Texas Instruments TI-73 инструкция обслуживания

Using the TI-73: A Guide for Teachers ® Table of Contents < Developed by Cathy Cromar, Stephen Davies, Pamela Patton Giles, Gary Hanson, Pamela Weber Harris, Rita Janes, Ellen Johnston, Jane Martain, Linda K. McNay, Melissa Nast, Louise Nutzman, Aletha Paskett, Claudia Schmitt, and Karen Wilcox Edited by Brenda Curry Design by Susan Gullord Wit[...]

ii Using the TI-73: A Guide for Teachers © 1998 T EXAS I NSTRUMENTS I NCORPORATED[...]

iii © 1998 T EXAS I NSTRUMENTS I NCORPORATED About the Development Team Texas Instruments would like to acknowledge the following individuals who worked as a team in developing and evaluating these materials. Cathy Cromar teacher, Cottonwood Heights Elementary School, Salt Lake City, Utah Stephen Davies teacher, Oquirrh Elementary School, West Jor[...]

iv Using the TI-73: A Guide for Teachers © 1998 T EXAS I NSTRUMENTS I NCORPORATED About the Activities This guide consists of 12 activities designed to be teacher-directed. They are intended to help develop mathematical concepts while incorporating the TI-73 as a teaching tool. Organization Each activity is self-contained and includes: ♦ The mat[...]

v © 1998 T EXAS I NSTRUMENTS I NCORPORATED Table of Contents About the Development Tea m About the Development Team iii About the Activitie s About the Activities iv Number Sense The Cookie Caper 1 Dice Digits 5 How Do You Measure Up? 9 Patterns, Relations, and Functions Stadium Walls 13 The Twin’s Towers 23 Major Martian Headache 31 Measurement[...]

1 © 1998 T EXAS I NSTRUMENTS I NCORPORATED A c t i v i t y 1 The Cookie Caper Students learn about equivalent fractions by sharing their favorite cookies. Number Sense ♦ equivalent fractions ♦ fractions to decimals Materials ♦ 7cm (2¾ in.) poster board circles for cookies ♦ copies of fractional circles (provided) ♦ shapes of colored pap[...]

2 Using the TI-73: A Guide for Teachers Number Sense © 1998 T EXAS I NSTRUMENTS I NCORPORATED 3. Give students a set time period to trade cookie “bites” (slices) with each other. Tell them they must trade equal-sized pieces, so they will need to know what fractional parts are equal to each other. Example A ½ slice may be traded for two ¼ sli[...]

Number Sense Activity 1: The Cookie Caper 3 © 1998 T EXAS I NSTRUMENTS I NCORPORATED Wrap-up ♦ Have students make a list of the fractions they think are equivalent to each other. ♦ Have students enter their equivalent fractions into the TI-73 and change each to a decimal using > ( fraction-to-decimal function). Discuss why these equivalent [...]

4 Using the TI-73: A Guide for Teachers Number Sense © 1998 T EXAS I NSTRUMENTS I NCORPORATED[...]

5 © 1998 T EXAS I NSTRUMENTS I NCORPORATED A c t i v i t y 2 Dice Digits Students use 4 numbers, any operations, and grouping symbols to write mathematical expressions that are equal to each of the numbers 1 through 9. Number Sense ♦ order of operations ♦ mental math ♦ basic computation Materials ♦ student activity sheet (provided) ♦ tra[...]

6 Using the TI-73: A Guide for Teachers Number Sense © 1998 T EXAS I NSTRUMENTS I NCORPORATED Activity — Part A Whole Class Whole Class 1. Demonstrate to your students how to roll dice on the TI-73 to get 4 numbers. Record the 4 numbers. a. Go to the Home screen. - l b. Select dice from the MATH PRB menu, and paste it to the Home screen. 1 "[...]

Number Sense Activity 2: Dice Digits 7 © 1998 T EXAS I NSTRUMENTS I NCORPORATED Activity — Part B Individual or Small Group 1. Have each student or pair of students roll dice on the TI-73 to get 4 numbers. 2. Instruct students to use all 4 numbers, any operations, and grouping symbols to write an expression for each of the numbers 1 through 9. 3[...]

8 Using the TI-73: A Guide for Teachers Number Sense © 1998 T EXAS I NSTRUMENTS I NCORPORATED Name __________________________ Date __________________________ A c t i v i t y 2 Dice Digits Roll dice to get 4 numbers. Record numbers below. ________ ________ ________ ________ Expression Key Sequence 1 = 2 = 3 = 4 = 5 = 6 = 7 = 8 = 9 = Can you find mo[...]

