1. Write 5 numbers that have 15 tens.
__________________________________________________________________________________
2. Write 5 numbers that have 32 hundreds.
__________________________________________________________________________________
3. Write 5 numbers that have 120 tens.
__________________________________________________________________________________
© 2001 T
EXAS INSTRUMENTS INCORPORATED
TI-10: A Guide for Teachers
5
The Value of Place
Name _____________________________
Date _____________________________
Value, Part B
Collecting and Organizing Data
1. Use your base-ten materials and your TI-10 to explore how many
tenths and hundredths are in a number. Record your observations in
the table. What patterns do you see?
Number Number of
Tenths
2. What patterns do you see?
Number of
Hundredths
Analyzing Data and Drawing Conclusions: Patterns
1. Write 5 numbers that have 15 tenths.
__________________________________________________________________________________
2. Write 5 numbers that have 32 hundredths.
__________________________________________________________________________________
3. Write 5 numbers that have 120 tenths.
__________________________________________________________________________________
© 2001 T
EXAS INSTRUMENTS INCORPORATED
TI-10: A Guide for Teachers
6
What’s the Problem?
p
Overview
Students will connect number sentences to problem
situations and use addition, subtraction,
multiplication, and division to solve the problems.
Introduction
1. On a sentence strip or on the overhead, display a
number sentence, such as 8 + 2 = ?. Have
students brainstorm situations and related
questions that this number sentence could
represent and then ask:
If I bought eight postcards on my vacation, and
I had two postcards already at home, how many
postcards do I have now?
2. If necessary, have students act out the situation
with counters and determine that the value of ? is
10.
3. Demonstrate how to display this equation on the
TI-10 and how to tell the TI-10 what the value of
? is.
Math Concepts
Grades 1 - 5
addition,
•
subtraction
number sentences
•
(equations)
Grades 3 - 5
lication,
multi
•
division
inequalities
•
³
To display
1. Press
put the TI-10 in Problem
Solving
mode.
2. Press
menu.
3. Press
The TI-10 displays
(one whole number
solution).
4. Enter 10 and press
to test the solution. The
TI-10 displays the
equation and
8 + 2 = ?
‹
‡ "
MAN
‡ to exit the
8 T 2 Z
Materials
TI-10
•
counters
•
pencil
•
student
•
activity
(page 10)
:
®
(manual)
®
1 SOL
®
YES
.
to
.
³
4. Now display an equation such as ? - 10 = 4. Have
students brainstorm situations and related
questions that this number sentence could
represent.
I had some money in my pocket, and I spent 10
cents of it. I only have 4 cents left. How much
money did I have in my pocket to begin with?
Have students practice the keystrokes necessary
to display this equation and test the value they
If an incorrect value is tested
no
no
,
, shows
for ?, the TI-10 displays
and provides a hint. For
example, if a student tests 15
for the equation
the TI-10 displays
15 - 10 > 4
to the original equation.
Note:
After three incorrect
answers, the TI-10 displays
the correct answer.
? - 10 = 4
, and then returns
determine for ?.
5. Over a period of time, continue to introduce
students to different types of number sentences
to explore. For example, ? x ? = 24 (which has 8
solutions of whole number factor pairs) and
? x 4 = 2 (which has no whole number solution).
© 2001 T
EXAS INSTRUMENTS INCORPORATED
TI-10: A Guide for Teachers
7
What’s the Problem?
Collecting and Organizing Data
As an ongoing activity, have students work in pairs
and use the
page to create problem-solving cards. One partner is
responsible for the calculations on the TI-10, and the
other partner is responsible for writing number
sentences.
1. Have the partner responsible for writing number
sentences create an addition, subtraction,
multiplication, or division number sentence,
using the ?, and then, record the number
sentence in the top box on Page 10.
2. Have the partner responsible for the TI-10 enter
the number sentence into the calculator.
3. Have the partner responsible for writing number
sentences create a situation and question to go
with the number sentence and then record this
information in the bottom box.
