Texas instruments TI.34 II A Guide for Teachers

Explorer

TI.34

Ü

Plus™

:

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

How to Use the TI-34

the

Activities

section of this guide.

Û

section and assisted in evaluating the appropriateness of the examples in

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liable for any claim of any kind whatsoever against the use of these materials by any other party.

Note

: Using calculators other than the TIN34 Û may produce results different from those described in these

materials.

solely

on an “as-is” basis. In no event shall Texas Instruments be liable to

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If you request photocopies of all or portions of this book from others, you must include this page (with the
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Copyright © 1999 Texas Instruments Incorporated.

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

Printed in the United States of America.

© 1999 T

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

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

ii

Table of Contents



CHAPTER PAGE

About the Teacher Guide
About the

TI-34

Ü

v

vi

Activities 1

The Better Batter 2

The Fix Key

Star Voyage 6

Scientific Notation

Trig Functions 10
What’s My Score 14

1-Variable Statistics

Heart Rates 17

1-Variable Statistics

WNBA Stats 23

2-Variable Statistics

My Favorite Recipe 28

Fractions

CHAPTER PAGE

How to Use the TI-34 ÜÜ

16Angle Settings and Conversions107
17Polar Í Rectangular Conversions111
18Math Menu 113
Appendix A A-1

Quick Reference to Keys

Appendix B B-1

Display Indicators

Appendix C C-1

Error Messages

Appendix D D-1

Support, Service, and Warranty

(continued)

Sewing Costumes 32

Fractions

How to Use the TI.34

1 TI-34 Ü Basic Operations 37
2Editing the Display 41
3Basic Math 44
4Order of Operations 48
5Stored Operations 51
6Decimals and Decimal Places 58
7 Memory 60
8Fractions 65
9Pi 72
10Powers, Roots, and Reciprocals 75
11Probability 82
12Statistics 89
13Trigonometry 95

ÜÜ

36

14Notation 102
15Logarithms/Antilogarithms 104

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

iii

About the Teacher Guide



How the Teacher Guide is Organized

This guide consists of two sections:
and

How to Use the TI-34

section is a collection of activities for
integrating the TI-34 Û into mathematics
instruction.
designed to help you teach students how to
use the calculator.

How To Use the TI-34

Û

. The

Activities

Activities

Û

is

Activities

The activities are designed to be teacher­directed. They are intended to help develop
mathematical concepts while incorporating
the TI-34 Û 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.

• The detailed procedure, including step-by-

step TI-34 Û key presses.

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 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 % ,
selecting Y (yes), and then pressing

<

Conventions Used in this Guide

.

• A student activity sheet.

How to Use the TI.34

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-34 Û, and any pertinent notes about
their functions.

• Transparency masters following the

introductory page provide examples of
practical applications of the key(s) being
discussed. The key(s) being discussed are
shown in black on the TI-34 Û keyboard.

© 1999 T

EXAS INSTRUMENTS INCORPORATED

Ü

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

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

For example:

• On the transparency masters, second

functions are shown as they appear on
the TI-34 Û keyboard.

b

How to Order Additional Teacher Guides

To place an order or to request additional
information about Texas Instruments (TI)
calculators, call our toll-free number:

1.800.TI.CARES (1.800.842.2737)

Or use our e-mail address:

[e-mail]

Or visit the TI calculator home page:

http://www.ti.com/calc

TI-34 Û: A Guide for Teachers

iv

About the TI.34

Ü

Two-Line Display

The first line (entry line) displays an entry of
up to 88 digits (47 digits for stat or stored
operations entry line). 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, a
negative sign, a “
two-digit positive or negative exponent.
Results that exceed the digit limit are
displayed in scientific notation.

” indicator, and a

x10

Display Indicators

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

Order of Operations

The TI-34 Û uses the Equation Operating
System (EOSé) to evaluate expressions. The
operation priorities are listed on the
transparency master in Chapter 4,

Operations and Parentheses

.

Order of

Menus

Certain TI-34 Û keys display menus:

z, % h, L, % t
u, % w, H, I
% k, =

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

• Press

• For menu items followed by an argument

-

or

value (for example,
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-34 Û history. You
cannot retrieve previous entries while in

mode.

STAT

, % ‚ and %

. To select a menu item:

<

while the item is underlined,

), enter the value

nPr

# $

,

,



#

.

Error Messages

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

2nd Functions

Pressing
then accesses the function printed above the
next key pressed. For example, % b 25

<

returns the result, 5.

© 1999 T

%

displays the

calculates the square root of 25 and

EXAS INSTRUMENTS INCORPORATED

indicator, and

2nd

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

Last Answer (Ans)

The most recently calculated result is
stored to the variable
in memory, even after the TI-34 Û is turned
off. To recall the value of

E

• Press

screen), or

• Press any operation key (

so on) as the first part of an entry.
and the operator are both displayed.

TI-34 Û: A Guide for Teachers

%i

Ans. Ans

Ans

(

displays on the

Ans

is retained

:

T, U, F

, and

Ans

v

About the TI.34

Ü

(Continued)

Resetting the TI.34

Pressing & and
pressing %
then pressing

Resetting the calculator:

• Returns settings to their defaults:

Standard notation (floating decimal) and
degree mode.

• Clears memory variables, pending

operations, entries in history, statistical
data, constants (stored operations), and

(Last Answer).

Ans

: The examples on the transparency

Note

masters assume all default settings.

-



<

ÜÜ

simultaneously or

, selecting

resets the calculator.

(yes), and

Y

Automatic Power DownTM (APDTM)

If the TI-34 Û remains inactive for about
5 minutes, Automatic Power Down (APD)
turns it off automatically. Press & after
APD. The display, pending operations,
settings, and memory are retained.

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

vi

Activities

The Better Batter—

The Fix Key 1

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

My Favorite Recipe—

Fractions 28

Sewing Costumes—

Fractions 32

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

1

The Better Batter—The Fix Key

Overview

Students use % ‚ on the TI-34 Û to change
numbers to different place values. Students
calculate batting averages using the TI-34 Û and
then round their answers to 3 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-34 Ö.

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/ 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.

<

4.3987

Materials

•TI-34 Û

• pencil

• student
activity
(page 4)

.

Math Concepts

• rounding

• place value

• division

• comparing and
ordering decimals

³ 1. Enter the first number and

press

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

See the table on the next page for solutions.

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: 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

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

3

The Better Batter—

Name ___________________________

The Fix Key

1. Round the following numbers to 3 decimal places.
a. 2.35647 _________________
b. 15.3633 _________________
c. 0.02698 _________________

2. Using the TI-34
a. 4.39865 _________________
b. 72.965912 _________________
c. 0.29516 _________________
d. 0.00395 _________________

Ö, round the following numbers to 4 decimal places.

Date ___________________________

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: 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-34 Û: 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
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
b. 384 000 000 000 3.84
c. 0.00000000000234 2.34
d. 0.0000000157 1.57

Q

10

10

Q

10

Q

10

Q

7

11

-12

-8

Q

10

Math Concepts

• scientific
notation

• addition

• division

n

,

Materials

• TI-34 Û

• pencil

• student activity
(page 8)

2. Have students change the following numbers into

Ö

Q

Q

Q

10

.

10

10

Q

10

-11

13

11

-12

scientific notation using the TI-34
a. 12 000 000 000 000 1.2

b. 974 000 000 000 9.74
c. 0.0000000000034 3.4
d. 0.00000000004 4

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

-8

7

5

-6

58 000 000
732 000

0.0000062

0.00000003

 1. Enter the first number.

¸¸0000000000

2. Press < to display the
number in scientific
notation.

13

1. 2x10

³ 1. Enter

5.8¯

2. Enter 7 and press <.

5.8¯7

58000000.

