Texas Instruments TI-30X User Manual

TI-30X Ú S:

A Guide for Teachers

Developed by

Texas Instruments Incorporated

Activities developed by

Gary Hanson and Aletha Paskett

Illustrated by

Jay Garrison

About the Authors

Gary Hanson and Aletha Paskett are math teachers in the Jordan Independent School District
in Sandy, Utah. They developed the Activities section and assisted in evaluating the
appropriateness of the examples in the How to Use the TI-30X

Important Notice Regarding Book Materials

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merchantability and fitness for a particular purpose, regarding any programs or book materials and makes such materials available

solely

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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.

Note:

Using calculators other than the TI-30X IIS may produce results different from those described in these materials.

Ù

S section of this guide.

Permission To Reprint or Photocopy

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

If you request photocopies of all or portions of this book from others, you must include this page (with the permission

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© 1999 T

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

Automatic Power Down, APD, and EOS are trademarks of Texas Instruments Incorporated.

EXAS INSTRUMENTS INCORPORATED

Copyright © 1999 Texas Instruments Incorporated.

Printed in the United States of America.

TI-30X ÙS: A Guide for Teachers

ii

About the Teacher Guide



How the Teacher Guide is Organized

This guide consists of two sections: Activities
and How to Use the TI-30X ÙS. The Activities
section is a collection of activities for
integrating the TI-30X ÙS into mathematics
instruction. The How To Use the TI-30X ÙS
section is designed to help you teach students
how to use the calculator.

Activities

The activities are designed to be teacher­directed. They are intended to help develop
mathematical concepts while incorporating the
TI-30X ÙS as a teaching tool. Each activity is
self-contained and includes the following:

An overview of the mathematical purpose

•

of the activity.
The mathematical concepts being

•

developed.
The materials needed to perform the

•

activity.

Things to Keep in Mind

While many of the examples on the

•

transparency masters may be used to
develop mathematical concepts, they were
not designed specifically for that purpose.

For maximum flexibility, each example and

•

activity is independent of the others.
Select the transparency master
appropriate for the key you are teaching, or
select the activity appropriate for the
mathematical concept you are teaching.

If an example does not seem appropriate

•

for your curriculum or grade level, use it to
teach the function of a key (or keys), and
then provide relevant examples of your own.

To ensure that everyone starts at the

•

same point, have students reset the
calculator by pressing & and
simultaneously or by pressing %
and then selecting Y (yes).

­

The detailed procedure, including step-by-

•

step TI-30X ÙS key presses.
A student activity sheet.

•

How to Use the TI-30X ÚS

This section contains examples on
transparency masters. Chapters are numbered
and include the following.

An introductory page describing the

•

calculator keys presented in the example,
the location of those keys on the
TI-30X ÙS, and any pertinent notes about
their functions.

Transparency masters following the

•

introductory page and providing examples
of practical applications of the key(s) being
discussed. The key(s) being discussed are
circled on the TI-30X ÙS keyboard.

Conventions Used in the Teacher Guide

In the text, brackets [ ] around a key’s

•

symbol/name indicate that the key is a
second, or alternate, function.

For example:
On the transparency masters, second

•

functions are shown just as they appear on
the keyboard.

For example:

Z



How to Order Additional Teacher Guides

To place an order or to request information
about Texas Instruments (TI) calculators,
use our e-mail address:
visit our TI calculator home page:
or, call our toll-free number:

1.800.TI.CARES (1.800.842.2737)

[e-mail]

www.ti.com/calc

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-30X IIS: A Guide for Teachers

iii

2

6

10

14

17

23

S 1

29 2

33 3

36 4

40 5

43 6

45 7

47 8

52 9 Pi 58 10

61 11

68 12

75 13

8 1

14

88 15

91 16

94 17

18

Table of Contents

About the Authors

About the Teacher Guide

About the TI-30X

Activities

The Better Batter —

Using the FIX Key

Star Voyage —

Using Scientific Notation

Trig Functions

What’s My Score —

1-Variable Statistics

Heart Rates —

1-Variable Statistics

WNBA Stats —

2-Variable Statistics

How to Use the TI-30X

Ö

S

Ú

ii

How to Use the TI-30X Ú S

iii
iv

Notation

Logarithms and Antilogarithms

Angle Settings and Conversions

Polar and Rectangular Conversions 98

Hyperbolics

Appendix A

Quick Reference to Keys

Appendix B

Display Indicators

Appendix C

Error Messages

Appendix D

Support and Service Information

Appendix E

Warranty Information



(continued)(continued)