9 © 1998 T EXAS I NSTRUMENTS I NCORPORATED A c t i v i t y 3 How Do You Measure Up? Students discover the ratio between their heights and the lengths of their intestines. This activity is a good introduction to using lists to find the mean and performing operations on lists. Number Sense ♦ ratios ♦ mean ♦ estimation ♦ measurement Materials[...]

10 Using the TI-73: A Guide for Teachers Number Sense © 1998 T EXAS I NSTRUMENTS I NCORPORATED 1. Measure the strings. 2. Enter the data in L 1 on the TI-73. a. Display the List editor. 3 b. If necessary, clear L 1 . $ to highlight L 1 : b c. Starting at the first line in L 1 , enter the string lengths. (You’ll get an error if L 1 is still highl[...]

Number Sense Activity 3: How Do You Measure Up? 11 © 1998 T EXAS I NSTRUMENTS I NCORPORATED Activity — Part B In this part, students discover the ratio of the average height of a student to the average length of an intestine. Have students perform the steps unless otherwise indicated. 1. Measure height in centimeters or inches. 2. Enter the data[...]

12 Using the TI-73: A Guide for Teachers Number Sense © 1998 T EXAS I NSTRUMENTS I NCORPORATED Assessment Suggestions The average length of the small intestine of an ostrich is 1372cm (45 ft.). Three ostriches have heights of 314cm (10 ft. 3 in.), 308cm (10 ft. 1 in.), and 299cm (9 ft. 8 in). Have students find the ratio of the ostriches’ averag[...]

13 © 1998 T EXAS I NSTRUMENTS I NCORPORATED A c t i v i t y 4 Stadium Walls Students investigate real-life situations and find patterns by making concrete representations and making T-charts. Students then describe and generalize these patterns verbally, symbolically, and graphically. Patterns and Relations ♦ patterning ♦ graphing ♦ evaluati[...]

14 Using the TI-73: A Guide for Teachers Patterns and Relations © 1998 T EXAS I NSTRUMENTS I NCORPORATED Activity Have students perform the steps unless otherwise indicated. 1. Model the wall using toothpicks to represent the beams to a length of 6. 2. As each length of the wall is modeled, record the total number of beams in a T-chart. Example le[...]

Patterns and Relations Activity 4: Stadium Walls 15 © 1998 T EXAS I NSTRUMENTS I NCORPORATED 6. Now have students determine how many beams are needed for a length of 57. Discuss how they found their solutions. (Some students may find the solution by recognizing that each number in the right-hand column is obtained by adding 3 to the previous term,[...]

16 Using the TI-73: A Guide for Teachers Patterns and Relations © 1998 T EXAS I NSTRUMENTS I NCORPORATED 8. Using the TI-73, lead students to alternative methods by reading the T-chart as a relationship between X and Y . a. Tell students to look at the numbers in their T-chart and describe the rule that relates the number of lengths to the total n[...]

Patterns and Relations Activity 4: Stadium Walls 17 © 1998 T EXAS I NSTRUMENTS I NCORPORATED 10. Ask: What remains the same or constant? (1) What changes or varies? ( L- number of lengths varies) What will the graph of the line represented by these equations look like? 11. The TI-73 uses X and Y when graphing, so change the equation B = 3L + 1 to [...]

18 Using the TI-73: A Guide for Teachers Patterns and Relations © 1998 T EXAS I NSTRUMENTS I NCORPORATED 14. Turn off STAT PLOTS , and then display the graph. - e Q b * 15. Ask: What do you notice about the graph on the screen? What is the value of Y when X is 57? How can you find out? (Press ) to see the values on the graph. If you are not tracin[...]

Patterns and Relations Activity 4: Stadium Walls 19 © 1998 T EXAS I NSTRUMENTS I NCORPORATED 20. Change the graph style of Y 2 . & # to Y 2 ! so the cursor is blinking on top of the little diagonal line on the far left b Notice that the diagonal line has changed to a darker line. 21. To see the second line graph over the first, press * . Ask: [...]