Note: To enter a negative

number, press M and then
enter the number.

and press C.

5.8

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: 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 10

7

miles. Your ship can travel at the speed of

light. You know that light can travel a distance of

12

6 x 10

miles in 1 light year. Will you be able to

get to Alpha Centauri on time?

Procedure

13

miles. The distance

(Continued)

Ö

1. Using the TI-34

, find the total distance you

need to travel.

2.5

1013 + 9.3 Q 107 = 2.5000093 Q 1013 miles

Q

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

2.5000093

1013 P 6 Q 1012 = 4.166682167

Q

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

³ 1. Press

2. Press W 6 C 12 <.

The Earth is

Hint:

approximately 9.3 x 10
from the Sun.

2.5

C

7

<.

2.5¯¯13¼¼9.3¯¯¹¹

2.5000093¿¿

Ans¾¾6¯¯12

4.166682167

10

13 T 9.3

13

7

miles

C

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

7

Star Voyage—

Name ___________________________

Scientific Notation

Date ___________________________

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-34 Ö, change the following numbers into scientific notation.

Standard Notation Scientific Notation

a. 12 000 000 000 000 _________________
b. 974 000 000 000 _________________
c. 0.0000000000034 _________________
d. 0.0000000004 _________________

3. Using the TI-34

Ö, 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
d. 3 Q 10

7

5

-6

-8

_________________
_________________
_________________
_________________

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

8

Star Voyage—

Name ___________________________

Scientific Notation

Date ___________________________

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?

13

miles. The distance from the Earth to the Sun is

7

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

12

miles in 1 light year. Will you

Procedure

1. Using the TI-34 Ö, find the total distance that you need to travel.

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?

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-34 Û: 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.

hypotenuse

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

¾

hypotenuse

¾

adjacent leg

¾

¾
¾
¾
¾
¾
¾

5 = 0.6
5 = 0.8
4 = 0.75
5 = 0.8
5 = 0.6
3 = 1.33

Math Concepts

• multiplication

• division

• trigonometric
ratios

Materials

• TI-34 Û

• pencil

• student activity
(page 12)

A

3

BC

4

³ To set 2 decimal places:

1. Press % ‚.

F0123456789

2. Press 2 to select 2
decimal places and press

.

<

2. Have students find the value of each ratio using

Ö

the TI-34

. 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

Ö

using the TI-34

. 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 65°,

1. Press % ‚

2. Press % B <.

sin(

3. Enter 65, and press

.

<

sin(65)

0.9063

³ To find

1. Press % ‚ 0.

2. Press % B " <.

3. Enter

A

when sin A= 0.2756:

sin-1(

0.2756

E <

sin-1(0.2756

.

4

, and press

¹¹

16

.

E

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: 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.

A

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.

Extension

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.

³ 1. Press % ‚

2. Press % B " " " "
"

tan-1(

3. Enter
E <.

tan-1(1.5¾¾20)

³ 1. Enter

<.

0.1

2. Press % B !
% i E <.

tan-1(Ans)

<

.

1.5

1.5 ¾¾ 15

1

.

W 20 and press

4.3

and press

<

5.7

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

11

Trig Functions

Name ___________________________

Date ___________________________

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

a. sin
b. cos
c. tan
d. sin
e. cos
f. tan

2. Using the TI-34

C _________________

C _________________

C

_________________

A _________________

_________________
_________________

A

A

Ö, 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-34

Ö, find the measure of each angle. Round to the nearest

degree.
a. sin B = 0.4567 _________________

A

3

BC

4

© 1999 T

b. cos A =0.6758 _________________
c. tan C = 5.83 _________________

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

12

Trig Functions

Name ___________________________

Date ___________________________

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 trig ratio
your answer to the nearest tenth.)

3. Is there room to build the ramp?

tan = opposite leg

¾

adjacent leg

to find angle A. (Round

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

TI-34 Û: 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. 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?

Procedure

1. Have students find the average of their scores

Ö

using the TI-34
frequency for 98 and 1 for all others.

. Remember to enter 2 as the

Math Concepts

• averages

³ Be sure that the TI-34 Ö is

set to floating decimal before
you begin this activity. Press
% ‚ 8.

³ 1. Press % t < to

select

2. Press v and enter your
first score.

X1 = 98

Materials

• TI-34 Û

• pencil

• student activity
(page 16)

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-34 Û: A Guide for Teachers

14

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.)

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?

Your score: 98

Make sure you exit the

Note:

another problem.

mode before going on to

STAT

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.

v

n

Sx sx ¹

93

³ 1. Press % t and " "

CLRDATA

to

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.

. Press

v

, the

. Press <.

© 1999 T

EXAS INSTRUMENTS INCORPORATED

4. To exit
% w <.

TI-34 Û: A Guide for Teachers

STAT

mode, press

15

What’s My Score?—

Name ___________________________

1-Variable Statistics

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 _______________________

Date ___________________________

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

16

Heart Rates—1-Variable Statistics

Overview

Students use the statistics functions of the
TI-34 Û 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 the 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-34 Û

• stopwatch or
a watch with
a second hand

• student activity
(page 19)

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

2. Collect data on the chart. Enter each student’s
heart rate and enter 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-34

Ö

.

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 $.

³ 1. Press %

2. Press
heart rates and
frequencies.

X1=

3. Enter first heart rate and
press $.

FRQ=

4. Enter frequency and press
$.

X2=

t <

to enter the

v

.

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

17

Heart Rates—1-Variable Statistics

(Continued)

For an example, we assume a class of 22
students, three having a heart rate of 60, five
with a rate of 61, six with 62, three with 63,
one with 64, and four with 65.

4. Check the statistics calculations. After
students display

Òx

(Sigma x), explain that

is the sum of all the heart rates. Ask:

How many heartbeats were there in one
minute? Is the average heart rate higher or
lower than you expected?

The numbers show the results of the example
described above. The results your students
obtain will vary depending on the size of the
class or group, and the heart rate readings.

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

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

Òx

5. Repeat steps 3 and 4.

22

n

.

should equal

¹

¹

 1 Press

2. Press " to Ï to see the

3. Press " " " to

u

the total number of students
sampled.

n Ï Sx Îx

average heart rate.

n Ï Sx Îx

62.27272727

2

Òx

x

Ò

¹

1370

x

Ò

.

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 two 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.

9.

Instruct students to make a histogram of the 3
sets of data they collected. Ask students:

© 1999 T

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?

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

18

Heart Rates—

Name ___________________________

1-Variable Statistics

Date ___________________________

Problem

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

Procedure

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

Heartbeats per minute

(resting)

Frequency

2. What is the class (group) average?

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

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

19

Heart Rates—

Name ___________________________

1-Variable Statistics

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

Heartbeats per minute

(running)

Date ___________________________

Frequency

5. What is the class (group) average?

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

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

20

Heart Rates—

Name ___________________________

1-Variable Statistics

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

Heartbeats per minute

(jumping)

Date ___________________________

Frequency

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.

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: 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 ___________________________

How are the histograms the same? How are they different?

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

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: 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-34
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 they
get? Or is it related to their field-goal percentage?

Procedure

1. Put the calculator in

STAT

mode.

Math Concepts

• 2-variable

Û

statistics

 1. Press % t and press

" to select

1-VAR 2-VAR

Materials

• TI-34 Û

• pencil

• student activity
(page 26)

2 -VAR

.

2. Enter the data for points per game and playing
time in minutes. Enter the points as the

X

-variable and playing time as the Y-variable.

2. Press <.

 1. Press v.

X1=

2. Enter
Mapp’s points).

X1=10.1

3. Press $.

Y1=1

4. Enter
Mapp’s playing time).

Y1=21.7

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

6. Continue to enter data for
each player in the chart.
Press $ after entering
each number.

10.1

21.7

(Rhonda

(Rhonda

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: 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.

