Texas Instruments TI-30X IIS Guide

TI-30XII

TI-30X ÚS:

AGuidefor Teachers

Developed by

Texas Inst rument s Incorporat ed

Act ivit ies developed by

Gary Hanson and Alet ha Pasket t

Illust rat ed by

Jay Garrison

About t he Aut hors

andAlet ha Pasket t aremat ht eachers int heJordanIndependent School Dist rict inSandy, Ut ah. They developedt heAct ivit ies sect ionandassist edinevaluat ingt he appropriat eness of t heexamples int heHow t oUset heTI-30X ÖS sect ionof t his guide.

Important Notice Regarding Book Materials

Texas Instruments makes no warranty, either expressed or implied, including but not limited to any implied warranties of merchantability and fitness for a particular purpose, regarding any programs or book materials and makes such materials available solely on an “as-is” basis. In no event shall Texas Instruments be liable to anyone for special, collateral, incidental, 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.

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

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 in this book that carry a Texas Instruments copyright notice. These pages are designed to be reproduced by teachers for use in classes, workshops, or seminars, provided each copy made shows the copyright notice. Such copies may not be sold, and further distribution is expressly prohibited. Except as authorized above, prior written permission must be obtained from Texas Instruments Incorporated to reproduce or transmit this work or portions thereof in any other form or by any other electronic or mechanical means, including any information storage or retrieval system, unless expressly permitted by federal copyright law.

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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 statement above) to the supplier of the photocopying services.

www.ti.com/calc [e-mail]

Copyright © 1999 Texas Instruments Incorporated.

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

Printed in the United States of America.

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

© 1999 TEXAS INSTRUMENTS INCORPORATED

TI-30X ÙS: A Guide for Teachers

ii

		About t he Teacher Guide
	How the Teacher Guide is Organized		Things to Keep in Mind
	This guide consist s of t wo sect ions: Act ivit ies		•	While many of t he examples on t he
	and How t o Use t he TI-30X ÙS. The Act ivit ies			t ransparency mast ers may be used t o
	sect ion is a collect ion of act ivit ies for			develop mat hemat ical concept s, t hey were
	int egrat ing t he TI-30X ÙS int o mat hemat ics			not designed specifically for t hat purpose.
	inst ruct ion. The How To Use t he TI-30X ÙS		•	For maximum flexibilit y, each example and
	sect ion is designed t o help you t each st udent s
				act ivit y is independent of t he ot hers.
	how t o use t he calculat or.
				Select t he t ransparency mast er
	Act ivit ies
				appropriat e for t he key you are t eaching, or
	The act ivit ies are designed t o be t eacher-
				select t he act ivit y appropriat e for t he
	direct ed. They are int ended t o help develop			mat hemat ical concept you are t eaching.
	mat hemat ical concept s while incorporat ing t he		•	If an example does not seem appropriat e
	TI-30X ÙS as a t eaching t ool. Each act ivit y is			for your curriculum or grade level, use it t o
	self-cont ained and includes t he following:
				t each t he funct ion of a key (or keys), and
	•	An overview of t he mat hemat ical purpose
				t hen provide relevant examples of your own.
		of t he act ivit y.
			•	To ensure t hat everyone st art s at t he
	•	The mat hemat ical concept s being
				same point , have st udent s reset t he
		developed.
				calculat or by pressing & and -
	•	The mat erials needed t o perform t he		simult aneously or by pressing %
		act ivit y.		and t hen select ing Y (yes).