What’s the Problem?
Student Activity
(Continued)
The partners can work together to glue or tape the
two boxes to opposite sides of an index card.
Have students work together using the TI-10 to
explore how many whole number solutions the
equation has and test those solutions. Provide ideas
for exploration by asking questions such as:
What actions could be happening in your story
•
to go with addition (subtraction,
multiplication, or division)?
How could you use the counters to act out this
•
number sentence?
What could this number in the number sentence
•
represent in your story?
What could the question mark in the number
•
sentence represent in your story?
Can you make a story for a number sentence
•
that begins with a question mark?
© 2001 T
EXAS INSTRUMENTS INCORPORATED
TI-10: A Guide for Teachers
8
What’s the Problem?
(Continued)
Analyzing Data and Drawing Conclusions
To help student focus on thinking about the
relationships between their stories and the numbers
and operations in their number sentences, ask
questions such as:
How would using a different number here
•
change your story?
How would using a greater than or less than
•
symbol instead of an equal sign in the number
sentence change your story?
How would using a different operation in your
•
number sentence change your story?
Continuing the Investigation
•
Have partners create stories and trade them.
Each partner can then write a number sentence
to go with the other partner’s story.
•
Have students sort their number sentences into
categories. For example, those with no whole
number solutions, those with 1 whole number
solution, those with 2 whole number solutions,
and those with infinite whole number solutions.
•
Have students try to find an equation or
inequality with exactly no whole number
solutions, exactly 1 whole number solution,
exactly 2 whole number solutions, more than 5
whole number solutions, etc.
© 2001 T
EXAS INSTRUMENTS INCORPORATED
TI-10: A Guide for Teachers
9
Name _____________________________
What’s the Problem?
Date _____________________________
1. Write a number sentence using an operation and the ?.
2. Write a story that describes a situation and asks a question that can
be represented by the number sentence.
© 2001 T
EXAS INSTRUMENTS INCORPORATED
TI-10: A Guide for Teachers
10
Comparing Costs
Overview
Students will solve a problem using division with an
integer quotient and remainder, solve the same
problem using division with the quotient in decimal
form, and then compare the results.
Introduction
1. Introduce this problem.
The maintenance department has determined
that it will cost $.40 per square yard to
maintain the district’s soccer field each year.
The soccer field is 80 yards wide and 110 yards
long. The six schools that play on the field have
decided to split the cost evenly. How much
should each school contribute to the soccer field
maintenance fund this year?
2. Have students use the TI-10 to solve this problem
in two ways:
Find the integer quotient and remainder.
•
Find the quotient in decimal form.
•
Math Concepts
division
•
multiplication
•
fractions
•
decimals
•
The TI-10 default division
setting (
integer quotient with a
remainder.
QR
) displays an
Materials
TI-10
•
pencil
•
student
•
activity
(page 14)
Collecting and Organizing Data
Students should record their procedures and results
on the
help them focus on their thinking, ask questions such
as
•
Comparing Costs
Student Activity page. To
:
What did you enter into the TI-10 to solve the
problem?
80
110
−
V
Z to determine the area of the
soccer field.
0.40
V
−
−
W
Z to find the total maintenance cost.
6
Z to find the cost for each school in
decimal form.
To display a quotient in
decimal form:
1. Press
TI-10.
2. Press ‡ " to underline
(decimal format).
Ù
3. Press
decimal setting.
4. Press ‡ to exit the
”
b
®
to select the
to reset the
P (division) menu and
return to the previous
screen.
© 2001 T
EXAS INSTRUMENTS INCORPORATED
TI-10: A Guide for Teachers
11
Comparing Costs
Could you have solved the problem more
•
efficiently? How?
80 x 110 can be calculated mentally, and the key
presses can be simplified to
How are your procedures alike for each type of
•
solution?
The procedures all involve finding how many
square yards in the soccer field; they all involve
multiplication and division.
How are they different?
