TI-30X ÚS

:
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 Activities section and assisted in evaluating the appropriateness of the examples in the How to Use the TI-30X ÙS section of this guide.

Important Notice Regarding Book Materials
Texas Instruments makes no warranty, either expressed or implied, including but not limited to any implied warranties of merchantability and fitness for a particular purpose, regarding any programs or book materials and makes such materials available solely on an “as-is” basis. In no event shall Texas Instruments be liable to anyone for special, collateral, incidental, or consequential damages in connection with or arising out of the purchase or use of these materials, and the sole and exclusive liability of Texas Instruments, regardless of the form of action, shall not exceed the purchase price of this book. Moreover, Texas Instruments shall not be liable for any claim of any kind whatsoever against the use of these materials by any other party. Note: Using calculators other than the TI-30X IIS may produce results different from those described in these materials.

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. Send inquiries to this address: Texas Instruments Incorporated 7800 Banner Drive, M/S 3918 Dallas, TX 75251 Attention: Manager, Business Services Note: 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.

www.ti.com/calc ti-cares@ti.com Copyright © 1999 Texas Instruments Incorporated. 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.

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About the Teacher Guide
How the Teacher Guide is Organized
This guide consists of two sections: Activities and How to Use the TI-30X ÙS. The Activities section is a collection of activities for integrating the TI-30X ÙS into mathematics instruction. The How To Use the TI-30X ÙS section is designed to help you teach students how to use the calculator.

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 relevant 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 %  and then selecting Y (yes).

Activities The activities are designed to be teacherdirected. They are intended to help develop mathematical concepts while incorporating the TI-30X ÙS 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-bystep TI-30X ÙS key presses. A student activity sheet.

Conventions Used in the Teacher Guide
• In the text, brackets [ ] around a key’s symbol/name indicate that the key is a second, or alternate, function. For example: Z On the transparency masters, second functions are shown just as they appear on the keyboard. For example: 

How to Use the TI-30X ÚS 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-30X ÙS, and any pertinent notes about their functions. Transparency masters following the introductory page and providing examples of practical applications of the key(s) being discussed. The key(s) being discussed are circled on the TI-30X ÙS keyboard.

How to Order Additional Teacher Guides
To place an order or to request information about Texas Instruments (TI) calculators, use our e-mail address: ti-cares@ti.com visit our TI calculator home page: www.ti.com/calc or, call our toll-free number: 1.800.TI.CARES (1.800.842.2737)

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and Delete 3 Basic Math 4 Order of Operations and Parentheses 5 Constant 6 Decimals and Decimal Places 7 Memory 8 Fractions 9 Pi 10 Powers. Roots. Insert. and Reciprocals 11 Probability 12 Statistics 13 Trigonometry © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers VI .Table of Contents About the Authors About the Teacher Guide About the TI-30X ÖS ii iii iv How to Use the TI-30X ÚS (continued) 14 Notation 15 Logarithms and Antilogarithms 16 Angle Settings and Conversions 88 91 94 Activities The Better Batter — Using the FIX Key Star Voyage — Using Scientific Notation Trig Functions What’s My Score — 1-Variable Statistics Heart Rates — 1-Variable Statistics WNBA Stats — 2-Variable Statistics 2 6 10 14 17 23 17 Polar and Rectangular Conversions 98 18 Hyperbolics Appendix A Quick Reference to Keys Appendix B Display Indicators Appendix C Error Messages Appendix D Support and Service Information Appendix E Warranty Information 100 A-1 B-1 C-1 D-1 E-1 How to Use the TI-30X ÚS 1 TI-30X ÖS Basic Operations 29 33 36 40 43 45 47 52 58 61 68 75 81 2 Clear.

Activities The Better Batter — The FIX Key Star Voyage — Scientific Notation Trig Functions What’s My Score? — 1-Variable Statistics Heart Rates — 1-Variable Statistics WNBA Stats — 2-Variable Statistics 2 6 10 14 17 23 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 1 .