•The det ailed procedure, including st ep-by- Conventions Used in the Teacher Guide

	st ep TI-30X ÙS key presses.	• In t he t ext , bracket s [ ] around a key’s
•	A st udent act ivit y sheet .	symbol/name indicat e t hat t he key is a
How to Use the TI-30XÚS		second, or alt ernat e, funct ion.
		For example: Z
This sect ion cont ains examples on
		• On t he t ransparency mast ers, second
t ransparency mast ers. Chapt ers are numbered
and include t he following.		funct ions are shown just as t hey appear on
• An int roduct ory page describing t he		t he keyboard.
	calculat or keys present ed in t he example,	For example: •
	t he locat ion of t hose keys on t he	How to Order Additional Teacher Guides
	TI-30X ÙS, and any pert inent not es about
		To place an order or t o request informat ion
	t heir funct ions.
•	Transparency mast ers following t he	about Texas Inst rument s (TI) calculat ors,
		use our e-mail address: [e-mail]
	int roduct ory page provide examples of
		visit our TI calculat or homepage: www.ti.com/calc
	pract ical applicat ions of t he key(s) being
		or, call our t oll-free number:
	discussed. The key(s) being discussed are
		1-800-TI-CARES (1-800-842-2737)
	circled on t he TI-30X ÙS keyboard.
				iii
© 1999 TEXAS INSTRUMENTS INCORPORATED		TI-30X IIS: A Guide for Teachers

ABOUT THE TI-30XÚS

Two-Line Display

The first line (entry line) displays an entry of up to 88 digits (47 digits for the stat and constant entry lines). Entries begin on the left; those with more than 11 digits scroll to the right. Press ! and " to scroll the entry line. Press % ! or % " to move the cursor immediately to the beginning or end of the entry.

The second line (result line) displays a result of up to 10 digits, plus a decimal point, negative sign, X10 indicator, and 2-digit positive or negative exponent. Results that exceed the digit limit are displayed in scientific notation.

Display Indicators

Refer to Appendix B for a list of the display indicators.

Order of Operations

The TI-30X ÙS uses the Equation Operating System (EOSTM) to evaluate expressions. The operation priorities are listed on the transparency master in Chapter 4, Order of Operations and Parentheses (page 41).

Because operations inside parentheses are performed first, you can use D E to change the order of operations and, therefore, change the result.

2nd Functions

Pressing % displays the 2ND indicator, and then accesses the function printed above the next key pressed. For example, % b 25 E < calculates the square root of 25 and returns the result, 5.

Menus

Certain TI-30X ÙS keys display menus: z, % h, L, % t, u, % w, H, I, % k, = % d, % ‚ and % .

Press ! or " to move the cursor and underline a menu item. To return to the previous screen without selecting the item, press -. To select a menu item:

•Press < while the item is underlined, or

•For menu items followed by an argument value (for example, NPR), enter the value while the item is underlined. The item and the argument value are displayed on the previous screen.

Previous Entries # $

After an expression is evaluated, use # and $ to scroll through previous entries, which are stored in the TI-30X ÙS history. You cannot retrieve previous entries while in STAT mode.

Error Messages

Refer to Appendix C for a listing of the error messages.

Last Answer (Ans)

The most recently calculated result is stored to the variable ANS. ANS is retained in memory, even after the TI-30X ÙS is turned off. To recall the value of ANS:

•Press % i (ANS displays on the screen), or

•Press any operation key (T, U, etc.) as the first part of an entry. ANS and the operator are both displayed.

© 1999 TEXAS INSTRUMENTS INCORPORATED

TI-30X ÙS: A Guide for Teachers

IV

ABOUT THE TI-30XÚS ( C o n t i n u e d )

Resetting the TI-30X ÚS

Pressing & and - simultaneously or pressing % and then selecting Y (yes) resets the calculator.

Resetting the calculator:

•Returns settings to their defaults— standard notation (floating decimal) and degree (DEG) mode.

•Clears memory variables, pending operations, entries in history, statistical data, constants, and ANS (Last Answer).

Note: The examples on the transparency masters assume all default settings.

Automatic Power DownÉ(APDÉ)

If the TI-30X ÙS remains inactive for about 5 minutes, APD turns it off automatically. Press & after APD. The display, pending

operations, settings, and memory are retained.