 1. Press % ‚.

F0123456789

2. Press " to 2.

F0123456789

3. Press <.

 1. Press u.

n Ï Sx Îx Ð ¹¹

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

¹

112.00

4. The form of the equation is

y = ax + b

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

1.56x + 7.02

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.

5. Press " until you get to a.
This is the slope of the line of
best fit.

b r

Òxy a

1.56

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

ÒXY a b

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

ÒXY a b r

 1. Press "" to

2. Press <.

3. Type

y¢(15)

r

7.02

¹

0.91

y¢

.

15

E and press <.

30.44

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: 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

X

.)

Ask students:

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

Y

, you only need to enter the new data in

 1. Press u.

n Ï Sx Îx

2. Press ! ! to

x¢ y¢

3. Press <.

4. Type
<.

x’(35)

Ð

12.00

35

E and press

17.92

x

¢

.

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: 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 they get?
Or is it related to their 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 X variable and the minutes per
game as the Y variable.

Player Field-Goal

Percentage

Rhonda Mapp .506 10.1 4.3 21.7
Vicky Bullet .441 13.3 6.5 31.6

Points per

Game

Rebounds per

Game

Minutes per

Game

Janeth Arcain .426 6.8 3.6 21.9
Cynthia Cooper .446 22.7 3.7 35
Elena Baranova .420 12.9 9.3 33.6
Malgozata Dydek .482 12.9 7.6 28
Heidi Burge .509 6.7 3.3 16.7
Keri Chaconas .297 4.8 .8 13.2
Rebecca Lobo .484 11.7 6.9 29.2
Coquese

Washington
Toni Foster .467 4.9 1.9 13.6
Maria Stepanova .426 3.3 1.9 6.5

.294 1.9 .9 8.1

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

26

WNBA Stats—

Name ___________________________

2-Variable Statistics

Extension

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 Y, you only need to enter the new data in X.)

1. What is the average field-goal percentage?

2. Write the equation for the line of best fit.

3. Write the correlation coefficient.

Date ___________________________

4. What is the average number of rebounds per game?

5. Write the equation for the line of best fit.

6. What is the total number of rebounds per game for all the given players?

7. Write the equation for the line of best fit.

8. Write the correlation coefficient.

9. Which 2 variables have the closest correlation? (That is,
which have the correlation coefficient closest to 1 or L1?)

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

27

My Favorite Recipe—Fractions

Overview

Students add the volume of ingredients in a cookie
recipe to determine the size bowl they need before
starting the recipe.

Introduction

Set up the activity by showing the students how to
enter mixed numbers into the calculator, add and
simplify them.

1. Have students practice adding mixed numbers.

5

a. 4

/8 + 3 4/
b. 9 7/8 + 6 4/
c. 5 5/6 + 3 1/
d. 8 1/3+ 7 4/

2. Have students practice simplifying fractions and
mixed numbers.

9

12

a.

/
b. 9 6/
c.4/
d. 8 4/

8

6

24

5

5

9

7

8 17/
16 27/
8 17/
15 19/

3

/

4

9 3/

4

2

/

3

8 1/

6

40

40

18

21

Math Concepts

• adding
fractions

• simplifying
fractions

Materials

• TI-34 Û

• pencil

• student activity
(page 30)

³ 1. Before you begin, be sure

that the calculator is in
mixed-number mode.
Press % ~ and
press " or ! to select the
mixed number mode.

A

−−bÌÌc

d/e

2. Press <.

³ To simplify a fraction or a

mixed number, enter the
number and press }
<. For the first
simplification problem at the
left, enter 9 > 12 and press
} <.

9ÌÌ124Simp

3ÌÌ4

© 1999 T

EXAS INSTRUMENTS INCORPORATED

³ If the result of a calculation is

already displayed as a
fraction that needs to be
simplified, press } <,
and the simplified form will
be displayed.

³ You may need to press }

< more than once to get

the fraction to its lowest
terms.

Ans¹¹Simp

TI-34 Û: A Guide for Teachers

18−−1/12

28

My Favorite Recipe—Fractions

Activity

Present the following problem to students:

You are about to make your favorite cookie recipe.
You check the bowls in the kitchen and the only one
you can find is a 5-quart bowl. Will you be able to
make the cookies in that bowl? Here is the recipe:

1

2

/4 cups brown sugar

1

2

/2 cups white sugar

1

1

/2 cups butter

3

/4 cups shortening
5 eggs
1 teaspoon salt
2 teaspoons baking powder
2 teaspoons baking soda
1 teaspoon vanilla

1

4

/3 cups flour

3

5

/8 cups oatmeal

What is the total volume of the recipe ingredients in
cups? In quarts?

(Continued)

Procedure

1. Before starting on the problem, have the students
look at the recipe to find ingredients where the
measurement is not given in cups, and prepare
them to convert these measurements into cups.

Teaspoon measures: total = 6 tsp. = 2 T. =
5 eggs = 1 ¼ C.

2. Using the TI-34 Ö, find the total volume of the
recipe ingredients in cups.

1

18

/

cups

12

3. Next, convert the total number of cups into
quarts.

25

4

/

48

4. Would the ingredients fit in the 5-quart bowl?

Yes

Extension

1

/8 C.

Ask the students to find other recipes at home and
add up the list of ingredients to determine how
large the bowl would need to be.

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

29

My Favorite Recipe–

Name ___________________________

Adding Fractions

Date ___________________________

Problem

You are about to make your favorite cookie recipe. You check the bowls in the
kitchen, and the only one you can find is a 5-quart bowl. Will you be able to make
the cookies in that bowl?

The recipe is:

2 1/4 cups brown sugar

1

2

/2 cups white sugar

1

1

/2 cups butter

3

/4 cups shortening
5 eggs
1 teaspoon salt
2 teaspoons baking powder
2 teaspoons baking soda
1 teaspoon vanilla

1

4

/3 cups flour

3

5

/8 cups oatmeal

Procedure

1. Using pencil and paper, convert eggs and teaspoon measurements into
tablespoons and then into cups.

Ingredient Cup Measurement

a. 5 eggs _________________ cups
b. Other ingredients _________________ cups

(Salt, baking powder, baking soda, vanilla)

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

30

My Favorite Recipe–

Name ___________________________

Adding Fractions

2. Using the TI-34

Ö, add all the measurements in the recipe.

Amount (in cups) Ingredient

2 1/4 C brown sugar

2 1/2 C white sugar

1 1/2 C butter

3/4 C shortening

4 1/3 C flour

5 3/8 C oatmeal

Date ___________________________

5 eggs (Enter your answer from #1)
Salt, Baking powder, baking soda, vanilla

(Enter your answer from #1)

Total

3. Using the TI-34

________________ cups = _____________ quarts

4. Would all the ingredients fit in the 5-quart bowl?

5. If the ingredients would fit, would you be able to stir?

Ö, convert the total number of cups into number of quarts.

Extension

Find other recipes at home and add up the list of ingredients to determine how
large the bowl would need to be.

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

31

Sewing Costumes—Fractions

Overview

Students will use the fraction capability of the
TI-34 Û calculator to determine if enough material is
available to make a given number of costumes. They
will also determine how much more is needed or how
much extra they have.

Introduction

Set up the activity by discussing the concepts of
multiplying mixed numbers by whole numbers, and
subtracting mixed numbers.