Have students round the following numbers to 4 decimal places using the TI-30X ÙS. 3.39865 4.00395 4.35647 b. Press % ‚ to display the menu that lets you set the number of decimal places. 4.3987 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 2 .39865 2. Press <. c. 4. You need to select 9 players from the list to be on your team.363 0. Press 4 to select 4 decimal places. Math Concepts • rounding • place value • division • comparing and ordering decimals Materials • TI-30X ÙS • pencil • student activity Introduction 1. Make a list of your players in order.356 15.965912 0. from highest to lowest. 2.9659 0. See the table on the next page for solutions.02698 2. Students calculate batting averages using the TI-30X ÙS and then round their answers to three decimal places.2952 0.29516 0. d. a.027 ³ 1.3633 c. a.39865 4. 0. F0123456789 Activity Present the following problem to students: You are going to play Virtual Baseball. Enter the first number. b. 4.39865 72. Find the batting averages (number of hits ¾ number of times at bat) rounded to 3 decimal places for each player.The Better Batter — The FIX Key Overview Students use % ‚ on the TI-30X ÙS to change numbers to different place values. 15. 4. Have students practice rounding the following numbers to 3 decimal places using pencil and paper.0040 2.3987 72. Choose the players with the best batting averages.

314 0.238 0.328 0.327 0.317 0. Ripken Puckett Molitor Greenwell Tartabull Palmeiro Franco Joyner Boggs Baines Sax Williams Sheridan Barfield Mattingly Hall (Continued) Number of Hits 122 119 119 104 103 120 109 105 106 91 113 20 15 64 109 87 Number of Times at Bat 368 363 364 334 311 366 344 338 329 290 388 74 63 284 367 280 Batting Average 0.331 0.311 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 3 .297 0.311 0.322 0.311 0.The Better Batter — The FIX Key Player C.332 0.225 0.291 0.270 0.328 0.

00395 _________________ _________________ _________________ _________________ © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 4 . 4.965912 c. 2. Using the TI-30X ÙS.39865 b.02698 _________________ _________________ _________________ 2. round the following numbers to 4 decimal places. 0.The Better Batter — The FIX Key Problems Name ___________________________ Date ___________________________ 1.35647 b. a. Round the following numbers to 3 decimal places. 15. 0. 0.3633 c. 72. a.29516 d.

Ripken Puckett Molitor Greenwell Tartabull Palmeiro Franco Joyner Boggs Baines Sax Williams Sheridan Barfield Mattingly Hall Number of Hits 122 119 119 104 103 120 109 105 106 91 113 20 15 64 109 87 Number of Times at Bat 368 363 364 334 311 366 344 338 329 290 388 74 63 284 367 280 Batting Average (rounded to 3 decimal places) 2. Procedure 1. Player 1 Player 2 Player 3 Player 4 Player 5 ____________________ ____________________ ____________________ ____________________ ____________________ TI-30X ÙS: A Guide for Teachers Player 6 Player 7 Player 8 Player 9 ____________________ ____________________ ____________________ ____________________ © 1999 TEXAS INSTRUMENTS INCORPORATED 5 . from highest to lowest.The Better Batter — The FIX Key Problem Name ___________________________ Date ___________________________ You are going to play Virtual Baseball. Make a list of your players in order. Find the batting averages (number of hits ¾ number of times at bat) rounded to 3 decimal places for each player. Choose the players with the best batting averages. Player C. You need to select 9 players from the list to be on your team.