© 1999 TEXAS INSTRUMENTS INCORPORATED

TI-30X ÙS: A Guide for Teachers

V

Table of Cont ent s

About the Authors	ii
About the Teacher Guide	iii
About the TI-30XÖS	iv

Act ivit ies

The Better Batter —
The FIX Key	2
Star Voyage —
Scient ific Not at ion	6
Trig Functions	10
What’s My Score —
1-Variable St at ist ics	14
Heart Rates —
1-Variable St at ist ics	17
WNBA Stats —
2-Variable St at ist ics	23

How to Use the TI-30XÚS

1	TI-30XÖS Basic Operations	29
2	Clear, Insert, and Delete	33
3	Basic Math	36
4	Order of Operations and
	Parentheses	40
5	Constant	43
6	Decimals and Decimal Places	45
7	Memory	47
8	Fractions	52
9	Pi	58

How to Use the TI-30XÚS (Continued)

10	Powers, Roots, and Reciprocals	6 1
11	Probability	68
12	Statistics	75
13	Trigonometry	8 1
14	Notation	88

15Logarithms and Antilogarithms 9 1

16Angle Settings and Conversions 94

17Polar and Rectangular

Conversions	98
18 Hyperbolics	100
Appendix A	A-1
Quick Reference t o Keys
Appendix B	B-1
Display Indicat ors
Appendix C	C-1
Error Messages
Appendix D	D-1
Support and Service Informat ion
Appendix E	E-1
Warrant y Informat ion

© 1999 TEXAS INSTRUMENTS INCORPORATED

TI-30X ÙS: A Guide for Teachers

vi

Act ivit ies

The Better Batter —
The FIXKey	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

		1
© 1999 TEXAS INSTRUMENTS INCORPORATED	TI-30X ÙS: A Guide for Teachers

The Bet t er Bat t er — The FIX Key

	Overview	Math Concepts	Materials
	St udent s use % ‚ on t he TI-30X ÙS t o change	• rounding	• TI-30X ÙS
		• place value	• pencil
	numbers t o different place values. St udent s calculat e
		• division	• st udent
	bat t ing averages using t he TI-30X ÙS and t hen round
		• comparing and	act ivit y
	t heir answers t o 3 decimal places.	orderingdecimals

Int roduct ion

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 ÖS.

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

Act ivit y

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 ¾ number of times at bat) rounded to 3 decimal places for each player. Make a list of your players in order, from highest to lowest.

See the table on page 3 for solutions.

³1. 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.

4.39865

4.Press <.

4.39865

4.3987

		2
© 1999 TEXAS INSTRUMENTS INCORPORATED	TI-30X ÙS: A Guide for Teachers

The Bet t er Bat t er — The FIX Key ( Cont inued)

Player	Number of Hits	Number of	Batting
		Times at Bat	Average
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
Barfield	64	284	0.225
Mattingly	109	367	0.297
Hall	87	280	0.311

		3
© 1999 TEXAS INSTRUMENTS INCORPORATED	TI-30X ÙS: A Guide for Teachers

The Bet t er Bat t er — The FIX Key

Name ___________________________

Dat e ___________________________

Problems

1. Round the following numbers to 3 decimal places.

a.	2.35647	_________________
b.	15.3633	_________________
c.	0.02698	_________________

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

a.	4.39865	_________________
b.	72.965912	_________________
c.	0.29516	_________________
d.	0.00395	_________________

		4
© 1999 TEXAS INSTRUMENTS INCORPORATED	TI-30X ÙS: A Guide for Teachers

The Bet t er Bat t er — The FIX Key

Name ___________________________

Dat e ___________________________

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	Batting Average
		Times at Bat	(rounded to 3 decimal places)
C. Ripken	122	368
Puckett	119	363
Molitor	119	364
Greenwell	104	334
Tartabull	103	311
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	____________________
Player 4	____________________	Player 9	____________________
Player 5	____________________

