Manuel d'utilisation / d'entretien du produit TI-73 du fabricant Texas Instruments
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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.
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.
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.
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 D.
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.
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.
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).
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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 .
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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 .
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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).
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 .
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.
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.
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.
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.
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.
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 ).
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 Hea.
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 - frac.
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).
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.
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.
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.
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 mea.
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 .
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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 .
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.
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.
Un point important après l'achat de l'appareil (ou même avant l'achat) est de lire le manuel d'utilisation. Nous devons le faire pour quelques raisons simples:
Si vous n'avez pas encore acheté Texas Instruments TI-73 c'est un bon moment pour vous familiariser avec les données de base sur le produit. Consulter d'abord les pages initiales du manuel d'utilisation, que vous trouverez ci-dessus. Vous devriez y trouver les données techniques les plus importants du Texas Instruments TI-73 - de cette manière, vous pouvez vérifier si l'équipement répond à vos besoins. Explorant les pages suivantes du manuel d'utilisation Texas Instruments TI-73, vous apprendrez toutes les caractéristiques du produit et des informations sur son fonctionnement. Les informations sur le Texas Instruments TI-73 va certainement vous aider à prendre une décision concernant l'achat.
Dans une situation où vous avez déjà le Texas Instruments TI-73, mais vous avez pas encore lu le manuel d'utilisation, vous devez le faire pour les raisons décrites ci-dessus,. Vous saurez alors si vous avez correctement utilisé les fonctions disponibles, et si vous avez commis des erreurs qui peuvent réduire la durée de vie du Texas Instruments TI-73.
Cependant, l'un des rôles les plus importants pour l'utilisateur joués par les manuels d'utilisateur est d'aider à résoudre les problèmes concernant le Texas Instruments TI-73. Presque toujours, vous y trouverez Troubleshooting, soit les pannes et les défaillances les plus fréquentes de l'apparei Texas Instruments TI-73 ainsi que les instructions sur la façon de les résoudre. Même si vous ne parvenez pas à résoudre le problème, le manuel d‘utilisation va vous montrer le chemin d'une nouvelle procédure – le contact avec le centre de service à la clientèle ou le service le plus proche.