20 Using the TI-73: A Guide for Teachers Patterns and Relations © 1998 T EXAS I NSTRUMENTS I NCORPORATED Wrap-up ♦ Ask: Based on your observation of the graphs of the equations, what conclusions would you draw about the equations you graphed? Have students report findings. This could lead to a discussion of equivalent expressions and simplifying[...]

Patterns and Relations Activity 4: Stadium Walls 21 © 1998 T EXAS I NSTRUMENTS I NCORPORATED Extensions ♦ Assign the following problem and have students answer the questions. A group of students from a jazz choir want to attend an international competition. They need to raise money to help pay for the expenses. Each student decided to investigat[...]

22 Using the TI-73: A Guide for Teachers Patterns and Relations © 1998 T EXAS I NSTRUMENTS I NCORPORATED[...]

23 © 1998 T EXAS I NSTRUMENTS I NCORPORATED A c t i v i t y 5 The Twin’s Towers Students develop the concept of a variable while solving problems using the b key and the - ¢ key. Patterns and Functions ♦ problem solving ♦ percents ♦ adding fractions Materials ♦ blocks or cutouts ♦ student activity sheet (provided) ♦ TI-73 ³ Setup D[...]

24 Using the TI-73: A Guide for Teachers Patterns and Functions © 1998 T EXAS I NSTRUMENTS I NCORPORATED Activity — Part A 1. Ask students: Look at the row for the number of blocks. What pattern do you see? (The first number is 3 and then increases by 1.) 2. Demonstrate along with your class how to put the pattern into the TI-73. a. Explain that[...]

Patterns and Functions Activity 5: The Twin’s Towers 25 © 1998 T EXAS I NSTRUMENTS I NCORPORATED 3. Now have students generate this sequence on their TI-73s. [ b Y b 4. Working in groups of two, have students use their TI-73s to answer the following questions. How many blocks do you need for a 27-level tower? (29) How many blocks do you need f[...]

26 Using the TI-73: A Guide for Teachers Patterns and Functions © 1998 T EXAS I NSTRUMENTS I NCORPORATED 4. Have students set up the counter for the second scenario. - t # # , and then " until { b Y ¡ Z " to } b # # to Done b b - t # # , and then " until { b # # to Done b - ¢ (above the a key) D Y E Y ¡ - ¢ D Z E Z - t # # ,[...]

Patterns and Functions Activity 5: The Twin’s Towers 27 © 1998 T EXAS I NSTRUMENTS I NCORPORATED 3. Explain to students that the process they have been using to find successive terms in a sequence of numbers is called recursion . Recursion means that each term is built from the term before it. This recursive process allows students to solve more[...]

28 Using the TI-73: A Guide for Teachers Patterns and Functions © 1998 T EXAS I NSTRUMENTS I NCORPORATED ♦ Give students a situation like in the last question. Then give them the screen shot shown at the right. Ask students to discuss what the screen means. ♦ In groups, have students come up with their own situations that can be solved recursi[...]

Patterns and Functions Activity 5: The Twin’s Towers 29 © 1998 T EXAS I NSTRUMENTS I NCORPORATED Name __________________________ Date __________________________ A c t i v i t y 5 The Twin’s Towers 1. Build the above pictures with blocks or cutouts. 2. How many blocks total will you need to build a 6-story building? a. Build it and write the nu[...]

30 Using the TI-73: A Guide for Teachers Patterns and Functions © 1998 T EXAS I NSTRUMENTS I NCORPORATED Name __________________________ 1. Build the above pictures with pattern blocks or cutouts. 2. How many blocks total will you need to build a boat with 5 puffs of smoke? a. Build it and write the number here: b. Now develop a pattern for enteri[...]

31 © 1998 T EXAS I NSTRUMENTS I NCORPORATED A c t i v i t y 6 Major Martian Headache Students learn about patterning and writing simple rules as they explore a hypothetical situation about Martians. Patterns ♦ patterning ♦ writing simple rules Materials ♦ large marshmallows (heads) ♦ small marshmallows (antenna ends) ♦ toothpicks (antenn[...]

32 Using the TI-73: A Guide for Teachers Patterns © 1998 T EXAS I NSTRUMENTS I NCORPORATED Activity Have students perform the steps unless otherwise indicated. 1. Make each large marshmallow into a Martian head by poking 2 toothpicks on it and adding 2 small marshmallows to the tops of the toothpicks for antennas. 2. Starting with one Martian head[...]