		5
© 1999 TEXAS INSTRUMENTS INCORPORATED	TI-30X ÙS: A Guide for Teachers

St ar Voyage — Scient ific Not at ion

	Overview	Math Concepts	Materials
		• scient ific	• TI-30X ÙS
	St udent s invest igat e scient ific not at ion by changing
		not at ion	• pencil
	numbers int o scient ific not at ion, and t hen using t hem
		• addit ion	• student activity
	in calculat ions.
		• division

Int roduct ion

Set up the activity by telling your students:

The standard form for scientific notation is A Q 10N, 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 7
b.	384 000 000 000	3.84 Q 10	11
c.	0.00000000000234	2.34 Q 10	-12
d.	0.0000000157	1.57 Q 10	-8

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

a.	12 000 000	1.2 Q 10	7
b.	974 000 000	9.74 Q 10 8
c.	0.0000034	3.4 Q 10	-6
d.	0.000000004	4 Q 10 -9

Note: Answers assume the default floating decimal setting.

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

a.	5.8	Q 107	58 000 000
b.	7.32 Q 105		732 000
c.	6.2	Q 10-6	0.0000062
d.	3 Q 10-8		0.00000003

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

1. Enter the first number.

12000000

2.Press % D.

FLO SCI ENG

3.Press " < <.

12000000

1.2x1007

³1. Enter 5.8; press % C.

5.8¯

2.Enter 7; press % D.

FLO SCI ENG

3.Press !.

FLO SCI ENG

4.Press < <.

5.8¯7

58000000.

		6
© 1999 TEXAS INSTRUMENTS INCORPORATED	TI-30X ÙS: A Guide for Teachers

St ar Voyage — Scient ific Not at ion ( Cont inued)

Act ivit y

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 1013 miles. The distance from the earth to the sun is approximately

9.3 x 107 miles. Your ship can travel at the speed of light. You know that light can travel a distance of

6 x 1012 miles in 1 light year. Will you be able to get to Alpha Centauri on time?

Procedure

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

2.5 Q 10 13 + 9.3 Q 10 7 = 2.5000093 Q 10 13 miles

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

2.5000093 Q 1013 P 6 Q 1012 = 4.166682167 years

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

Yes

Ext ension

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 1013 miles. How long will it take you to get there from Earth?

≈15 years

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

Hint: The Earth is approximately 9.3 x 107 miles from the Sun.

		7
© 1999 TEXAS INSTRUMENTS INCORPORATED	TI-30X ÙS: A Guide for Teachers

St ar Voyage — Scient ific Not at ion

Name ___________________________

Dat e ___________________________

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

a.	12 000 000	_________________________
b.	974 000 000	_________________________
c.	0.0000034	_________________________
d.	0.000000004	_________________________

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

Scientific Notation			Standard Notation
a.	5.8	Q 107	_________________________
b.	7.32 Q 105		_________________________
c.	6.2	Q 10-6	_________________________
d.	3 Q 10-8		_________________________

		8
© 1999 TEXAS INSTRUMENTS INCORPORATED	TI-30X ÙS: A Guide for Teachers

St ar Voyage — Scient ific Not at ion

Name ___________________________

Dat e ___________________________

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 1013 miles. The distance from the Earth to the Sun is approximately 9.3 x 107 miles. Your ship can travel at the speed of light. You know that light can travel a distance of 6 x 1012 miles in 1 light year. Will you 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) ________________________________________________________

_______________________________________________________________________________

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

Ext ension

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 1013 miles. How long will it take you to get there from Earth?

Hint: The Earth is approximately 9.3 Q 107 miles from the Sun.