100

A-1

B-1

C-1

D-1

E-1

TI-30X

Ö

S Basic Operations

Clear, Insert, and Delete

Basic Math

Order of Operations and
Parentheses

Constant

Decimals and Decimal Places

Memory

Fractions

Powers, Roots, and Reciprocals

Probability

Statistics

Trigonometry

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-30X ÙS: A Guide for Teachers

VI

Activities

The Better Batter —

The FIX Key 2

Star Voyage —

Scientific Notation 6

Trig Functions 10

What’s My Score? —

1-Variable Statistics 14

Heart Rates —

1-Variable Statistics 17

WNBA Stats —

2-Variable Statistics 23

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-30X ÙS: A Guide for Teachers

1

The Better Batter — The FIX Key

Overview

Students use % ‚ on the TI-30X ÙS to change
numbers to different place values. Students
calculate batting averages using the TI-30X ÙS and

then round their answers to three decimal places.

Introduction

1. Have students practice rounding the following
numbers to 3 decimal places using pencil and
paper.

a. 2.35647 2.356
b. 15.3633 15.363
c. 0.02698 0.027

2. Have students round the following numbers to 4
decimal places using the TI-30X ÙS.

a. 4.39865 4.3987
b. 72.965912 72.9659
c. 0.29516 0.2952
d. 0.00395 0.0040

Activity

Present the following problem to students:

You are going to play Virtual Baseball. You need to
select 9 players from the list to be on your team.
Choose the players with the best batting averages.
Find the batting averages (number of hits
of times at bat) rounded to 3 decimal places for each
player. Make a list of your players in order, from
highest to lowest.

¾

number

Math Concepts

• rounding

• place value

• division

• comparing and
ordering decimals

³ 1. Enter the first number.

4.39865

2. Press % ‚ to display
the menu that lets you set
the number of decimal
places.

F0123456789

3. Press 4 to select 4
decimal places.

4. Press <.

Materials

• TI-30X ÙS

• pencil

• student
activity

4.39865

4.39865

4.3987

See the table on the next page for solutions.

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-30X ÙS: A Guide for Teachers

2

The Better Batter — The FIX Key

(Continued)

Player Number of

Hits

C. Ripken 122 368 0.332

Puckett 119 363 0.328

Molitor 119 364 0.327

Greenwell 104 334 0.311

Tartabull 103 311 0.331

Palmeiro 120 366 0.328

Franco 109 344 0.317

Joyner 105 338 0.311

Boggs 106 329 0.322

Baines 91 290 0.314

Sax 113 388 0.291

Williams 20 74 0.270

Sheridan 15 63 0.238

Number of

Times at Bat

Batting
Average

Barfield 64 284 0.225

Mattingly 109 367 0.297

Hall 87 280 0.311

© 1999 T

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TI-30X ÙS: A Guide for Teachers

3

The Better Batter —

Name ___________________________

The FIX Key

Date ___________________________

Problems

1. Round the following numbers to 3 decimal places.

a. 2.35647 _________________

b. 15.3633 _________________

c. 0.02698 _________________

2. Using the TI-30X ÙS, round the following numbers to 4 decimal places.

a. 4.39865 _________________

b. 72.965912 _________________

c. 0.29516 _________________

d. 0.00395 _________________

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-30X ÙS: A Guide for Teachers

4

The Better Batter —

Name ___________________________

The FIX Key

Date ___________________________

Problem

You are going to play Virtual Baseball. You need to select 9 players from the list to
be on your team. Choose the players with the best batting averages.