Patterns Activity 6: Major Martian Headache 33 © 1998 T EXAS I NSTRUMENTS I NCORPORATED 4. Guide students to see that the rule for making antenna muffs is heads ¦ 2 = number of antenna muffs . Show students how this also can be written as X ¦ 2 =Y . 5. Ask students: If there are 67 Martians in a community, how many antenna muffs would be needed?[...]

34 Using the TI-73: A Guide for Teachers Patterns © 1998 T EXAS I NSTRUMENTS I NCORPORATED 12. Tell students: Digging deeper, the Rover found evidence of other communities that had different numbers of antennas. 13. Have your students repeat the above activity using other numbers of antennas per Martian. See if they can write a rule for each. Have[...]

35 © 1998 T EXAS I NSTRUMENTS I NCORPORATED A c t i v i t y 7 The Dolphin Students use ordered pairs to reproduce a picture of a dolphin on the TI-73 screen, and then set up an appropriate viewing window. Geometry ♦ plotting ordered pairs ♦ connecting line graphs (xyLine) Materials ♦ dolphin picture overlayed on a grid (provided) ♦ transpa[...]

36 Using the TI-73: A Guide for Teachers Geometry © 1998 T EXAS I NSTRUMENTS I NCORPORATED Activity Have students perform the steps unless otherwise indicated. 1. On the transparency of the dolphin picture, label the x- and y- axes using whole numbers. Have students label their copies, too. 2. Lead the class in a discussion of selecting the first [...]

Geometry Activity 7: The Dolphin 37 © 1998 T EXAS I NSTRUMENTS I NCORPORATED 7. Set up the xyLine plot (connected line graph). a. Access the STAT PLOTS menu. - e (above the & key) b. Select Plot 1 . b c. With the cursor blinking on the word On , select it. b d. Move to Type and select the xyLine plot (first row, second from left Ó ). # "[...]

38 Using the TI-73: A Guide for Teachers Geometry © 1998 T EXAS I NSTRUMENTS I NCORPORATED Wrap-up Have students compare their team’s picture graph with another team’s picture. Have them discuss with their partner and the other team whether or not the graphs are exactly alike and why or why not. ➪ Students can press ) and then " to view[...]

Geometry Activity 7: The Dolphin 39 © 1998 T EXAS I NSTRUMENTS I NCORPORATED 3. Access the VARS menu and select Picture . - } 4 4. At PICTURE , select where you want to store your picture. b to select Pic1 or 2 to select Pic2 or 3 to select Pic3 ♦ To recall the picture, 1. Turn off the axes. - g # # " b 2. Starting at the Home screen ( - l [...]

40 Using the TI-73: A Guide for Teachers Geometry © 1998 T EXAS I NSTRUMENTS I NCORPORATED[...]

41 © 1998 T EXAS I NSTRUMENTS I NCORPORATED A c t i v i t y 8 Drip, Drip, Drip S tudents collect data from a dripping faucet . Then, using the TI-73, they produce data on the H ome screen . Afterwards, they view the same data using a table , a graph , and the Trace feature. Measurement and Geometry ♦ rate of change ♦ volume ♦ graphs of equat[...]

42 Using the TI-73: A Guide for Teachers Measurement and Geometry © 1998 T EXAS I NSTRUMENTS I NCORPORATED 7. Ask students: Why did we count for 2 minutes? (Ten minutes is a long time to count. Counting for 2 minutes allows you to get an average for 1 minute. Counting for 3 or 4 minutes might give a more accurate average per minute, but it might b[...]

Measurement and Geometry Activity 8: Drip, Drip, Drip 43 © 1998 T EXAS I NSTRUMENTS I NCORPORATED 11. View and trace the graph. * ) ! or " to trace until X=0 Ask: What is the value of Y? What does this point represent? (When time = 0, there is no water.) 12. Now look at this same information in a table. - f (above the ' key) The screen s[...]

44 Using the TI-73: A Guide for Teachers Measurement and Geometry © 1998 T EXAS I NSTRUMENTS I NCORPORATED Activity — Part B Have students perform the steps unless otherwise indicated. 1. Ask students: If the faucet were dripping twice as fast, what would be the volume after 1 hour? After 2 hours? 2. Tell students to predict what the graph of th[...]

Measurement and Geometry Activity 8: Drip, Drip, Drip 45 © 1998 T EXAS I NSTRUMENTS I NCORPORATED f. Now select the first point on the line. " until X=1 $ until Y=4 b to select the first point on the line g. Select the second point on the line. " until X=2 $ until Y=8 b to select the second point The screen shows the expression for the l[...]

