Texas instruments TI.34 II A Guide for Teachers

Explorer

TI.34

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.

section and assisted in evaluating the appropriateness of the examples in

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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

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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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.

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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.

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

Table of Contents



CHAPTER PAGE

About the Teacher Guide About the

TI-34

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

14Notation 102 15Logarithms/Antilogarithms 104

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

. The

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.

EXAS INSTRUMENTS INCORPORATED

• 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.

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:

ti-cares@ti.com

Or visit the TI calculator home page:

http://www.ti.com/calc

TI-34 Û: A Guide for Teachers

About the TI.34

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

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.

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

• 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

Ans. Ans

Ans

(

displays on the

Ans

is retained

T, U, F

, and

Ans

About the TI.34

(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

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.

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

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

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

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.

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

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

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

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 ___________________________

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

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 ____________________

Player 4 ____________________ Player 9 ____________________ Player 5 ____________________

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

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

-12

-8

Math Concepts

• scientific notation

• addition

• division

Materials

• TI-34 Û

• pencil

• student activity (page 8)

2. Have students change the following numbers into

-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

-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.

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

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

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

miles. Your ship can travel at the speed of

light. You know that light can travel a distance of

6 x 10

miles in 1 light year. Will you be able to

get to Alpha Centauri on time?

Procedure

miles. The distance

(Continued)

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

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

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

≈

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

2.5¯¯13¼¼9.3¯¯¹¹

2.5000093¿¿

Ans¾¾6¯¯12

4.166682167

13 T 9.3

miles

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

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

-6

-8

_________________ _________________ _________________ _________________

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

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?

miles. The distance from the Earth to the Sun is

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

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

miles from the Sun.

miles. How long

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

Trig Functions

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

hypotenuse

adjacent leg

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)

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

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

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

when sin A= 0.2756:

sin-1(

0.2756

E <

sin-1(0.2756

, and press

¹¹

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

Trig Functions

(Continued)

Activity

Present the following problem to students:

You need to build a ramp to your front door. The distance from the ground to the bottom of the door is 1.5 feet. You don’t want the angle of incline to be more than 6 degrees. The distance from the street to the door is 20 feet. Is there enough room to build the ramp?

Procedure

1. Make a drawing of the problem.

1.5 ft.

20 ft.

2. Use the trigonometric ratio tan = opposite leg 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

W 20 and press

4.3

and press

5.7

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

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 _________________

_________________

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 _________________

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

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

Trig Functions

Name ___________________________

Date ___________________________

Problem

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

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?

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

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

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

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: 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.)

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.

Sx sx ¹

³ 1. Press % t and " "

CLRDATA

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

, the

. Press <.

EXAS INSTRUMENTS INCORPORATED

4. To exit % w <.

TI-34 Û: A Guide for Teachers

STAT

mode, press

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 ___________________________

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

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

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

first

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

EXAS INSTRUMENTS INCORPORATED

TI-34 Û: A Guide for Teachers

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.

should equal

 1 Press

2. Press " to Ï to see the

3. Press " " " to

the total number of students sampled.

n Ï Sx Îx

average heart rate.

n Ï Sx Îx

62.27272727

Òx

1370

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.

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?

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TI-34 Û: A Guide for Teachers

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?

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TI-34 Û: A Guide for Teachers

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?

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TI-34 Û: A Guide for Teachers

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.

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TI-34 Û: A Guide for Teachers

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?

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TI-34 Û: A Guide for Teachers

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

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

-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

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TI-34 Û: A Guide for Teachers

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

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.

= .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)

7.02

0.91

y¢

E and press <.

30.44

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TI-34 Û: A Guide for Teachers

+ 107 hidden pages