Procedure

1. Find the batting averages (number of hits ¾ number of times at bat) rounded to
3 decimal places for each player.

Player Number of Hits Number of

Times at Bat

C. Ripken 122 368

Puckett 119 363

Molitor 119 364

Greenwell 104 334

Tartabull 103 311

Batting Average

(rounded to 3 decimal places)

Palmeiro 120 366

Franco 109 344

Joyner 105 338

Boggs 106 329

Baines 91 290

Sax 113 388

Williams 20 74

Sheridan 15 63

Barfield 64 284

Mattingly 109 367

Hall 87 280

2. Make a list of your players in order, from highest to lowest.

Player 1 ____________________ Player 6 ____________________

Player 2 ____________________ Player 7 ____________________

Player 3 ____________________ Player 8 ____________________

© 1999 T

Player 4 ____________________ Player 9 ____________________

Player 5 ____________________

EXAS INSTRUMENTS INCORPORATED

TI-30X ÙS: A Guide for Teachers

5

Star Voyage — Scientific Notation

Overview

Students investigate scientific notation by changing
numbers into scientific notation, and then using
them in calculations.

Introduction

Set up the activity by telling your students:

The standard form for scientific notation is a Q 10
where a is greater than or equal to 1 and less than
10, and n is an integer.

1. Have students practice writing the following
numbers in scientific notation using pencil and
paper.

a. 93 000 000 9.3 Q 10
b. 384 000 000 000 3.84 Q 10
c. 0.00000000000234 2.34 Q 10
d. 0.0000000157 1.57 Q 10

7

11

-12

-8

Math Concepts

• scientific
notation

• addition

• division

n

,

Materials

• TI-30X ÙS

• pencil

• student activity

2. Have students change the following numbers into
scientific notation using the TI-30X ÖS.

a. 12 000 000 1.2 Q 10
b. 974 000 000 9.74 Q 10
c. 0.0000034 3.4 Q 10
d. 0.000000004 4 Q 10

Note: Answers assume the default floating decimal

setting.

7

8

-6

-9

3. Have students change the following numbers into
floating decimal (standard notation).

a. 5.8 Q 10
b. 7.32 Q 10
c. 6.2 Q 10
d. 3 Q 10

Note: To enter a negative number, press M and then

7

5

-6

-8

enter the number.

58 000 000
732 000

0.0000062

0.00000003

 1. Enter the first number.

12000000

2. Press % d.

FLO SCI ENG

3. Press " < <.

12000000

4. Now, just type the next
number and press <.

³ 1. Enter 5.8; press % C.

5.8

¯

2. Enter 7; press % d.

FLO SCI ENG

3. Press !

FLO

4. Press < <.

5.8¯7

58000000.

07

1.2

x10

.

SCI ENG

© 1999 T

EXAS INSTRUMENTS INCORPORATED

5. Type the next number and
press <.

TI-30X ÙS: A Guide for Teachers

6

Star Voyage — Scientific Notation

Activity

Present the following problem to students:

You are a captain of a starship. You have been
assigned to go to Alpha Centauri and you have 5
years to get there. The distance from the sun to
Alpha Centauri is 2.5 x 10
from the earth to the sun is approximately 9.3 x

7

10

miles. Your ship can travel at the speed of light.

You know that light can travel a distance of 6 x

12

10

miles in 1 light year. Will you be able to get to

Alpha Centauri on time?

Procedure

13

miles. The distance

(Continued)

1. Using the TI-30X ÖS, find the total distance you
need to travel.

2.5 Q 10

13

+ 9.3 Q 107 = 2.5000093 Q 1013 miles

2. Next, find out how long it will take you to travel
the distance. (distance traveled P 1 light year)

2.5000093 Q 10

13

P 6 Q 1012 = 4.166682167 years

3. Can you make the trip in the given time?

Yes

Extension

Now that you have been successful, you have been
asked to make another trip. The distance from the
Sun to Delta Centauri is 9 x 10
will it take you to get there from Earth?

≈

15 years

13

miles. How long

Hint: Make sure your calculator
is in scientific notation mode
before you beginning addition.