2 Q 9. c. Type the next number and press <. d. Enter 5. d. b. where a is greater than or equal to 1 and less than 10. d.32 Q 105 6.57 Q 10-8  1. 5.8 Q 7. Have students change the following numbers into floating decimal (standard notation). and then using them in calculations. press % d. 12 000 000 974 000 000 0. FLO SCI ENG 3.Star Voyage — Scientific Notation Overview Students investigate scientific notation by changing numbers into scientific notation.84 Q 1011 2. 12000000 1. c.4 Q 10-6 4 Q 10-9 107 2.00000003 ³ 1. 4.74 Q 108 3. just type the next number and press <. Have students change the following numbers into scientific notation using the TI-30X ÖS. 5. 93 000 000 384 000 000 000 0. b.0000000157 9. a. a. FLO SCI ENG Note: To enter a negative number.2 Q 10-6 3 Q 10-8 10 7 58 000 000 732 000 0. TI-30X ÙS: A Guide for Teachers © 1999 TEXAS INSTRUMENTS INCORPORATED 6 . 12000000 2. Enter the first number. Now. Have students practice writing the following numbers in scientific notation using pencil and paper. Math Concepts • scientific notation • addition • division Materials • TI-30X ÙS • pencil • student activity Introduction Set up the activity by telling your students: The standard form for scientific notation is a Q 10 n.000000004 1.00000000000234 0. a. Press " < <. Enter 7.8¯7 58000000. 4.3 Q 107 3.0000062 0.8¯ 2.0000034 0. and n is an integer. b. Press % d.34 Q 10-12 1. press M and then enter the number. 5. FLO SCI ENG 3. Press !. 3.2x1007 Note: Answers assume the default floating decimal setting. press % C. Press < <. c. 1. 5.8.

Star Voyage — Scientific Notation Activity Present the following problem to students: You are a captain of a starship.166682167 years 3. The distance from the Sun to Delta Centauri is 9 x 10 13 miles. ≈15 years © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 7 . Can you make the trip in the given time? Yes 13 12 13 7 13 Hint: Make sure your calculator is in scientific notation mode before you beginning addition. The distance from the earth to the sun is approximately 9. Your ship can travel at the speed of light.3 x 107 miles from the Sun.5 Q 10 + 9. Next. You know that light can travel a distance of 6 x 10 12 miles in 1 light year.5000093 Q 10 P 6 Q 10 = 4.5 x 10 13 miles. find the total distance you need to travel. find out how long it will take you to travel the distance. How long will it take you to get there from Earth? Hint: The Earth is approximately 9. 2. You have been assigned to go to Alpha Centauri and you have 5 years to get there. Using the TI-30X ÖS. The distance from the sun to Alpha Centauri is 2. (distance traveled P 1 light year) 2.5000093 Q 10 miles 2.3 Q 10 = 2. Extension Now that you have been successful. you have been asked to make another trip.3 x 10 7 miles. Will you be able to get to Alpha Centauri on time? (Continued) Procedure 1.

0.00000000000234 d. 3 Q 10-8 _________________________ _________________________ _________________________ _________________________ © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 8 . Standard Notation Scientific Notation a. 0.0000000157 _________________________ _________________________ _________________________ _________________________ 2. change the following numbers into floating decimal notation (standard). 93 000 000 b. 7.2 Q 10-6 d. 0.0000000004 _________________________ _________________________ _________________________ _________________________ 3. Standard Notation Scientific Notation a.32 Q 105 c.Star Voyage — Scientific Notation Problems Name ___________________________ Date ___________________________ 1. 384 000 000 000 c. 974 000 000 000 c. Using the TI-30X ÖS. change the following numbers into scientific notation. Scientific Notation Standard Notation a. 5. 0. Using the TI-30X ÖS.8 Q 10 7 b. Write the following numbers in scientific notation. 6.0000000000034 d. 12 000 000 000 000 b.

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 9 . The distance from the Earth to the Sun is approximately 9. (distance traveled P 1 light year) ________________________________________________________ _______________________________________________________________________________ 3. Next. Using the TI-30X ÖS. You have been assigned to go to Alpha Centauri and you have 5 years to get there. you have been asked to make another trip. Your ship can travel at the speed of light. The distance from the Sun to Delta Centauri is 9 x 10 13 miles. Can you make the trip in the given time? _____________________________ Extension Now that you have been successful. How long will it take you to get there from Earth? Hint: The Earth is approximately 9.5 x 10 13 miles.3 Q 10 7 miles from the Sun. Will you be able to get to Alpha Centauri on time? Procedure 1. 2. find out how long it will take you to travel the distance. The distance from the Sun to Alpha Centauri is 2. ______ _________________________________________________________________ Hint: Make sure your calculator is in scientific notation mode before you begin addition. find the total distance that you need to travel.3 x 10 7 miles.Star Voyage — Scientific Notation Problem Name ___________________________ Date ___________________________ You are a captain of a starship. You know that light can travel a distance of 6 x 10 12 miles in 1 light year.