46 Using the TI-73: A Guide for Teachers Measurement and Geometry © 1998 T EXAS I NSTRUMENTS I NCORPORATED Name _______________________ Date _______________________ A c t i v i t y 8 Drip, Drip, Drip Activity — Part A 1. Record start time. ✏ __________________________ 2. How many drips did you count in 2 minutes? ✏ __________________________[...]

Measurement and Geometry Activity 8: Drip, Drip, Drip 47 © 1998 T EXAS I NSTRUMENTS I NCORPORATED Name _______________________ Activity — Part B 1. If the faucet were dripping twice as fast, what would be the volume after 1 hour? ✏ __________________________ After 2 hours? ✏ __________________________ Write these as data points. ✏ ________[...]

48 Using the TI-73: A Guide for Teachers Measurement and Geometry © 1998 T EXAS I NSTRUMENTS I NCORPORATED[...]

49 © 1998 T EXAS I NSTRUMENTS I NCORPORATED A c t i v i t y 9 Only the Height Has Been Changed Students collect data and examine variables that may cause a change in the distance a toy car will travel on the floor when it is rolled down a ramp. Measurement ♦ length ♦ mean ♦ collecting data ♦ graphing Materials ♦ ruler ♦ yardstick, mete[...]

50 Using the TI-73: A Guide for Teachers Measurement © 1998 T EXAS I NSTRUMENTS I NCORPORATED Activity Have students perform the steps unless otherwise indicated. 1. As a class, measure the ramps. They should all be the same length. 2. Divide the length by 6 so students have 5 different intervals to test their ramp height. (For example, if the ram[...]

Measurement Activity 9: Only the Height Has Been Changed 51 © 1998 T EXAS I NSTRUMENTS I NCORPORATED 8. Now using the TI-73, create a horizontal bar graph, and then compare it to the graph made on the activity sheet. a. In L 1 , enter the ramp heights from 0 to the straight- up position. (1) Display the List editor. 3 (2) If necessary, clear L 1 .[...]

52 Using the TI-73: A Guide for Teachers Measurement © 1998 T EXAS I NSTRUMENTS I NCORPORATED 9. Before graphing, set up the viewing window for each TI-73 ( ' ). • Xmin will be 0. • Xmax will be the height of the ramp straight up plus 5 (so you can see the full graph). • Ymin will be 0. • Ymax will be the longest distance a car travel[...]

Measurement Activity 9: Only the Height Has Been Changed 53 © 1998 T EXAS I NSTRUMENTS I NCORPORATED Name __________________________ Date __________________________ A c t i v i t y 9 Only the Height Has Been Changed L 1 Height of the Ramp Height of the Ramp L 2 Distance the Car Distance the Car Traveled Traveled (flat) 0 0 (straight up) 0 Distanc [...]

54 Using the TI-73: A Guide for Teachers Measurement © 1998 T EXAS I NSTRUMENTS I NCORPORATED[...]

55 © 1998 T EXAS I NSTRUMENTS I NCORPORATED A c t i v i t y 10 Give Me 5! Probability ♦ order of operations ♦ mental math ♦ basic computation Students investigate the results of tossing 5 coins. They compare what happens to what is expected to happen. Materials ♦ student activity sheets (provided) ♦ TI-73 ³ Setup ♦ If your TI-73s have[...]

56 Using the TI-73: A Guide for Teachers Probability © 1998 T EXAS I NSTRUMENTS I NCORPORATED Activity — Part A Have students perform the steps unless otherwise indicated. Have them play the game “Get Ahead with More Heads.” The instructions follow. 1. Group students into pairs. 2. Using the coin-toss function of the TI-73, toss 5 coins. a. [...]

Probability Activity 10: Give Me Five 57 © 1998 T EXAS I NSTRUMENTS I NCORPORATED 10. Discuss with students: How many total trials did you and your partner have? Raise your hand if you had a 5-point toss. Raise your hand if you had a 0-point toss. Which score on a single trial would you predict is more likely to occur, 0 or 5? Out of the 50 trials[...]

58 Using the TI-73: A Guide for Teachers Probability © 1998 T EXAS I NSTRUMENTS I NCORPORATED c. Starting from the first line in L 1 , enter the possible points as shown in the screen at the right. (You’ll get an error if L 1 is still highlighted.) Press b after each list item. d. Follow the same procedure to enter the class data into L 2 . 17. [...]