Hint: The Earth is approximately

9.3 x 10

7

miles from the Sun.

© 1999 T

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TI-30X ÙS: A Guide for Teachers

7

Star Voyage —

Name ___________________________

Scientific Notation

Problems

1. Write the following numbers in scientific notation.

Standard Notation Scientific Notation

a. 93 000 000 _________________________

b. 384 000 000 000 _________________________

c. 0.00000000000234 _________________________

d. 0.0000000157 _________________________

2. Using the TI-30X ÖS, change the following numbers into scientific notation.

Standard Notation Scientific Notation

Date ___________________________

a. 12 000 000 000 000 _________________________

b. 974 000 000 000 _________________________

c. 0.0000000000034 _________________________

d. 0.0000000004 _________________________

3. Using the TI-30X ÖS, change the following numbers into floating decimal
notation (standard).

Scientific Notation Standard Notation

a. 5.8 Q 10

b. 7.32 Q 10

c. 6.2 Q 10

7

5

-6

_________________________

_________________________

_________________________

© 1999 T

d. 3 Q 10

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-8

_________________________

TI-30X ÙS: A Guide for Teachers

8

Star Voyage —

Name ___________________________

Scientific Notation

Problem

You are a captain of a starship. You have been assigned to go to Alpha
Centauri and you have 5 years to get there. The distance from the Sun to Alpha
Centauri is 2.5 x 10
approximately 9.3 x 10
know that light can travel a distance of 6 x 10
be able to get to Alpha Centauri on time?

Procedure

1. Using the TI-30X ÖS, find the total distance that you need to travel. ______

_________________________________________________________________

Hint: Make sure your calculator is in scientific notation mode before you begin addition.

2. Next, find out how long it will take you to travel the distance. (distance
traveled P 1 light year) ________________________________________________________

13

miles. The distance from the Earth to the Sun is

7

miles. Your ship can travel at the speed of light. You

Date ___________________________

12

miles in 1 light year. Will you

_______________________________________________________________________________

3. Can you make the trip in the given time? _____________________________

Extension

Now that you have been successful, you have been asked to make another
trip. The distance from the Sun to Delta Centauri is 9 x 10
will it take you to get there from Earth?

Hint: The Earth is approximately 9.3 Q 10

7

miles from the Sun.

13

miles. How long

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-30X ÙS: A Guide for Teachers

9

Trig Functions

5

Overview

Students practice solving sine, cosine, and tangent
ratios, and solve problems involving trigonometric
ratios.

Introduction

Introduce the trigonometric ratios to students.

¾

sin = opposite leg
cos = adjacent leg
tan = opposite leg

1. Have students find the trigonometric ratios for
the triangle using the above definitions. Round to
the nearest hundredth if necessary. (Use %
for rounding.)

a. sin C 3
b. cos C4
c. tan C3
d. sin A4
e. cos A3
f. tan A4

hypotenuse

¾

hypotenuse

¾

adjacent leg

¾
¾
¾
¾
¾
¾

5 = 0.60
5 = 0.80
4 = 0.75
5 = 0.80
5 = 0.60
3 = 1.33

‚

Math Concepts

• multiplication

• division

• trigonometric
ratios

Materials

• TI-30X ÙS

• pencil

• student activity

A

3

BC

4

³ To set 2 decimal places:

1. Press % ‚.

F0123456789

2. Press 2 to select 2
decimal places.

2. Have students find the value of each ratio using
the TI-30X ÙS. Round to the nearest 10
thousandth.

a. sin 71° 0.9455
b. tan 31° 0.6009
c. cos 25° 0.9063

3. Have students find the measure of each angle
using the TI-30X ÙS. Round to the nearest degree.

a. sin B = 0.4567 27 degrees
b. cos A = 0.6758 47 degrees
c. tan C = 5.83 80 degrees

³ To find sin 71°:

1. Press >.

sin(

2. Enter 71; press E <.

sin(71)

0.945518576

3. Press % ‚ 4.

sin(71)

0.9455

³ To find

1. Press % Z.

2. Enter

3. Press % ‚ 0.

B

when sin B=0.4567:

sin-1(

; press E <.