sin C cos C tan C sin A cos A tan A 3 ¾ 5 = 0.83 27 degrees 47 degrees 80 degrees ³ To find B when sin B=0. Have students find the value of each ratio using the TI-30X ÙS. e. and solve problems involving trigonometric ratios.4567: 1. Press 2 to select 2 decimal places.80 3 ¾ 5 = 0.9455 0. Have students find the trigonometric ratios for the triangle using the above definitions. Press % ‚ 4. sin = opposite leg ¾ hypotenuse cos = adjacent leg ¾ hypotenuse tan = opposite leg ¾ adjacent leg A 3 5 4 B C 1. sin( 2. sin 71° b. Press % ‚ 0. Round to the nearest hundredth if necessary. cos A = 0. Press % Z. press E <.9455 3. (Use % ‚ for rounding. Round to the nearest degree.33 ³ To set 2 decimal places: 1. tan C = 5. F0123456789 2.4567) 27. sin(71) 0.4567 b. and tangent ratios.9063 ³ To find sin 71°: 1. Enter 71.945518576 3. tan 31° c.60 4 ¾ 3 = 1.80 3 ¾ 4 = 0.6009 0. f. 2.75 4 ¾ 5 = 0. © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 10 .) a. press E <. b.4567. Press >.60 4 ¾ 5 = 0. c. sin -1(.1744 3.4567) 27. Enter . d. sin -1( 2. a. Round to the nearest 10 thousandth. sin -1(. cos 25° 0.6758 c. Press % ‚. cosine. a. sin B = 0. sin(71) 0.Trig Functions Overview Students practice solving sine. Have students find the measure of each angle using the TI-30X ÙS. Math Concepts • multiplication • division • trigonometric ratios Materials • TI-30X ÙS • pencil • student activity Introduction Introduce the trigonometric ratios to students.

Angle A is 4. ³ 1. 2.5 ¾ 15 and press <.5 feet. Press % \. The distance from the street to the door is 20 feet. Is there enough room to build the ramp? Procedure 1.3 degrees (rounded to the nearest tenth). Enter 1. Can you do that and still have the angle of incline be less than 6 degrees? Yes. 2. The distance from the ground to the bottom of the door is 1. A 20 ft.7 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 11 .5/15 5. ³ 1. tan-1( 2.3 Extension Present the following problem to students: You want to start the ramp 15 feet away from the door. Press % \. tan-1( 1.5 ft.Trig Functions Activity (Continued) Present the following problem to students: You need to build a ramp to your front door.5 W 20 and press E <. Enter 1. there is enough room to build the ramp. You don’t want the angle of incline to be more than 6 degrees. Use the trigonometric ratio tan = opposite leg ¾ adjacent leg to find angle A. Yes.7º.5/20) 4. angle A is 5. tan-1(1. tan-1(1. Make a drawing of the problem.

6758 c. Using the TI-30X ÙS. sin 71º b. find the measure of each angle. Round to the nearest ten thousandth. find the value of each ratio. Using the TI-30X ÙS. Find the trigonometric ratios for the triangle. Round to the nearest degree.) a. sin B = 0. a. cos 25º _______________________ _______________________ _______________________ 3. tan C d. sin C b. cos A f. (Use % ‚ for rounding. Round to the nearest hundredth. cos A =0. tan A _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ A 3 5 4 B C 2. a.83 _______________________ _______________________ _______________________ © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 12 .Trig Functions Problems Name ___________________________ Date ___________________________ 1. tan 31º c. tan C = 5. sin A e.4567 b. cos C c.

The distance from the street to the door is 20 feet. The distance from the ground to the bottom of the door is 1. Is there room to build the ramp? ____________________________________ Extension You want to start the ramp 15 feet away from the door.5 feet. Can you do that and still have the angle of incline be less than 6 degrees? © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 13 .Trig Functions Problem Name ___________________________ Date ___________________________ You need to build a ramp to your front door. Is there enough room to build the ramp? Procedure 1. Make a drawing of the problem. Use the trig ratio tan = opposite leg ¾ adjacent leg to find angle A. (Round your answer to the nearest tenth.) ___________________________________ _________________________________________________________________ 3. You don’t want the angle of incline to be more than 6 degrees. 2.