•
You use different keys to tell the TI-10 in what
form you want the answer displayed.
(Continued)
8800
V
.4
W
6
Z.
Analyzing Data and Drawing Conclusions
To guide students in the analysis of their data, ask
questions such as:
How are your solutions in the two forms alike?
•
The solutions all have a whole number
component of 586.
How are your two solutions different?
•
The remainder form just tells how many dollars
are left over. The decimal form tells how much
more than $586 each school has to pay.
© 2001 T
EXAS INSTRUMENTS INCORPORATED
TI-10: A Guide for Teachers
12
Comparing Costs
What happens if you multiply each solution by
•
6 to check it?
For the quotient and remainder form, when you
multiply 586 by 6, you get 3516, so you must then
add the remainder, 4, to get the total cost of
$3520.
If you multiply the decimal result 586.6666667 by
586.6666667
6 (
this result does not make sense because 6 x 7
does not end in a 0!
Because we are referring to money calculations,
you can fix the decimal result, 586.6666667, to 2
decimal places (
you multiply the rounded number 586.67 by 6
586.67
(
V 6 Z), you get 3520.00. This result still
does not make sense because 6 x 7 = 42.
If you reset and clear the TI-10, and then multiply
586.67 by 6 (
3520.02. This calculation does make sense.
As a school, which form of the quotient would
•
you want to use?
Responses may vary. Some students may want to
use the decimal form, since it is the closest to the
representation of money. Some students may
want to use the integer quotient and remainder
form and suggest that the Central Office pay the
$4.00 remainder.
V 6 Z), you get 3520. However,
586.6666667
b ”
586.67
Š ™
V 6 Z), you get
(Continued)
®
). When
For an integer division (with
quotient and remainder), the
TI-10 uses only the quotient
of the result in subsequent
calculations. The remainder
is always droped.
The TI-10 only rounds the
displayed result. The internally
not
stored value is
When you fix 586.6666667 to
2 decimal places (586.67),
and then multiply by 6, the
TI-10
remembers
number (586.6666667), and
uses it as the factor. But when
you enter the rounded
number, 586.67, the TI-10
uses the number you entered
for the factor, calculating a
product of 3520.02.
rounded.
the original
© 2001 T
EXAS INSTRUMENTS INCORPORATED
TI-10: A Guide for Teachers
13
Name _____________________________
Comparing Costs
Date _____________________________
Collecting and Organizing Data
The Maintenance department has determined that it will cost $4.00 per
square yard to maintain the district’s soccer field each year. The soccer
field is 80 yards wide and 110 yards long. The 6 schools that play on the
field have decided to split the cost evenly. How much should each
school contribute to the soccer field maintenance fund this year?
1. Use division with an integer quotient and remainder to find the
answer.
2. Use division with a quotient in decimal form to find the answer.
Analyzing Data and Drawing Conclusions
Write a short paragraph comparing the two solutions.
© 2001 T
EXAS INSTRUMENTS INCORPORATED
TI-10: A Guide for Teachers
14
How to Use
the TI.10
1 Display, Scrolling, Order of
Operations, and Parentheses 16
2 Clearing and Correcting 19
3 Menus 23
4 Basic Operations 26
5 Constant Operation 33
6 Whole Numbers and Decimals 38
7 Memory 42
8 Problem Solving: Auto Mode 47
9 Problem Solving: Manual Mode 54
10 Place Value 62
© 2001 T
EXAS INSTRUMENTS INCORPORATED
TI-10: A Guide for Teachers
15
Display, Scrolling, Order of
p
p
p
p
p
p
p
p
j
p
Operations, and Parentheses
1
Keys
1.
2.
3.
o
X
You can have as many as eight
parentheses at one time.
Y
!
right.
#
down through
entries/results and menus.
ens a parenthetical expression.
closes a parenthetical expression.
and " move the cursor left and
and $ move the cursor up and
revious
Notes
The examples on the transparency
•
masters assume all default
settings. Press b
the TI-10 to the default settings
and clear the display.