.4567

sin-1(.4567)

27.1744

sin-1(.4567)

27.

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-30X ÙS: A Guide for Teachers

10

Trig Functions

(Continued)

Activity

Present the following problem to students:

You need to build a ramp to your front door. The
distance from the ground to the bottom of the door
is 1.5 feet. You dont want the angle of incline to be
more than 6 degrees. The distance from the street to
the door is 20 feet. Is there enough room to build the
ramp?

Procedure

1. Make a drawing of the problem.

1.5 ft.

20 ft.

2. Use the trigonometric ratio

tan = opposite leg

to find angle A.

Angle A is 4.3 degrees (rounded to the nearest
tenth). Yes, there is enough room to build the
ramp.

¾

adjacent leg

Extension

Present the following problem to students:

³ 1. Press % \.

tan-1(

2. Enter
E <.

tan-1(1.5/20)

A

³ 1. Press % \.

tan-1(

W 20 and press

1.5

4.3

You want to start the ramp 15 feet away from the
door. Can you do that and still have the angle of
incline be less than 6 degrees?

Yes, angle A is 5.7º.

© 1999 T

EXAS INSTRUMENTS INCORPORATED

2. Enter
<.

tan-1(1.5/15

TI-30X ÙS: A Guide for Teachers

1.5 ¾¾ 15

5.7

and press

11

Trig Functions

5

Problems

1. Find the trigonometric ratios for the triangle. Round to the nearest
hundredth. (Use % ‚ for rounding.)

a. sin C _______________________

Name ___________________________

Date ___________________________

b. cos C _______________________

c. tan C _______________________

d. sin A _______________________

e. cos A _______________________

f. tan A _______________________

2. Using the TI-30X ÙS, find the value of each ratio. Round to the nearest ten

thousandth.

a. sin 71º _______________________

b. tan 31º _______________________

c. cos 25º _______________________

3. Using the TI-30X ÙS, find the measure of each angle. Round to the nearest

degree.

A

3

BC

4

a. sin B = 0.4567 _______________________

b. cos A =0.6758 _______________________

c. tan C = 5.83 _______________________

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-30X ÙS: A Guide for Teachers

12

Trig Functions

Problem

You need to build a ramp to your front door. The distance from the ground to
the bottom of the door is 1.5 feet. You dont want the angle of incline to be
more than 6 degrees. The distance from the street to the door is 20 feet. Is
there enough room to build the ramp?

Procedure

1. Make a drawing of the problem.

Name ___________________________

Date ___________________________

2. Use the trig ratio tan = opposite leg
your answer to the nearest tenth.) ___________________________________

_________________________________________________________________

3. Is there room to build the ramp? ____________________________________

Extension

You want to start the ramp 15 feet away from the door. Can you do that and
still have the angle of incline be less than 6 degrees?

© 1999 T

EXAS INSTRUMENTS INCORPORATED

¾

adjacent leg to find angle A. (Round

TI-30X ÙS: A Guide for Teachers

13

What’s My Score? — 1-Variable Statistics

Overview

Students use the given test scores to find averages.

Introduction

Discuss finding averages with your students.

Activity

Present the following problem to students:

You and your friend are having a contest. The one
gets the highest average on their math tests for one
quarter wins. Your scores are 98, 89, 78, 98, and

100. Your friends scores are 89, 89, 97, 90, and

100. Who is the winner?

Procedure

1. Have students find the average of their scores
using the TI-30X ÙS. Remember to enter 2 as the
frequency for 98 and 1 for all others.

Math Concepts

• averages

³ 1. Press % t < to

select

2. Press v and enter your
first score.

X1 = 98

Materials

• TI-30X ÙS

• pencil

• student activity

1-VAR

mode.

3. Press $ and enter 2 as
the frequency for 98.

FRQ = 2

4. Press $. Continue
entering your scores and
frequencies, pressing $
after each score and
frequency.

5. When finished, press
u " to select v, the
average. Write it down.

n v Sx sx ¹

92.6

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-30X ÙS: A Guide for Teachers

14

What’s My Score? — 1-Variable Statistics

(Cont.)