2. Activity Present the following problem to students: You and your friend are having a contest. n v Sx sx ¹ 92. 5. Continue entering your scores and frequencies. X1 = 98 3. and 100. the average. Have students find the average of their scores using the TI-30X ÙS. Remember to enter 2 as the frequency for 98 and 1 for all others. 90. The one gets the highest average on their math tests for one quarter wins.What’s My Score? — 1-Variable Statistics Overview Students use the given test scores to find averages. Press $. 89. Press v and enter your first score. ³ 1. When finished. 78. pressing $ after each score and frequency. Who is the winner? Procedure 1. Press % t < to select 1-VAR mode. Your scores are 98. Math Concepts • averages Materials • TI-30X ÙS • pencil • student activity Introduction Discuss finding averages with your students. press u " to select v. 98. and 100. Your friend’s scores are 89. Press $ and enter 2 as the frequency for 98. Write it down.6 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 14 . FRQ = 2 4. 89. 97.

Press % t and " " to CLRDATA. making sure to include the new score. X1 = 89 3. 4. Remember to put 2 as the frequency for 89 and 1 for all others. the average. Write it down. Use guess and check to figure out what score you need to get. Press % t " " to select CLRDATA.0 Extension Present the following problem to students: Your friend took a test on the day you were absent and scored 95. 3. Press <. press % w <. 2.What’s My Score? — 1-Variable Statistics (Cont.6. 3. Continue entering the friend’s scores and frequencies. Recalculate your friend’s average. Press v and enter the friend’s first score. To exit STAT mode.) 2. following steps 3 and 4 on the previous page. When finished. press u " to select v. What score do you need to get so that you are the winner? The score you need: 98 Note: Make sure you exit the STAT mode before going on to another problem. Who won? Your friend: 93 (You had 92. ³ 1.) ³ 1. 4. Now find the average of your friend’s scores. © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 15 . 2. n v Sx sx ¹ 93. Press <.

Your friend's scores are 89. and 100. 97. 90. and 100. 98. You and your friend are having a contest. What score do you need to get so that you are the winner? Your friend’s new average _______________________ Your new score _______________________ © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 16 . Who is the winner? Your average Your friend’s average _______________________ _______________________ 2. 78.What’s My Score? — 1-Variable Statistics Problems Name ___________________________ Date ___________________________ 1. Your friend took a test on the day you were absent and scored 95. 89. Your scores are 98. 89. Whoever gets the highest average on their math tests for one quarter wins.

Heart Rates — 1-Variable Statistics Overview Students use the statistics functions of the TI-30XÙS calculator to investigate the effect of exercise on heart rate. and then press $. minimum. FRQ= 60 61 62 3 5 6 63 64 65 3 1 4 4. Enter the first frequency. © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 17 . and then press $. 2. Press % t <. assume a class of 22 students: Rate Students Rate Students ³ 1. Enter the first heart rate on the chart as the first X value. Math Concepts • mean. As other students have the same heart rate. Enter first heart rate and press $. 1. You must press $ between entries. For example. X1= 3. a. maximum. b. Enter the heart rate data into the TI-30X ÙS. Continue entering until you have entered all the heart rates and frequencies. Collect data on the chart. Ask 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. For example. and range Materials • TI-30X ÙS • stopwatch or a watch with a second hand • student activity Introduction Students may be placed in smaller groups for this activity to minimize the amount of data to be entered. enter the first heart rate. 3. (You could have them time for 10 seconds and then multiply by 6. and the number of tallies for that heart rate as the frequency. Enter each student’s heart rate and a mark in the frequency column. but this could be the quietest minute of your day!) 2. Have students check their resting heart rates by timing their pulse for 1 minute. add another tally mark in the frequency column. Press v to enter the heart rates and frequencies.

