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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
With contributions by
Eddy Frey, Doug Harnish, Guy Harris,
Gay Riley-Pfund, and Dianna Tidwell
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ii Using the TI-73: A Guide for Teachers © 1998 TEXAS INSTRUMENTS INCORPORATED
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iii 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 Jordan, Utah Pamela Patton Giles K-12 math specialist, Jordan School District, Sandy, Utah Gary Hanson teacher, Sprucewood Elementary School, Sandy, Utah
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iv Using the TI-73: A Guide for Teachers 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 mathematical strands with which the activity is most closely associated: Number Sense; Patterns, Relations, and Functions; Measurement and Geometry; or Probability and Statisti
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v Table of Contents About the Development Tea About the Development Teamm iii About the Activitie About the Activitiess 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 and Geometry The Dolphin 35 Drip, Drip, Drip 41 Only the Height Has Been Changed 49 Probability and Statistics Give Me 5! 55 A Foot is a Foot–Or is
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1 Number Sense Activity 1 ♦ equivalent fractions The Cookie Caper ♦ fractions to decimals Materials Students learn about equivalent fractions by sharing ♦ 7cm (2¾ in.) poster board circles for their favorite cookies. cookies ♦ copies of fractional circles (provided) ♦ shapes of colored paper to represent chocolate chips, nuts, raisins etc. (optional) ♦ glue or glue sticks ♦ scissors ♦ markers or crayons ♦ TI-73 Setup Before you begin, you or you and your students do
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2 Using the TI-73: A Guide for Teachers Number Sense 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 slices. At the end of the trade time, each student should still have a whole cookie, but now it is made of a variety of cookie ingredients. 4. Discuss the results with
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Number Sense Activity 1: The Cookie Caper 3 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 fractions also have the same decimal value. Example Press Y = Q > b. The display shows .25 as the decimal equivalent for ¼. Then enter [ = Y Z > b. The display again shows .25 as
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4 Using the TI-73: A Guide for Teachers Number Sense © 1998 TEXAS INSTRUMENTS INCORPORATED
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5 Number Sense Activity 2 ♦ order of operations Dice Digits ♦ mental math ♦ basic computation Students use 4 numbers, any operations, and grouping Materials symbols to write mathematical expressions that are equal to each of the numbers 1 through 9. ♦ student activity sheet (provided) ♦ transparency of activity sheet ♦ TI-73 ³ Setup If you do not enter a seed If your TI-73s have not been used for random number ➪ value, rand uses whatever generation prior to
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6 Using the TI-73: A Guide for Teachers Number Sense 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 " " J c. Enter the number of dice you want to roll at one time. Q E b You now have 4 numbers. d. Record the 4 numbers on the transparency. 2. Have students use each of the 4 num
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Number Sense Activity 2: Dice Digits 7 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. Have students check their work on the TI-73 and record each expression on the student activity sheet provided. Wrap-up ♦ Students can exchange papers and check one anot
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8 Using the TI-73: A Guide for Teachers Number Sense Name __________________________ Date __________________________ Activity 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 more than one expression for each number? © 1998 TEXAS INSTRUMENTS INCORPORATED
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9 Number Sense Activity 3 ♦ ratios How Do You Measure Up? ♦ mean ♦ estimation ♦ measurement 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 Materials performing operations on lists. ♦ tape measures or rulers for students to measure their heights ♦ ball of string ♦ scissors ♦ masking tape ♦ TI-73 Setup ♦ Ask students: How long do you think your small
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10 Using the TI-73: A Guide for Teachers Number Sense 1. Measure the strings. 2. Enter the data in L1 on the TI-73. a. Display the List editor. 3 b. If necessary, clear L1. $ to highlight L1 : b c. Starting at the first line in L1, enter the string lengths. (You’ll get an error if L1 is still highlighted.) Press b after each list item. 3. Find the mean of L1. a. Return to the Home screen. - l b. Access the - v MATH menu and select mean. - v " " [ c. Calculate the mean of L
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Number Sense Activity 3: How Do You Measure Up? 11 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 in L2. a. Display the List editor. 3 b. If necessary, clear L2. $ to highlight L2 : b c. Enter the heights in L2. Press b after each list item. 3. Find the average height o
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12 Using the TI-73: A Guide for Teachers Number Sense 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’ average height to average intestine length. Extensions Investigate the length of the intestine for different animals. Compare the ratio of the height to intestine length to the ra
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13 Patterns and Relations Activity 4 ♦ patterning Stadium Walls ♦ graphing ♦ evaluating expressions ♦ equivalent math expressions Students investigate real-life situations and find patterns by making concrete representations and making T-charts. Students then describe and generalize Materials these patterns verbally, symbolically, and graphically. ♦ graph paper ♦ toothpicks ♦ TI-73 Setup Present the following problem to students. An engineer designs the skeleton for
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14 Using the TI-73: A Guide for Teachers Patterns and Relations 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 number of length(X) beams(Y) 1 4 2 7 3 10 4 13 5 16 6 19 7 22 3. Investigate the pattern in the tables and concrete models and predict how many beams are ne
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Patterns and Relations Activity 4: Stadium Walls 15 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, starting with 4.) 7. Show students how the TI-73 may be used to find the solution in the same manner. You can do this in one of two ways, with the @ key or with the b ke