2. Now find the average of your friends scores.
Remember to put 2 as the frequency for 89 and 1
for all others.

3. Who won?

Your friend: 93 (You had 92.6.)

Extension

Present the following problem to students:

Your friend took a test on the day you were absent
and scored 95. What score do you need to get so that
you are the winner?

³ 1. Press % t " " to

CLRDATA

select
<.

2. Press v and enter the
friend’s first score.

X1 = 89

3. Continue entering the
friend’s scores and
frequencies, following
steps 3 and 4 on the
previous page.

4. When finished, press
u " to select
average. Write it down.

n

v Sx sx ¹

93.0

³ 1. Press % t and " "

CLRDATA

to

2. Recalculate your friend’s
average, making sure to
include the new score.

. Press

, the

v

. Press <.

The score you need: 98

Note:

Make sure you exit the
to another problem.

STAT

mode before going on

3. Use guess and check to
figure out what score you
need to get.

STAT

4. To exit
% w <.

mode, press

© 1999 T

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TI-30X ÙS: A Guide for Teachers

15

What’s My Score? —

Name ___________________________

1-Variable Statistics

Date ___________________________

Problems

1. You and your friend are having a contest. Whoever gets the highest average on
their math tests for one quarter wins. Your scores are 98, 89, 78, 98, and 100.
Your friend's scores are 89, 89, 97, 90, and 100. Who is the winner?

Your average _______________________

Your friends average _______________________

2. Your friend took a test on the day you were absent and scored 95. What score
do you need to get so that you are the winner?

Your friends new average _______________________

Your new score _______________________

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-30X ÙS: A Guide for Teachers

16

Heart Rates — 1-Variable Statistics

Overview

Students use the statistics functions of the
TI-30XÙS calculator to investigate the effect of
exercise on heart rate.

Introduction

Students may be placed in smaller groups for this
activity to minimize the amount of data to be
entered. Ask students:

•

What do you think the average heart rate is for
someone your age?

•

What about after exercising?

Activity

Have students complete the following investigation
to check their estimations.

Math Concepts

• mean,
minimum,
maximum, and
range

Materials

• TI-30X ÙS

• stopwatch or
a watch with
a second hand

• student activity

1. Have students check their resting heart rates by
timing their pulse for 1 minute. (You could have
them time for 10 seconds and then multiply by 6,
but this could be the quietest minute of your day!)

2. Collect data on the chart. Enter each students
heart rate and a mark in the frequency column.
As other students have the same heart rate, add
another tally mark in the frequency column.

3. Enter the heart rate data into the TI-30X ÙS.

a. Enter the first heart rate on the chart as the

first

X

value, and the number of tallies for

that heart rate as the frequency.

b. You must press $ between entries. For

example, enter the first heart rate, and then
press $. Enter the first frequency, and then
press $.

For example, assume a class of 22 students:

Rate Students Rate Students

60 3 63 3
61 5 64 1
62 6 65 4

³ 1. Press % t <.

2. Press v to enter the
heart rates and
frequencies.

X1=

3. Enter first heart rate and
press $.

FRQ=

4. Continue entering until
you have entered all the
heart rates and
frequencies.

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-30X ÙS: A Guide for Teachers

17

Heart Rates — 1-Variable Statistics

(Continued)

4. Check the statistics calculations. After
students display

Òx

(Sigma x), explain that

is the sum of all the heart rates. Ask students:

•

How many heartbeats were there in one
minute?

•

Is the average heart rate higher or lower
than you expected?

5. Now we will see the effect of some exercise
on heart rate. Tell students:

If at any point during this portion of the
activity you experience pain, weakness, or
shortness of breath, stop immediately.

6. Have the students run in place for 2 minutes
and then give them these instructions:

a. Time your pulse for 1 minute.
b. Record your heart rate as before.
c. Enter the data into the calculator.
d. Compare the average heart rate after

running with the resting heart rate.

Òx

 1. Press u.

n Ï Sx Îx

22.

n should equal the total

number of student sampled.