1. Have students practice multiplying mixed
numbers by whole numbers (and simplifying
where necessary):

3

a. 3

/5 x 7 25

b. 9 7/8 x 4 39

1

c. 4
d. 7 4/

7

/

x 5 20

5

x 3 23

2. Have students practice subtracting mixed
numbers.

5

a. 4

8

/
b. 9 7/8 - 6 3/
c. 5 5/6 - 3 1/
d. 8 1/3 - 7 4/

- 3 4/

5

4

9

7

33

/

40
1

3
2 13/

16

/

21

1

/

5

1

/

2

5

/

7

2

/

5

/

8

18

Math Concepts

• multiplying
mixed numbers
by whole
numbers

• subtracting
mixed numbers

³ Be sure that the calculator is

in mixed-number mode by
pressing % ~ and
pressing " or ! to select the
mixed number mode.

A

−−bÌÌc

³ To enter the first problem,

3

press
<.

3−−3ÌÌ5¿¿7

³ To simplify, press }

<.

Materials

• TI-34 Û

• pencil

• student activity
(page 34)

d/e

@ 3 > 5 V

25ËË1ÌÌ5

7

Activity

Present the following problem to students:

You are sewing costumes for a dance festival. Each
costume takes 2
23 yards to make 14 costumes. Do you have
enough?

If you do, do you have any extra? How much? Do
you need more? How much?

If the material cost $3.98 per yard, how much will
it cost to buy the additional material?

How many costumes could you make with the
material you have?

What if each costume only required 1
Would you have enough?

© 1999 T

EXAS INSTRUMENTS INCORPORATED

3

/8 yards of material. You have

2

/3 yards?

³ Before starting the problem,

set your calculator for two
decimal places by pressing
% ‚

TI-34 Û: A Guide for Teachers

2

.

32

Sewing Costumes—Fractions

Procedure

Ö

1. Using the TI-34
for the 14 costumes by multiplying the amount of
material needed for the costume by the number
of costumes needed.

2

33

/

yards

8

2. Next, simplify the result.

The total yardage needed is 33 ¼ yards, but you
only have 23 yards. You don’t have enough.

3. Find out how much more you need by
subtracting the yardage you have from the
yardage you need.

1

10

/

yards

4

4. Compute how much it will cost to buy the
additional material by multiplying the additional
amount by $3.98.

, find the total yardage needed

³ Be sure your calculator is in

³ 1. Press 2 @ 3 > 8 V 14

(Continued)

mixed number mode before
you begin.

<.

2ËË3ÌÌ8¿¿14

33ËË2ÌÌ8

2. To simplify, press }
<.

Ans

4Simp

33ËË1ÌÌ4

$40.80

5. Find out how many costumes you could make
with the material you have. After the students
make the calculations, ask them what the answer
means. Can they make nine or ten costumes?

9

6. Find out if you would have enough material for
all 14 costumes if each costume only required 1

2

/

3

yards by multiplying the two numbers.

You still don’t have enough.

Extension

Have the students determine how much material it
would take to make a shirt for everyone in the class.

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

33

Sewing Costumes—

Name ___________________________

Fractions

Date ___________________________

1. Using the TI-34 Ö, practice multiplying mixed numbers by whole numbers.

3

a. 3
b. 9
c. 4
d. 7

/5 x 7 = _________________

7

/8 x 4 = _________________

1

7

/

x 5 = _________________

4

5

/

x 3 = _________________

2. Practice subtracting mixed numbers.

5

a. 4
b. 9
c. 5
d. 8

/8 - 3 4/5 = _________________

7

/8 - 6 3/4 = _________________

5

/6 - 3 1/9 = _________________

1

/3 - 7 4/7 = _________________

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

34

Sewing Costumes—

Name ___________________________

Fractions

Date ___________________________

Problem

You are sewing costumes for a dance festival. Each costume takes 2 3/8 yards
of material. You have 23 yards of material to make 14 costumes. Do you have
enough? If you do, do you have any extra? How much? Do you need more?
How much?

Procedure

1. Using the TI-34
costumes by multiplying the amount needed for each costume by the number
of costumes.

Total yardage needed for 14 costumes:
Do you have enough?

2. Find out how much more you need by subtracting the amount of material you
have from the total amount needed.

Ö, compute how many yards of material are needed for the

Additional amount of material needed:

3. If the material costs $3.98 per yard, find out how much it will cost to buy the
additional material. (Multiply the cost per yard by the additional yardage
needed.)

Cost to buy additional material: $

4. Determine how many costumes you could make with the material you have by
dividing the yardage you have by the amount needed for each costume.

Number of costumes with material on hand:

5. If each costume required only 1
material to make the 14 costumes. Do you have enough?

2

/3 yards, determine if you would have enough

Extension

If you wanted to make a shirt or other item, find out how much material it
would take, and figure out how much material would be needed to make
matching shirts for everyone in the class. How much would it cost to make
shirts for the class?

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

35

How to Use

the TI.34

TI-34 Ü Basic Operations 37
Editing the Display 41
Basic Math 44
Order of Operations 48
Stored Operations 51
Decimals and Decimal Places 58
Memory 60
Fractions 65
Pi 72
Powers, Roots, and Reciprocals 75
Probability 82
Statistics 89
Trigonometry 95
Notation 102
Logarithms/Antilogarithms 104
Angle Settings and Conversions 107
Polar Í Rectangular Conversions 111
Math Menu 113

Ö

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

36

TI.34

7

Ü

Basic Operations

1

Keys

These numbered paragraphs provide
explanations for the corresponding numbered
keys on the illustration below.

&

1.

2.

3.

4.

5.

6.! and " move the cursor left and right

turns on the calculator.

%

turns on the
accesses the function shown above the
next key you press.

% '

clears the display.

<

executes the command.

% i

calculated result and displays it as

Ans

to scroll the entry line. Press % ! or

% "

of the entry line.

turns off the calculator and

completes the operation or

recalls the most recently

.

to scroll to the beginning or end

indicator and

2nd

Press # and $ to move the cursor up
and down through previous entries.
Press % # or % $ to scroll to the
beginning or end of the history.

% 

7.

• Press

to return to the previous screen
without resetting the calculator.

• Press

underlined to reset the calculator.
The message MEM CLEARED is
displayed.

Pressing & and
also resets the calculator immediately.
No menu or message is displayed.

displays the
Reset: N Y

<

when

<

when Y (yes) is

-

RESET

(no) is underlined

N

menu:

simultaneously

Notes

• The examples on the transparency

masters assume all default settings.

• Resetting the calculator:

− Returns settings to their defaults:

floating decimal (standard) notation
and degree mode.

− Clears memory variables, pending

operations, entries in history,
statistical data, constants and
(Last Answer)

2

3

1

6

4

5

• The entry line can contain up to 88

characters. When ¸ or ¹ appear in the
display, the entry line contains
additional characters to the left or
right. When º or » appear, additional
characters are above and below the
entry line.

• Press

Downé (APDé). The display, pending
operations, settings, and memory will be
retained.

&

after Automatic Power

Ans.

© 1999 T

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TIN34 Û: A Guide for Teachers

37

Arrows, Equals, On,

!$ <

Second, Off

Enter 46 - 23. Change 46 to 41.
Change 23 to 26 and complete
the operation. Enter 81 + 57 and
complete the operation. Scroll to
see your previous entries.

Press Display

46

U

23

!!!!

1

46-23

41-26

º

& %¦

""

81

6

T

57

<

¦

%

##$

<

&

81+57

81+57

15.

º

138.

º

º

© 1999 T

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TIN34 Û: A Guide for Teachers

38

Reset

Reset the calculator.

Press Display

%©

%

©

"

<

-

Pressing

&

and

RESET: N Y

RESET: N Y

MEM CLEARED

~

-

at the

--

--

same time also resets the
calculator immediately. No menu
or message is displayed.

Using

%

©

or

&

and

-

returns all settings to their
defaults and clears the memory.

© 1999 T

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TIN34 Û: A Guide for Teachers

39

Last Answer (Ans)

Use Last Answer (Ans) to

2

calculate (2+2)

Press Display

.

%«

T

2

%

«

<

2

<

F

2+2

Ans

4.