Probability Activity 10: Give Me Five 59 © 1998 T EXAS I NSTRUMENTS I NCORPORATED 18. Turn on trace. ) ! and " to move along the histogram Discuss the following questions. In our class data, which outcomes are least likely? Which outcomes are most likely? Compare this to your small group data. Is it the same? If not, what makes the difference[...]

60 Using the TI-73: A Guide for Teachers Probability © 1998 T EXAS I NSTRUMENTS I NCORPORATED 3. Compare the group experimental probabilities with the theoretical probabilities from the tree diagram. a. Go to L 3 and calculate the group probabilities by dividing each entry in L 3 by the total number of trials (sum of L 2 ). 3 " $ to highlight[...]

Probability Activity 10: Give Me Five 61 © 1998 T EXAS I NSTRUMENTS I NCORPORATED A c t i v i t y 10 Give Me 5! Name __________________________ Date __________________________ Get Ahead With More Heads Score Sheet Student Trial # A B A B A B A B A B 1 1 2 2 3 3 4 4 5 5 Total Total Coin-Toss Trials Small Group Data Points each roll Points each roll[...]

62 Using the TI-73: A Guide for Teachers Probability © 1998 T EXAS I NSTRUMENTS I NCORPORATED Name __________________________ Coin-Toss Trials Class Data Points each toss Frequency Probability - fraction Probability - decimal Percent equivalent 0 1 2 3 4 5 Totals Theoretical Probability of Tossing 5 Coins Pts each toss Freq Prob 0 1 2 3 4 5 H 5 H,[...]

63 © 1998 T EXAS I NSTRUMENTS I NCORPORATED A c t i v i t y 11 A Foot is a Foot – Or is It? Students investigate how their own foot measurements compare to the customary measurement of a foot (12 inches). Probability and Statistics ♦ mean ♦ conversion of fractions to decimals ♦ measurement Materials ♦ ruler ♦ student activity sheet (pr[...]

64 Using the TI-73: A Guide for Teachers Probability and Statistics © 1998 T EXAS I NSTRUMENTS I NCORPORATED ♦ Demonstrate to students how to measure a foot, from heel to toe, so that everyone is measuring the same. Ask: What unit should we use to measure? (inches) What if there are parts of an inch left? Will we record it as a decimal or fracti[...]

Probability and Statistics Activity 11: A Foot is a Foot – Or is It? 65 © 1998 T EXAS I NSTRUMENTS I NCORPORATED 4. Now enter the data into a list ( L 1 ), and then find the mean. a. Display the List editor. 3 b. If necessary, clear L 1 . $ to highlight L 1 : b c. Starting from the first line in L 1 , enter each length. (You’ll get an error if[...]

66 Using the TI-73: A Guide for Teachers Probability and Statistics © 1998 T EXAS I NSTRUMENTS I NCORPORATED 6. Combine the class data by either combining the individual foot lengths and finding the mean or by averaging the individual means. (It may be beneficial for students to do it both ways so students can see if the same answer comes up both [...]

Probability and Statistics Activity 11: A Foot is a Foot – Or is It? 67 © 1998 T EXAS I NSTRUMENTS I NCORPORATED Wrap-up Ask students: Was the mean of the combined data from L 2 the same as the mean from the Home screen? What does our combined class data show? Is the statement true that the average length of a human foot is 12 inches, or a foot?[...]

68 Using the TI-73: A Guide for Teachers Probability and Statistics © 1998 T EXAS I NSTRUMENTS I NCORPORATED Name __________________________ Date __________________________ A c t i v i t y 11 A Foot is a Foot – Or is It? Name (indicate child or adult) Length of foot in inches (use fractions for leftovers) Convert fractions to decimals Mean of my[...]

69 © 1998 T EXAS I NSTRUMENTS I NCORPORATED A c t i v i t y 12 Which Brand Is Best? In this real-world activity, students comparison shop in their community. Then they produce consumer reports to share their findings with their class. Probability and Statistics ♦ measures of central tendency (mean, median, mode, range, quartiles) ♦ graphs (box[...]

70 Using the TI-73: A Guide for Teachers Pr obability and Statistics © 1998 T EXAS I NSTRUMENTS I NCORPORATED Activity Have students perform the steps unless otherwise indicated. 1. On the activity sheets provided, have students use their information to report the minimum and the maximum prices of the product they selected, the mode, the mean, the[...]