Ï

62.

2

1370.

to see the

x

Ò

.

2. Press " to
average heart rate.

n Ï Sx Îx

3. Press " " " to

Òx

x

Ò

Note: The numbers show the
results of the example described
above. Your students’ results will
vary depending on the size of
group and the heart rate readings.

7. Now have the students do jumping jacks for 2
minutes. Instruct them to time their pulse for 1
minute again and record as before. Have them
enter the data into the calculator again and
calculate the average heart rate after jumping
jacks. Compare to the other 2 averages.

8 How fit is the class? If the class (or individual)

heart rate after jumping jacks is less than 90,
then you are in great shape. If it is higher than
125, then you are in poor shape.

Instruct students to make a histogram of the 3

9.

sets of data they collected. Ask students:

•

How are the histograms the same?

•

How are they different?

•

Is the data grouped the same or is it more
spread out in one graph compared to
another?

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-30X ÙS: A Guide for Teachers

18

Heart Rates —

Name ___________________________

1-Variable Statistics

Problem

What do you think the average heart rate is for someone your age? What about
after exercising?

Procedure

1. Use this table to record your class or group data (resting).

Heartbeats per minute

(resting)

Date ___________________________

Frequency

© 1999 T

2. What is the class (group) average? ___________________________________

3. What is the total number of heartbeats for the minute? _________________

EXAS INSTRUMENTS INCORPORATED

TI-30X ÙS: A Guide for Teachers

19

Heart Rates —

Name ___________________________

1-Variable Statistics

4. Use this table to record your class or group data (running).

Heartbeats per minute

(running)

Date ___________________________

Frequency

© 1999 T

5. What is the class (group) average?___________________________________

6. What is the total number of heartbeats for the minute? _________________

EXAS INSTRUMENTS INCORPORATED

TI-30X ÙS: A Guide for Teachers

20

Heart Rates —

Name ___________________________

1-Variable Statistics

7. Use this table to record your class or group data (jumping).

Heartbeats per minute

(jumping)

Date ___________________________

Frequency

© 1999 T

8. What is the class (group) average? __________________________________

9. What is the total number of heartbeats for the minute? _________________

10. How fit is the class? _______________________________________________

_________________________________________________________________

Note: If the class (or individual) heart rate after jumping jacks is less than 90, then you are in

great shape. If it is higher than 125, then you are in poor shape.

EXAS INSTRUMENTS INCORPORATED

TI-30X ÙS: A Guide for Teachers

21

Heart Rates —

Name ___________________________

1-Variable Statistics

11. Now make a histogram for each of the 3 sets of data you collected.

Resting Running Jumping

Date ___________________________

© 1999 T

12. How are the histograms the same? How are they different? _____________
_________________________________________________________________
_________________________________________________________________

13. Is the data grouped the same or is it more spread out in one graph
compared to another? _____________________________________________

_________________________________________________________________
_________________________________________________________________

EXAS INSTRUMENTS INCORPORATED

TI-30X ÙS: A Guide for Teachers

22

WNBA Stats — 2-Variable Statistics

Overview

Students use WNBA statistics to explore the
relationship between 2 variables. They use the
TI-30X ÙS to compute the regression equation and
evaluate some values.

Activity

Present the following problem to students:

Do you think WNBA (Womens National Basketball
Association) playing time (in minutes per game)
is related to how many points a player scores? Do
you think it is related to how many rebounds a
player gets? Or is it related to the players field-goal
percentage?

Procedure

1. Put the calculator in

2-VAR

statistics.

STAT

mode and choose

Math Concepts

• 2-variable
statistics

 1. Press % t and then

".

1-VAR 2-VAR

Materials

• TI-30X ÙS

• pencils

• student activity

2. Using the table in the activity, enter the data.
Enter points per game as the

X

-variable and

minutes per game (playing time) as the

Y

-variable.

2. Press < to select

2-VAR

.