2

º

16.

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TIN34 Û: A Guide for Teachers

40

Editing the Display

2

Keys

These numbered paragraphs provide
explanations for the corresponding numbered
keys on the illustration below.

-

1.
messages. Once the display is clear, it
moves the cursor to the most recent
entry.

% f

2.
cursor.

J

3.
cursor or at the immediate left of the
cursor. Hold
characters to the right.

clears characters and error

inserts a character at the

deletes the character at the

J

down to delete all

Notes

• The examples on the transparency

masters assume all default settings.

• Pressing

memory, statistical registers, angle
units, or numeric notation.

-

does not affect the

© 1999 T

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2

3

1

TI-34 Û: A Guide for Teachers

41

Delete, Insert

Enter 4569 + 285, and then
change it to 459 + 2865.
Complete the problem.

Press Display

J%

4569

T

285

!!!!!!
J

""""
%



6

<

4569+285

459+285

459+2865

459+2865

º

3324.

© 1999 T

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

42

Clear

Enter 21595.
Clear the 95.
Clear the entry.

Press Display

-

21595

!! -

(Clear to right
of cursor)

-

(Clear entry)

21595

215

~

© 1999 T

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TI-34 Û: A Guide for Teachers

43

Basic Math

7

3

Keys

These numbered paragraphs provide
explanations for the corresponding numbered
keys on the illustration below.

T

1.

adds.

U

2.

subtracts.

V

3.

multiplies.

W

4.

divides.

<

5.

6.

7.

8.

9.

completes the operation or

executes a command.

M

lets you enter a negative number.

% _

% N

Q

designates an entry as a percent.

converts an entry to a percent.

converts an entry to a decimal.

Notes

• The examples on the transparency

masters assume all default settings.

• The TI-34

Example: 3 (4+3) = 21

• Do not confuse

subtraction.

• Results of percent calculations display

according to the decimal notation mode
setting.

Û

allows implied multiplication.

M

with U. Use U for

8

9

4
3

2
1
5

6

© 1999 T

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TI-34 Û: A Guide for Teachers

44

Add, Subtract, Multiply,

TUVW

Divide, Equals

Find: 2 + 54 - 6 =

16 x 21 =
78 P 2 =
12 x (5 + 6) =

Press Display

T

2

<

16

V

<

54

21

U

6

2+54-6

16”21

336.

º

50.

º

<

78

W

2

78÷2

<

12

D

5

T

6

12(5+6)

E <

(The last example illustrates
implied multiplication)

º

39.

º

132.

© 1999 T

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TI-34 Û: A Guide for Teachers

45

Negative Numbers

The temperature in Utah was -3¡ C
at 6:00 a.m. By 10:00 a.m. the
temperature had risen 12¡ C. What
was the temperature at 10:00 a.m.?

Press Display

M

M

3

<

T

12

-

3+12

º

9.

© 1999 T

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TI-34 Û: A Guide for Teachers

46

Percent

Mike makes $80 per week. He
saves 15% of his earnings. How
much does Mike save per week?

Press Display

%¢

15

%

¢

<

V

80

15

15%”80

º

12.

© 1999 T

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TI-34 Û: A Guide for Teachers

47

Order of Operations

4

Keys

These numbered paragraphs provide
explanations for the corresponding numbered
keys on the illustration below.

D

1.

opens a parenthetical expression.

E

2.

closes a parenthetical expression.

Notes

• The examples on the transparency

masters assume all default settings.

• The transparency master showing the

Equation Operating System (EOSé)
demonstrates the order in which the
TI-34 Û completes calculations.

• Operations inside parentheses are

performed first. Use D E to change the
order of operations and, therefore,
change the result.

Example: 1 + 2 x 3 = 7

(1 + 2) x 3 = 9

© 1999 T

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1

2

TI-34 Û: A Guide for Teachers

48

Equation Operating System (EOS

é

)

(first)

1

2 Functions that need a

3 Functions entered after the expression, such

4 Fractions.

5 Exponentiation (

Expressions inside

expression, such as the sin,
menu items.

F

as

and angle unit modifiers (

D E

G

) and roots (

.

E

and precede the

%

›

or

Ä, Å, Æ

%

, r).

Ÿ

%

).

’

6 Negation (

7 Permutations (nPr) and combinations (nCr).

8 Multiplication, implied multiplication, and division.

9 Addition and subtraction.

10 Conversions (

11

(last)

<

open parentheses.

completes all operations and closes all

M

).

%

”

Q, R

,

and 8DMS).

© 1999 T

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TI-34 Û: A Guide for Teachers

49

Order of Operations

1 + 2 x 3 =

Press Display

TVDE

T

1

2

<

V

3

1+2”3

7.

(1 + 2) x 3 =

Press Display

D
V

1

3

T

2

<

E

(1+2)”3

º

9.

Order of operations used in these
examples

1. Expressions in parentheses

2. Multiplication/division

3. Addition/subtraction

© 1999 T

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TI-34 Û: A Guide for Teachers

50

`

Stored Operations

Keys

These numbered paragraphs provide
explanations for the corresponding numbered
keys on the illustration below.

% n

1.
operation.

m

2.

or o recalls and displays the

stored operation on the entry line.

%p

or

let you store an

1

Notes

• The examples on the transparency

masters assume all default settings.

• The TI-34

and

OP2

1. Press %

2. Enter the operation (any
combination of numbers,
operators, or menu items and
their arguments).

3. Press
to memory.

m

4.
the operation on the entry line.
The TI-34 Û automatically
calculates the result and displays
the counter on the left side of the
result line. (You do not have to
press

Û

stores two operations,

. To store an operation to

OP2

and recall it:

n

<

to save the operation

or o recalls and displays

<

.)

% p

or

.

5

OP1

OP1

or

You can set the TI-34 Û to
display only the counter and the
result (excluding the entry). Press

2

% n

until the = is highlighted (Ù).
Repeat to toggle this setting off.

or %

p

, press

!

© 1999 T

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TI-34 Û: A Guide for Teachers

51

Addition as “counting on”

There are 4 frogs in a pond. If 3
more frogs jump into the pond 1
at a time, how many frogs will be
in the pond?

Press Display

m%™

Store the operation:

%

T

Initialize using 4:

™

1

<

OP1 =

OP1 = +1

4

4

Add 1 one at a time:

m

m

4 + 1

15

5 + 1

26

º

º

m

© 1999 T

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6 + 1

37

º

TI-34 Û: A Guide for Teachers

52

Multiplication as
“repeated addition”

Maria put new tile in her kitchen.
She made 4 rows with 5 tiles in
each row. Use repeated addition to
find out how many tiles she used.

m%™

Press Display

Store the operation:

OP1 =

%

T

Initialize using 0:

™

5

<

OP1 = +5

0

0

Use the stored operation:

0+5

m

Continued

15

© 1999 T

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TI-34 Û: A Guide for Teachers

53

Multiplication as “repeated

m%™

addition”

m

m

m

(Continued)

5+5

210

10+5

3 15.

15+5

4 20.

º

º

© 1999 T

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TI-34 Û: A Guide for Teachers

54

Powers as “repeated
multiplication”

Use this formula and repeated
multiplication to find the volume
of a cube with a base of 5 meters.

3

V = l x w x h = 5 x 5 x 5 = 5

o%š

Press Display

Store the operation:

OP2 =

%

V

Initialize using 1:

š

5

<

OP2 = ×5

1

1

o

Continued

1”5

15.

º

© 1999 T

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TI-34 Û: A Guide for Teachers

55

Powers as “repeated

o%š

multiplication”

o

o

5”5

2 25.

25”5

3 125.

(Continued)

º

º

© 1999 T

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TI-34 Û: A Guide for Teachers

56

Using

G

as a constant

Use this formula to find the
volume of each cube.