The EOSTM transparency master
•
shows the order in which the TI-10
completes calculations.
When using parentheses, if you
•
ress Z before pressing Y,
Syn Error is dis
return to the previous display.
Operations inside parentheses are
•
erformed first. Use X and Y to
change the order of o
and, therefore, change the result.
layed. Press ” to
to reset
”
erations
Example: 1 + 2 x 3 = 7
3
(1 + 2) x 3 = 9
The first and second lines display
•
entries u
begin on the left and scroll to the
right. An entry always wra
1
2
the operator.
Results are displayed right-
•
ustified. If a complete problem
does not fit on the first line, the
result displays on the second line.
If an entry does not fit on two
•
lines, it continues to wra
view the beginning of the entry by
using
to 11 characters. Entries
to scroll.
#
s at
. You can
© 2001 T
EXAS INSTRUMENTS INCORPORATED
TI-10: A Guide for Teachers
16
Equation Operating System (EOS™)
q
p
p
Priority Functions
1 (first) Expressions inside
parentheses ( ).
Functions that re
uire a
2
closing parenthesis ) and
recede the argument.
3 Negation (N).
4 Multiplication, implied
multiplication, division (
Q P
5 Addition and subtraction (
6 (last)
completes all operations.
Z
).
+
N
).
Because operations inside parentheses are
erformed first, you can use parentheses to
change the order of operations and,
therefore, change the result.
© 2001 T
EXAS INSTRUMENTS INCORPORATED
TI-10: A Guide for Teachers
17
Order of Operations
(
1 + 2 x 3 =
Press Display
b”
á
1
T
2
V
3
1Û2Ý3
Z
Add
T
Multiply
V
Parentheses
Ú
7
X Y
1 + 2) x 3 =
Press Display
X
V
1
3
T
Z
2
Y
Å1Û2ÆÝ3Ú
9
© 2001 T
EXAS INSTRUMENTS INCORPORATED
TI-10: A Guide for Teachers
18
Clearing and Correcting
p
p
p
p
2
Keys
1.
2.
turns the TI-10 on and off.
−
clears the last digit you entered,
w
allowing you to correct an entry
without re-entering the entire
number.
3. In the Calculator tool,
last entry, all
ending operations,
clears the
”
and any error conditions. You can
then enter a new
roblem and
continue your calculation.
4.
resets the TI-10.
b
Notes
The examples on the transparency
•
masters assume all default
settings. Press b
to reset
”
the TI-10 and clear the display.
You can reset the TI-10 in any of
•
the following ways:
−
Press b.
−
Press − and ” simultaneously.
−
Press
, select the RESET
‡
menu, select Y (Yes), and then
press
When you reset the TI-10, the
•
®
.
message MEM CLEARED is
dis
layed. Press ” to clear the
display.
Resetting the TI-10 returns
•
settings to their defaults:
−
Standard notation (floating
decimal)
−
Problem Solving Auto mode
1
4
3
−
Quotient and Remainder result
2
for division
−
Difficulty Level 1 (addition) in
Problem Solving
−
Addition as the Ty
e of
Operation
Clears:
•
−
Pending operations
−
Entries in history
−
The constant (stored
operation)
−
Any error condition
© 2001 T
EXAS INSTRUMENTS INCORPORATED
TI-10: A Guide for Teachers
19
Clearing and Correcting
p
p
p
Notes (continued)
Pressing ” alone does not affect
•
the mode settings, memory, history,
or constant.
In ‹ (Problem Solving)
•
(automatic) mode,
you clear your answer from the
display before you press
In ‹ (Problem Solving)
•
(manual) mode,
clear your
®
or it lets you clear your answer
before you press
roblem before you press
ressing ” lets you
®
AUTO
ressing ” lets
®
.
MAN
.
2
© 2001 T
EXAS INSTRUMENTS INCORPORATED
TI-10: A Guide for Teachers
20
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