Probability and Statistics Activity 12: Which Brand is Best? 71 © 1998 T EXAS I NSTRUMENTS I NCORPORATED 2. Calculate the range. 3. Now make a box plot on the TI-73. a. Access the STAT PLOTS menu. - e (above the & key) b. Make sure the plots are off. 4 b c. Select Plot 1 . - e b d. With the cursor blinking on the word On , select it. b e. Move[...]

72 Using the TI-73: A Guide for Teachers Pr obability and Statistics © 1998 T EXAS I NSTRUMENTS I NCORPORATED 5. Move around the graph and see the data. ) ! and " to view data ➪ A nice connection is to compare the trace values for Xmin , median , and Xmax with their calculated values. 6. Have students sketch and label their plot on paper fo[...]

Probability and Statistics Activity 12: Which Brand is Best? 73 © 1998 T EXAS I NSTRUMENTS I NCORPORATED 9. Now enter the surveyed information into the TI-73. a. Enter the brand names in L 2 . (In this example, we use the brand names from the example table.) 3 " to L 2 - t # # , and then " until " b $ $ , and then ! until A b # # # [...]

74 Using the TI-73: A Guide for Teachers Pr obability and Statistics © 1998 T EXAS I NSTRUMENTS I NCORPORATED g. Move to Data List . If L 3 is not already set, set it to L 3 . # - v [ b h. Continue setting up the plot. Your screen should look like the screen at the right. Press b at Vert and at the $ icon. ➪ Scale tells the TI-73 the value or qu[...]

Probability and Statistics Activity 12: Which Brand is Best? 75 © 1998 T EXAS I NSTRUMENTS I NCORPORATED d. Select the bar graph Ð (first row, last from left) and continue setting up the plot as in the picture at the right. ( DataList2 and DataList3 allow you to do a double or triple bar graph. They are not relevant to this activity, and whatever[...]

76 Using the TI-73: A Guide for Teachers Pr obability and Statistics © 1998 T EXAS I NSTRUMENTS I NCORPORATED 21. Have students sketch their graphs on paper for their report (or use TI-73 TI-GRAPH LINK é to print their graphs to color and label). 22. Have students write analyses of their information. Here are some things you may want them to addr[...]

Probability and Statistics Activity 12: Which Brand is Best? 77 © 1998 T EXAS I NSTRUMENTS I NCORPORATED Name __________________________ Date __________________________ A c t i v i t y 12 Which Brand Is Best? 1. Choose a product that is distributed in at least 5 different brands. List the product type, the different brands, and the price for each [...]

78 Using the TI-73: A Guide for Teachers Pr obability and Statistics © 1998 T EXAS I NSTRUMENTS I NCORPORATED Name __________________________ 3. Record the results of your poll of 50 people (students, teachers, and other adults). Try to poll those who would actually be doing the buying. Be sure to ask why they chose that brand and include their re[...]

79 © 1998 T EXAS I NSTRUMENTS I NCORPORATED TI-73 Index ACTIVITY PAGE NO. TI-73 FUNCTIONS IN ACTIVITY The Cookie Caper 1 Fraction-to-Decimal Dice Digits 5 Random, Store, Dice, Probability How Do You Measure Up? 9 List, Mean, Sum Stadium Walls 13 Constant, Y=editor, Window, Graph, Trace, Table The Twin’s Towers 23 Last Answer (Ans), Text Major Ma[...]

80 Using the TI-73: A Guide for Teachers © 1998 T EXAS I NSTRUMENTS I NCORPORATED Activity Content Index ACTIVITY PAGE NO. PATTERNS F RACTIONS DECIMALS OPERATIONS The Cookie Caper 1 xx Add. Dice Digits 5 Order of Ops, Mental Math, Basic Math How Do You Measure Up? 9 Stadium Walls 13 Relations, Rules Order of Ops, Mental Math, Basic Math, Expressio[...]

81 © 1998 T EXAS I NSTRUMENTS I NCORPORATED Activity Content Index (continued) (continued) ESTIMATION RATIO MEASUREMENT GEOMETRY PROBABILITY STATISTICS x Percent x xx x Mean Rounding Graphing Percent x Rate of Change, Volume x Collecting Data x Mean, Graphing, Collecting Data Percent x xx Percent x[...]