3

V = base

o%š

Store the operation:

%

G

Use the stored operation:

2

3

4

š

3

o

o

o

<

OP2=

OP2=^3

2^3

18

3^3

127

4^3

164

º

º

º

© 1999 T

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TI-34 Û: A Guide for Teachers

57

Decimals and Decimal Places

6

Keys

These numbered paragraphs provide
explanations for the corresponding numbered
keys on the illustration below.

8

1.

enters a decimal point.

% ‚

2.
which lets you set the number of
decimal places.

F 0 1 2 3 4 5 6 7 8 9

Sets floating decimal

F

0-9

displays the following menu,

(standard) notation. This is
the default setting.

Sets the number of decimal
places.

Notes

• The examples on the transparency

masters assume all default settings.

% ‚ 8

•

returns to standard notation (floating
decimal).

• The

• The TI-34

FIX

results including the mantissa of
scientific notation results.

result to the number of decimal places
selected. For example, when the decimal
is set to 2 places, 0.147 becomes 0.15
when you press
rounds or pads resulting values with
trailing zeros to fit the selected setting.
For example, when the decimal is set to 5
places, 0.147 becomes 0.14700 when you
press

removes the setting and

setting affects all decimal

Û

automatically rounds the

<

. The TI-34 Û also

<

.

• All results are displayed to the FIX

setting until you clear the setting by
either pressing
(Floating) on the decimal notation menu.
Resetting the calculator also clears the

setting.

FIX

• After pressing

the number of decimal places in two
ways:

− Press

of decimal places you want, and then
press

− Press the number key that

corresponds to the number of
decimal places you want.

2

•

1

affects only the results, not the

FIX

entry.

%‚ 8

%‚

!

or " to move to the number

<

, or

or selecting F

, you can select

© 1999 T

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TI-34 Û: A Guide for Teachers

58

Decimal, Fix

Round 12.345 to the hundredths
place, to the tenths place, and
then cancel the FIX setting.

Press Display

8%ª

8

12

%

ª

2

<

%

ª

345

1

12.345

F0123456789

-

12.345

12.345

FIX

12.345

FIX

12.35

12.3

º

º

%

© 1999 T

ª

8

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12.345

º

12.345

TI-34 Û: A Guide for Teachers

59

Memory

Keys

7

These numbered paragraphs provide
explanations for the corresponding numbered
keys on the illustration below.

L

1.

2.

displays the following menu of

variables:

A B C D E

rand

z

variables:

A B C D E

Lets you select a variable

in which to store the
displayed value. The new
variable replaces any
previously stored value.

Lets you set a seed value
for random integers.

displays the following menu of

Lets you view the stored
value before pasting it in
variable form to the
display.

% {

3.

% h

4.
of variables.

A B C D E

clears all variables.

displays the following menu

Lets you view the stored

value before pasting it
to the display.

Notes

• The examples on the transparency
masters assume all default settings.

• You can store a real number or an
expression that results in a real number
to a memory variable.

• When you select a variable using
the variable (
on the entry line.

When you select a variable using

h

, the value of the stored variable is

displayed on the entry line.

A, B, C, D

, or E) is displayed

z

%

,

• Resetting the calculator clears all
memory variables.

• For more about

Probability

3

2

4

1

.

, see Chapter 11,

rand

© 1999 T

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TI-34 Û: A Guide for Teachers

60

Store, Memory Variable

Test scores: 96, 76, 83.
Weekly scores: 92, 83, 97, and 86.
Find the average of test and weekly
scores. Find the final average.

Press Display

Lz

96
83

W

T

<

3

76

<

L <

92
97

T

T

83

86

<
W

4

<

T

T

96+76+83

255.

Ans÷3

85.

Ans¹A

85.

92+83+97+86

358.

Ans÷4

º

º

º

º

º

T z
< <

W

© 1999 T

<

2

EXAS INSTRUMENTS INCORPORATED

Ans+A

Ans÷2

89.5

º

174.5

º

87.25

TI-34 Û: A Guide for Teachers

61

Store, Recall

Which would be the better buy: 3
cassette tapes for $7.98, or 4
cassette tapes for $9.48?

Press Display

L%

¨

7

8

98

W

3

7.98÷3

<

L <

9

8

48

W

4

Ans¹A

9.48÷4

<

L"<

View the first price again.

Ans¹B

º

2.66

º

2.66

º

2.37

º

2.37

A B C D E

%

¨

-

View the second price again.

"

© 1999 T

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A B C D E

-

2.66

2.37

TI-34 Û: A Guide for Teachers

62

Store, Recall

Store Purchase Qty Cost

1 shirts 2 $13.98 ea.
2 ties 3 $ 7.98 ea.
3 belt 1 $ 6.98

suspenders 1 $ 9.98

How much did you spend at each
store, and how much did you
spend altogether?

Press Display

L%¨

V

2

13

<

L

<

3

V

7

8

<

Continued

8

98

98

2”13.98

A B C D E

-

Ans¹A

3”7.98

º

27.96

º

27.96

º

23.94

© 1999 T

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TI-34 Û: A Guide for Teachers

63

Store, Recall

Press Display

(Continued)

L %¨

L" <

6
9

8

8

98

98

T

<
L " "

<

%

¨

< T

Ans¹B

6.98+9.98

Ans¹C

27.96+

º

23.94

º

16.96

º

16.96

º

%

¨

"

< T

%

¨

""

< <

© 1999 T

EXAS INSTRUMENTS INCORPORATED

¸

.96+23.94+

27.96+23.94

68.86

TI-34 Û: A Guide for Teachers

º

¹º

64

Fractions

8

Fraction Entry Keys

These numbered paragraphs provide
explanations for the corresponding numbered
keys on the illustration below.

@

1.

2.

3.

separates a whole number from

the fraction in a mixed number.

>

separates a numerator from the

denominator.

% ~

settings that let you specify how
fraction results are displayed.

AËbàc
dàe
Manual
Auto

simplified to lowest terms.

— displays mixed number results.

—displays fraction results.

—displays results that are

displays a menu of 4

—displays unsimplified fractions.

Simplification Keys

}

4.

5.

simplifies a fraction using the
lowest common prime factor. If you
want to choose the factor (instead of
letting calculator choose it), press

}

, enter the factor (an integer),
and then press

%?

and the divisor used to simplify the
last fraction result. (You must be in

Manual

toggle back to the simplified fraction.

displays

mode.) Press % ? to

<

.
on the entry line

Fac

Conversion Keys

%O

6.
number and a simple fraction.

Q

7.

8.

converts a fraction to a decimal, if

possible.

R

converts a decimal to a fraction, if

possible.

converts between a mixed

Notes

• The examples on the transparency
masters assume all default settings.

• To enter a mixed number or a fraction,

88888

5

6

1

7

3

4

2

press
and the numerator and > between the
numerator and the denominator.

• You can enter a fraction or mixed number
anywhere you can enter a decimal value.

• You can use fractions and decimals
together in a calculation.

• Fractional results and entries are
automatically reduced to their lowest
terms.

(continued)

@

between the whole number

© 1999 T

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TI-34 Û: A Guide for Teachers

65

Fractions

(Continued)

8

Notes

• Calculations involving fractions can show

• For a mixed number, the whole number can

• For a simple fraction, the numerator can

(continued)

fractional or decimal results.

− When possible, calculations involving

two fractions or a fraction and any
integer will display results as fractions.

− Calculations involving a fraction and a

decimal will always display results as
decimals.

be up to 3 digits, the numerator can be up
to 3 digits, and the denominator can be up
to the value 1,000.

be up to 6 digits and the denominator can
be up to the value 1,000.

© 1999 T

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TI-34 Û: A Guide for Teachers

66

Fractions

5

à

à

10

of the

6

of the

At the party, you ate

1

pepperoni pizza and
sausage pizza.