			9
© 1999 TEXAS INSTRUMENTS INCORPORATED	TI-30X ÙS: A Guide for Teachers

Trig Funct ions

	Overview	Math Concepts	Materials
		• mult iplicat ion	• TI-30X ÙS
	St udent s pract ice solving sine, cosine, and t angent
		• division	• pencil
	rat ios, and solve problems involving t rigonomet ric
		• t rigonomet ric	• student
	rat ios.
		rat ios	activity

Int roduct ion

Introduce the trigonometric ratios to students.

sin = opposite leg ¾ hypotenuse cos = adjacent leg ¾ hypotenuse tan = opposite leg ¾ adjacent 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 ¾ 5 = 0.60
b.	cos C	4 ¾ 5 = 0.80
c.	tan C	3 ¾ 4 = 0.75
d.	sin A	4 ¾ 5 = 0.80
e.	cos A	3 ¾ 5 = 0.60
f.	tan A	4 ¾ 3 = 1.33

2.Have students find the value of each ratio using the TI-30X ÖS. 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 ÖS. 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

A

5

3

B C

4

³To set 2 decimal places:

1.Press % ‚.

F0123456789

2.Press 2 to select 2 decimal places.

³To find sin 71°:

1.Press >. sin(

2.Enter 71; press E <.

sin(71)

0.945518576

3.Press % ‚ 4.

sin(71)

0.9455

³To find B when sin B=0.4567:

1.Press % Z. sin-1(

2.Enter .4567; press E <.

sin-1(.4567) 27.1744

3.Press % ‚ 0.

sin-1(.4567) 27.

		10
© 1999 TEXAS INSTRUMENTS INCORPORATED	TI-30X ÙS: A Guide for Teachers

Trig Funct ions ( Cont inued)

Act ivit y

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.

A

20ft.

2.Use the trigonometric ratio

tan = opposite leg ¾ adjacent 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.

Ext ension

Present the following problem to students:

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.

³1. Press % \. tan-1(

2.Enter 1.5 W 20 and press

E <.

tan-1(1.5/20) 4.3

³1. Press % \. tan-1(

2.Enter 1.5 ¾ 15 and press

<.

tan-1(1.5/15 5.7

		11
© 1999 TEXAS INSTRUMENTS INCORPORATED	TI-30X ÙS: A Guide for Teachers

Trig Funct ions

Name ___________________________

Dat e ___________________________

Problems

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

a.	sin C	_______________________
b. cos C		_______________________	A
			3	5
c.	tan C	_______________________
			B	C
d.	sin A	_______________________		4
e.	cos A	_______________________
f.	tan A	_______________________

2.Using the TI-30X ÖS, 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 ÖS, find the measure of each angle. Round to the nearest degree.

a.sin B = 0.4567 _______________________

b.cos A =0.6758 _______________________

c. tan C = 5.83

_______________________

		12
© 1999 TEXAS INSTRUMENTS INCORPORATED	TI-30X ÙS: A Guide for Teachers

Trig Funct ions

Name ___________________________

Dat e ___________________________

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.

2.Use the trigonometric ratio tan = opposite leg ¾ adjacent leg to find angle A. (Round your answer to the nearest tenth.) _________________________

_________________________________________________________________

3.Is there room to build the ramp? ____________________________________

Ext ension

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?

		13
© 1999 TEXAS INSTRUMENTS INCORPORATED	TI-30X ÙS: A Guide for Teachers

What ’s My Score? — 1-Variable St at ist ics

Overview	Math Concepts	Materials
	• averages	• TI-30X ÙS

St udent s use t he given t est scores t o find averages.

• pencil

• student activity

Int roduct ion

Discuss finding averages with your students.

Act ivit y

Present the following problem to students:

You and your friend are having a contest. The one who 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 ÖS. Remember to enter 2 as the frequency for 98 and 1 for all others.

³1. Press % T < to select 1-VAR mode.

2.Press V and enter your first score.

X1 = 98

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 92.6

		14
© 1999 TEXAS INSTRUMENTS INCORPORATED	TI-30X ÙS: A Guide for Teachers

What’s My Score? — 1-Variable Statistics (Continued)

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.)

Ext ension

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?

The score you need: 98

Note: Make sure you exit the STAT mode before going on to another problem.

³1. Press % T " " < to select CLRDATA.