 1. Press v.

X1=

2. Enter
game for the first player,
Rhonda Mapp).

X1=10.1

3. Press $.

Y1=1

4. Enter
game for Rhonda Mapp).

Y1=21.7

5. Press $ to enter data for
the second player.

6. Enter data for each player
in the table. Press $ after
entering each data point.

(points per

10.1

(minutes per

21.7

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-30X ÙS: A Guide for Teachers

23

WNBA Stats — 2-Variable Statistics

(

Continued)

3. Calculate the statistical data.

You may want to fix the decimal to 2 places
before doing the statistical calculations.

Ask students:

•

What is the average points scored for the
players shown?

•

What is the average playing time?

•

What is the total number of points scored
per game for all the given players?

You may want to discuss the other statistical
variables and what they mean.

4. The form of the equation is

y = ax + b

the equation for the line of best fit (round to
the nearest hundredth).

1.56x + 7.02

. Write

 1. Press % ‚.

F0123456789

2. Press 2.

 1. Press u.

n Ï Sx Îx Ð

12.00

2. Press " to Ï.

n Ï Sx Îx Ð

9.33

3. Press " " " to Ð.

n Ï Sx Îx Ð

21.59

4. Press " " " to Òx.

Sy Îy Òx

112.00

 1. Press " until you get to a.

This is the slope of the line of
best fit.

b r

ÒXY a

1.56

5. The closer the correlation coefficient value is
to 1 (or 1), the better the correlation
between the two variables. Write the
correlation coefficient.

r

= .91

6. Now calculate how many minutes you would
expect a player to play if she averages 15
points per game.

2. Press " to b. This is the
y-intercept of the line.

Ò XY a b

3. Press " to r. This is the
correlation coefficient.

ÒXY a b r

 1. Press " " to

x¢ y

2. Press <.

3. Type

y¢(15)

r

7.02

0.91
y¢

.

¢

15

E and press <.

30.44

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-30X ÙS: A Guide for Teachers

24

WNBA Stats — 2-Variable Statistics

(

Continued)

7. Now calculate how many points you would
expect a player to score if she plays 35 minutes a
game.

8. Discuss the correlation as a class. Ask students:

•

Are there other factors affecting the players
minutes per game besides points scored?

•

What about defense, rebounding, etc.?

Extension

Now have students use the calculator to investigate
the correlation of the other data in the chart such as
the relation of field-goal percentage to minutes per
game, or rebounds per game to minutes per game.
(Remember, since you have already entered the
minutes in
in

X

.)

Ask students:

Y

, you only need to enter the new data

 1. Press u.

n Ï Sx Îx Ð

12.00

2. Press ! ! to x¢.

y

x

¢

¢

3. Press <.

35

4. Type
<.

x¢(35)

E and press

17.92

Which 2 variables have the closest correlations?
(That is, which have the correlation coefficient
closest to 1 or 1?)

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-30X ÙS: A Guide for Teachers

25

WNBA Stats —

Name ___________________________

2-Variable Statistics

Date ___________________________

Problem

Do you think WNBA playing time (in minutes per game) is related to how
many points a player scores? Do you think it is related to how many rebounds
a player gets? Or is it related to the players field goal percentage?

Procedure

Use the following table of data to explore the relationships of different pairs of
data. Begin by entering the points per game as the
per game as the

Player Field-Goal

1. Rhonda Mapp .506 10.1 4.3 21.7

2. Vicky Bullet .441 13.3 6.5 31.6

3. Janeth Arcain .426 6.8 3.6 21.9

Y

-variable.

Percentage

Points

per Game

X

-variable and the minutes

Rebounds
per Game

Minutes

per Game

4. Cynthia Cooper .446 22.7 3.7 35

5. Elena Baranova .420 12.9 9.3 33.6

6. Malgozata Dydek .482 12.9 7.6 28

7. Heidi Burge .509 6.7 3.3 16.7

8. Keri Chaconas .297 4.8 .8 13.2

9. Rebecca Lobo .484 11.7 6.9 29.2

10. Coquese Washington .294 1.9 .9 8.1

11. Toni Foster .467 4.9 1.9 13.6

12. Maria Stepanova .426 3.3 1.9 6.5

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-30X ÙS: A Guide for Teachers

26