How much pizza did you eat?

>}

Press Display

5

>

>

10

T

6

<

1

} <

If %~=

5/6 + 1/10

If %~=

5/6 + 1/10

NàD&nàd

Ans¾Simp

Auto:

º

14 / 15

Manual:

º

28 / 30

º

14 / 15

© 1999 T

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TI-34 Û: A Guide for Teachers

67

Fractions

3

à

A baby weighed 4
birth. In the next 6 months, she

3

à

gained 2

4

pounds.

How much does she weigh?

8

pounds at

@>

Press Display

If %~=A−b/c

4
8
3

@

T

2

>

4

>

3

@

<

4†3/8+2†3/4

7†1 / 8

If %~=d/e

4†3/8 + 2†3/4

57 / 8

º

º

© 1999 T

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TI-34 Û: A Guide for Teachers

68

Mixed Number to Fraction,
Fraction to Mixed Number

Sam wants to make his birthday
cake. The recipe calls for 3½ cups
of flour. He has only a ½-cup
measuring cup. To find out how
many times Sam will use his
measuring cup, change the mixed
number to a fraction.

%”

Press Display

@

3

%

”

<

1

>

2

3†1/2

3†1/2¾Ab/

3†1/2¾Ab/

c½ ¾

d

½¾

c

e

/

d

e

/

º

7 / 2

Show the mixed number again.

d

%

”

<

Ans¾Ab/

½¾

c

/

e

3†1 / 2

º

© 1999 T

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TI-34 Û: A Guide for Teachers

69

Fraction to Decimal

Juan swims 20 laps in 5.72
minutes. Mary swims 20 laps in

3

à

5
to a decimal to determine who
swims faster.

Press Display

4

minutes. Change Mary’s time

Q

@

5

Q

4

<

3

>

5†3/4¾D

5†3/4¾D

º

5.75

© 1999 T

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TI-34 Û: A Guide for Teachers

70

Decimal to Fraction

Change 2.25 to its fractional
equivalent. The display depends on
the mode, and you may need to
simplify more than once to reduce
the fraction to its lowest terms.

Press Display

R

2

8

25

R

<

} <

<

%

”

<

2.25¾F

N/D¹n/d

Ans¾Simp

Ans¾Simp

Ans¾Ab/

225 / 100

45 / 20

½¾

c

9 / 4

d

e

/

2†1 / 4

º

º

º

º

© 1999 T

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TI-34 Û: A Guide for Teachers

71

Pi

9

Keys

These numbered paragraphs provide
explanations for the corresponding numbered
keys on the illustration below.

g

1.

enters the value of pi into a
calculation. g
of pi rounded to 10 digits
(3.141592654).

<

displays the value

Notes

• The examples on the transparency

masters assume all default settings.

• Internally, pi is stored to 13 digits

(3. 141592653590).

• After pressing

the number of decimal places in two
ways:

− Press

of decimal places you want, and then
press

− Press the number key that

corresponds to the number of
decimal places you want.

The transparency masters show both
ways.

% ‚

!

or " to move to the number

<

, or

, you can select

1

© 1999 T

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TI-34 Û: A Guide for Teachers

72

Circumference

Use this formula to find the
amount of border you need if you
want to put a circular border all
the way around the tree.

C = 2pr = 2 x p x 1.5m

g

Press Display

V g V

2

1.5

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2”p”1.5

9.424777961

TI-34 Û: A Guide for Teachers

º

73

Area

Use this formula to find how much
of a lawn would be covered by the
sprinkler. Round your answer to the
nearest whole number, and then
return to floating decimal mode.

g

A = pr

Press Display

g V

4

F

2

= p x 4

p

×4

<

2

2

50.26548246

º

%

<

%

© 1999 T

ª

"

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8

EXAS INSTRUMENTS INCORPORATED

F0123456789

p

p

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2

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50.26548246

TI-34 Û: A Guide for Teachers

50.

º

º

74

Powers, Roots, and Reciprocals

10

Keys

These numbered paragraphs provide
explanations for the corresponding numbered
keys on the illustration below.

F

1.

2.

3.

4.

5.

squares the value.

% b

% c

(x) of the value.

% a

G

calculates the square root.

calculates the specified root

calculates the reciprocal.

raises a value to a specified power.

Notes

• The examples on the transparency

masters assume all default settings.

• To use

then enter the exponent.

• The base (or mantissa) and the exponent

may be either positive or negative. Refer
to Domain under
Appendix C for restrictions.

• The result of calculations with

be within the range of the TI-34 Û.

• A sign change takes precedence over

exponents.
Example: .5

G

, enter the base, press G, and

Error Messages

2

= .25

(.5)2= 25

G

in

must

4

3

5

2

1

© 1999 T

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TI-34 Û: A Guide for Teachers

75

Squares

Use this formula to find the size
of the tarpaulin needed to cover
the entire baseball infield.

F G

A = x

2

= 27.4

2

Press Display

2

750.76

27.4

<

F

27.4

or

27.4

<

© 1999 T

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G

2

27.4^2

750.76

TI-34 Û: A Guide for Teachers

º

º

76

Square Roots

Use this formula to find the
length of the side of a square

2

clubhouse if 3m
cover the floor. Round your answer
to 0 decimal places.

of carpet would

%¥

L =

x = 3

2

3m

of carpet

Press Display

%

¥

<

3

E

‹(3)

1.732050808

º

%

© 1999 T

ª

0

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‹(3)

º

2.

TI-34 Û: A Guide for Teachers

77

Cubes

Use this formula to find the
volume of a cube with sides 2.3
meters long. Change your answer
to a fraction.

G

3

V = L

Press Display

2

8

3

G

3

= 2.3

2.3^3

3

º

12.167

<

R <

© 1999 T

EXAS INSTRUMENTS INCORPORATED

Ans¾F

12−167/1000

º

TI-34 Û: A Guide for Teachers

78

Powers

Fold a piece of paper in half, in half
again, and so on until you cannot
physically fold it in half again. How
many sections would there be
after 10 folds? After 15 folds?

Press Display

G

2

2

G

G

10

15

<

<

2^10

2^15

º

1024.

º

32768.

© 1999 T

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TI-34 Û: A Guide for Teachers

79

Roots

If the volume of a cube is 125 cm3,
what is the length of each side?

Press Display

%Ÿ

%

3

<

Ÿ

125

3X‹125

º

5.

© 1999 T

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TI-34 Û: A Guide for Teachers

80

Reciprocals

The chart below shows the
amount of time spent building
model ships.

Ships Time Spent Building
Sailing 10 hrs.

Steam 5 hrs.

1

à

Luxury 5
How much of each model was

completed per hour?

3

hrs.

%¡

Press Display

Sailing ship:

10

%

¡

R

10-1¾F

1 / 10

º

<

Steam ship:

¡

5

%

R

<
} <

Luxury liner:

5-1¾F

N/D¹n/d

Ans¾Simp

2/10

º

º

1/5

@1 >

5

%

© 1999 T

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3

5†1/3

-1

º

3 / 16

TI-34 Û: A Guide for Teachers

81

Probability

11

Keys

These numbered paragraphs provide
explanations for the corresponding numbered
keys on the illustration below.

H

1.

displays the following menu of

functions:

Calculates the number of

nPr

possible permutations.

nCr

Calculates the factorial.

!
RAND

RANDI

Calculates the number of
possible combinations.

Generates a random
10-digit real number
between 0 and 1.

Generates a random
integer between 2 numbers
that you specify.

Notes

• The examples on the transparency

masters assume all default settings.

combination

• A

objects in which the order is not
important, as in a hand of cards.

permutation

• A

objects in which the order is important,
as in a race.

factorial

• A

positive integers from 1 to n, where n is a
positive whole number  69.