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 V, the average. Write it down.

n V Sx Sx 93.0

³1. Press % T and " " to CLRDATA. Press <.

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

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

4.To exit STAT mode, press

% W <.

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© 1999 TEXAS INSTRUMENTS INCORPORATED	TI-30X ÙS: A Guide for Teachers

What ’s My Score? — 1-Variable St at ist ics

Name ___________________________

Dat e ___________________________

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 _______________________

The score you need	_______________________

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© 1999 TEXAS INSTRUMENTS INCORPORATED	TI-30X ÙS: A Guide for Teachers

Heart Rates — 1-Variable Statistics

	Overview		Math Concepts	Materials
			• mean, minimum,	• TI-30X ÙS
	Students use the statistics functions of the
			maximum, and	• stopwatch or
	TI-30X	ÙS calculator to investigate the effect of
			range	a watch with a
	exercise on heart rate.
				second hand

• student activity

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.

1.Have students check their resting heart rate 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 ÚS.

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

³1. Press % T <.

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

X1=

3.Enter first heart rate and press $.

FRQ=

4.Enter the first frequency and press $.

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

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© 1999 TEXAS INSTRUMENTS INCORPORATED	TI-30X ÙS: A Guide for Teachers

Heart Rates — 1-Variable Statistics (Continued)

4.Check the statistics calculations. After students display Òx (Sigma x), explain that Òx 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.

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.

8How 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.

9.Instruct students to make a histogram of the 3 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?

1. Press U.

n Ï Sx Îx

22.

n should equal the total number of student sampled.

2.Press " to Ï to see the average heart rate.

n Ï Sx Îx 62.

3.Press " " " to Òx.

Òx Òx 2

1370.

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

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© 1999 TEXAS INSTRUMENTS INCORPORATED	TI-30X ÙS: A Guide for Teachers

Heart Rates —

1-Variable Statistics

Name ___________________________

Date ___________________________

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	Frequency
(resting)

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

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

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© 1999 TEXAS INSTRUMENTS INCORPORATED	TI-30X ÙS: A Guide for Teachers

Heart Rates —

1-Variable Statistics

Name ___________________________

Date ___________________________

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

Heartbeats per minute	Frequency
(running)

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

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

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© 1999 TEXAS INSTRUMENTS INCORPORATED	TI-30X ÙS: A Guide for Teachers

Heart Rates —

1-Variable Statistics

Name ___________________________

Date ___________________________

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

Heartbeats per minute	Frequency
(jumping)

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.

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© 1999 TEXAS INSTRUMENTS INCORPORATED	TI-30X ÙS: A Guide for Teachers

Heart Rates —

1-Variable Statistics

Name ___________________________

Date ___________________________

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

Resting

Running

Jumping

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? _____________________________________________

_________________________________________________________________

_________________________________________________________________

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© 1999 TEXAS INSTRUMENTS INCORPORATED	TI-30X ÙS: A Guide for Teachers

WNBA St at s — 2-Variable St at ist ics

Overview	Math Concepts	Materials
	• 2-variable	• TI-30X ÙS
	st at ist ics	• pencils
St udent s use WNBA st at ist ics t o explore t he
		• student activity
relat ionship bet ween 2 variables. They use t he
TI-30X ÙS t o comput e t he regression equat ion and
evaluat e some values.

Act ivit y

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 STAT mode and choose 2-VAR statistics.

2.Using the table in the activity (page 26), enter the data. Enter points per game as the X-variable and minutes per game (playing time) as the Y-variable.

`

1. Press % T and then

".

1-VAR 2-VAR

2.Press < to select

2-VAR.

1. Press V.

X1=

2.Enter 10.1 (points per game for the first player, Rhonda Mapp).

X1=10.1

3.Press $.

Y1=1

4.Enter 21.7 (minutes per game for Rhonda Mapp).

Y1=21.7

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

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

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© 1999 TEXAS INSTRUMENTS INCORPORATED	TI-30X ÙS: A Guide for Teachers