• To control a sequence of random

numbers, you can store (
integer to
values to memory variables. The seed
value changes randomly every time a
random number is generated.

is an arrangement of

is an arrangement of

is the product of all the

L

) an

RAND

just as you would store

, use a comma to separate the

• For

1

RANDI

two numbers that you specify.

© 1999 T

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TI-34 Û: A Guide for Teachers

82

Combination (nCr)

You have space for 2 books on
your bookshelf. You have 4 books
to put on the shelf. Use this
formula to find how many ways
you could place the 4 books in the
2 spaces.

4 nCr 2 = x

 

A B C D

H

AB and BA
count as only 1
combination.

AB AC AD
BA BC BD

CA CB CD
DA DB DC

Press Display

H "

4

<

2

nPr nCr !

---

4 nCr 2

¹

º

6.

© 1999 T

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TI-34 Û: A Guide for Teachers

83

Permutation (nPr)

Four different people are running
in a race. Use this formula to find
how many different ways they can
place 1st and 2nd.

4 nPr 2 = x

A B C D

H

AB and BA
count as 2
permutations.

AB AC AD
BA BC BD

CA CB CD
DA DB DC

Press Display

4

<

2

H

nPr nCr !

------

4 nPr 2

¹

º

12.

© 1999 T

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TI-34 Û: A Guide for Teachers

84

Factorial (!)

Using the digits 1, 3, 7, and 9 only
one time each, how many 4-digit
numbers can you form?

4! = x

1379

ABCD

H

ABCD
BACD
CABD
DABC

ABDC
BADC
CADB
DACB

ACBD
BCAD
CBAD
DBAC

ACDB
BCDA
CBDA
DBCA

ADBC
BDCA
CDAB
DCAB

ADCB
BDAC
CDBA
DCBA

Press Display

H " "

4

nPr nCr !

¹

----

< <

4!

º

24.

© 1999 T

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TI-34 Û: A Guide for Teachers

85

Random (RAND)

Generate a sequence of random
numbers.

Press Display

¸

H " " "

RAND RANDI

-------

H

< <

<

Results will vary.

RAND

0.839588694

RAND

0.482688185

º

º

© 1999 T

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TI-34 Û: A Guide for Teachers

86

Random (RAND)

Set 1 as the current seed and
generate a sequence of random
numbers.

Press Display

¸

L !

1

rand

-------

1083958869.

H

<

H"""
<<

<

1¹rand

RAND

0.000018633

RAND

0.745579721

º

1.

º

º

© 1999 T

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TI-34 Û: A Guide for Teachers

87

Random Integer (RANDI)

Generate a random integer
between 2 and 10.

Press Display

¸

H !

<

%

2

¬

10

E

RAND RANDI

--------

¸

ANDI( 2, 10)~

H

<

Results will vary.

RANDI( 2,10)

¹º

3.

© 1999 T

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TI-34 Û: A Guide for Teachers

88

Statistics

Keys

These numbered paragraphs provide
explanations for the corresponding numbered
keys on the illustration below.

%w

3.
menu that lets you clear data values
and exit

displays the following

mode.

STAT

EXIT ST: Y N

12

%t

1.
you can select

1-VAR

2-VAR

CLRDATA

v

2.
1-VAR stats; x and y for 2-VAR stats).

displays a menu from which

1-VAR, 2-VAR

Analyzes data from 1 set

of data with 1 measured
variable: x.

Analyzes paired data with

2 measured variables: x,
the independent variable,
and y, the dependent
variable.

Clears data values
without exiting STAT
mode.

lets you enter data points (x for

or

CLRDATA

• Press

.

4.

underlined to clear data values and
exit STAT mode.

• Press

to return to the previous screen
without exiting STAT mode.

u

variables with their current values.

n

v or w Mean of all x or y values
Sx or Sy

sx or sy

Gx or Gy

2

Gx

or Gy

<

when

<

when

displays the menu of

Number of x (or x,y) data
points

Sample standard
deviation of x or y

Population standard

deviation of x or y
Sum of all x values or y

values

2

Sum of all x2 values or y
values

(yes) is

Y

(no) is underlined

N

2

© 1999 T

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Gxy

a

1

3

4

b

r

Sum of (x times y) for all
xy pairs in 2 lists

Linear regression slope
Linear regression y-

intercept
Correlation coefficient

Notes

2

• The examples on the transparency

masters assume all default settings.

• To save the last data point or frequency

value entered, you must press

• You can change data points once they

are entered.

TI-34 Û: A Guide for Teachers

<

or $.

89

Entering 1-VAR Stat Data

Five students took a math test.
Enter their scores as the data
points: 85, 85, 97, 53, 77.

Press Display

%

%



<v

85

$

2

1-VAR 2-VAR

-----

X1=

STAT

X1=85

STAT

FRQ=1

STAT

FRQ=2

¹

Ó

Ó

Ó

Ó

$

97

$$

$$

(Continued)

© 1999 T

53

77

EXAS INSTRUMENTS INCORPORATED

<

X2=97

X3=53

X4=77

STAT

Ó

STAT

Ó

STAT

Ó

77.

STAT

TI-34 Û: A Guide for Teachers

90

Viewing the Data

(Continued)

Find the number of data points
(n), the mean (v), the sample
standard deviation (Sx), the
population standard deviation
(sx), the sum of the scores (Gx),

2

and the sum of the squares (Gx

Press Display

).

u

u

"

"

"

"

n ‡ Sx „x

-

STAT

n ‡ Sx „x

-

79.4

STAT

n ‡ Sx „x

n ‡ Sx „x

¸

--

--

16.39512123

STAT

--

14.66424222

Š” Šx

STAT

2

¹

5.

¹

¹

¹

"

© 1999 T

EXAS INSTRUMENTS INCORPORATED

¸

Š” Šx

---

397.

STAT

2

32597.

STAT

TI-34 Û: A Guide for Teachers

91

Removing Data Points

(Continued)

Return to the first data point.
Display the lowest score, drop it,
and then find the new mean (v).
Exit STAT mode.

Press Display

%

v

$$$$

$

0

<

u"

%



X1=85

STAT

X3=53

STAT

FRQ=0

STAT

n ‡ Sx sx

-

86.

STAT

EXIT ST: Y N

-

Ó

Ó

Ó

0.

¹

STAT

<

~

To remain in STAT mode and clear
data, press

%



and select

CLRDATA.

© 1999 T

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TI-34 Û: A Guide for Teachers

92

Entering 2-VAR Stat Data

The table below shows the number
of pairs of athletic shoes sold by
a small shoe store. Enter this
information as the data points.

Month Total No.(x) Brand A (y)

April 58 (X1) 35 (Y1)
May 47 (X2) 28 (Y2)

Press Display

%v

%



"

<v

58

$

35

$

47

1-VAR 2-VAR

¹

------

X1=

STAT

X1=58

STAT

Y1=35

STAT

X2=47

Ó

Ó

Ó

Ó

$

28

<

(Continued)

© 1999 T

EXAS INSTRUMENTS INCORPORATED

Y2=28

Y2=28

STAT

Ó

STAT

Ó

28.

STAT

TI-34 Û: A Guide for Teachers

93

Viewing the Data

(Continued)

If the store sells 32 pairs of shoes
in June, predict the June sales of
Brand A. When finished, exit STAT
mode and clear all data points.

Press Display

u

%

u!

<

32

<

%

˜

<

E

¸ xÅ

-

y(32)

18.45454545

EXIT ST: Y N

~

y

Å

STAT

STAT

-

STAT

To remain in STAT mode and clear
data, press
CLRDATA.

© 1999 T

EXAS INSTRUMENTS INCORPORATED

%



and select

TI-34 Û: A Guide for Teachers

94