Have the students run in place for 2 minutes and then give them these instructions: a. Press " to Ï to see the average heart rate. Press " " " to Òx. Record your heart rate as before. Instruct students to make a histogram of the 3 sets of data they collected. Tell students: If at any point during this portion of the activity you experience pain. Instruct them to time their pulse for 1 minute again and record as before. Your students’ results will vary depending on the size of group and the heart rate readings. Note: The numbers show the results of the example described above. 5. 8 How fit is the class? If the class (or individual) heart rate after jumping jacks is less than 90. then you are in poor shape. Enter the data into the calculator. Press u. or shortness of breath. 3. Ask students:  1. Now have the students do jumping jacks for 2 minutes. If it is higher than 125. 2. stop immediately. After students display Òx (Sigma x). Compare to the other 2 averages. Have them enter the data into the calculator again and calculate the average heart rate after jumping jacks. • • • 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? © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 18 . Check the statistics calculations. 6. n Ï Sx Îx 62. 7. then you are in great shape. Now we will see the effect of some exercise on heart rate. n Ï Sx Îx 22.Heart Rates — 1-Variable Statistics 4. b. c. Compare the average heart rate after running with the resting heart rate. Ask students: 9. weakness. (Continued) • • How many heartbeats were there in one minute? Is the average heart rate higher or lower than you expected? n should equal the total number of student sampled. Òx Òx 2 1370. d. Time your pulse for 1 minute. explain that Òx is the sum of all the heart rates.

Heart Rates — 1-Variable Statistics
Problem

Name ___________________________ Date ___________________________

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

Procedure
1. Use this 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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Heart Rates — 1-Variable Statistics

Name ___________________________ Date ___________________________

4. Use this table to record your class or group data (running). Heartbeats per minute (running) Frequency

5. What is the class (group) average?___________________________________ 6. What is the total number of heartbeats for the minute? _________________

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Heart Rates — 1-Variable Statistics

Name ___________________________ Date ___________________________

7. Use this table to record your class or group data (jumping). Heartbeats per minute (jumping) 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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Heart Rates — 1-Variable Statistics Name ___________________________ Date ___________________________ 11. How are the histograms the same? How are they different? _____________ _________________________________________________________________ _________________________________________________________________ 13. Is the data grouped the same or is it more spread out in one graph compared to another? _____________________________________________ _________________________________________________________________ _________________________________________________________________ © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 22 . Resting Running Jumping 12. Now make a histogram for each of the 3 sets of data you collected.

X1= 2. Press v.WNBA Stats — 2-Variable Statistics Overview Students use WNBA statistics to explore the relationship between 2 variables. Enter 10.  1. Math Concepts • 2-variable statistics Materials • TI-30X ÙS • pencils • student activity 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 a player gets? Or is it related to the player’s field-goal percentage? Procedure 1. Enter data for each player in the table. They use the TI-30X ÙS to compute the regression equation and evaluate some values. X1=10. Press $ after entering each data point. Press $ to enter data for the second player. Press % t and then ".  1. Y1=21. © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 23 . Press $. Enter 21.7 (minutes per game for Rhonda Mapp). 2. Enter points per game as the X-variable and minutes per game (playing time) as the Y-variable. 1-VAR 2-VAR 2.7 5. 6. Press < to select 2-VAR. Using the table in the activity. Rhonda Mapp).1 3. Y1=1 4. enter the data. Put the calculator in STAT mode and choose 2-VAR statistics.1 (points per game for the first player.

Press " " to y¢. Type 15 E and press <. Press u. Press " until you get to a. Press 2.91 6. ÒXY a b r 0. Press " to Ï. This is the slope of the line of best fit. You may want to fix the decimal to 2 places before doing the statistical calculations. x¢ y¢ 2. 3.WNBA Stats — 2-Variable Statistics Continued) ( 3. Press " to r. Sy Îy Òx 112. n Ï Sx Îx Ð 9.  1.02 5. y¢(15) 30.91 3. Press " to b. The closer the correlation coefficient value is to 1 (or –1). n Ï Sx Îx Ð 12. Press % ‚. ÒXY a b r 1.56 2. F0123456789 2.44 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 24 . Ask students:  1. 1. The form of the equation is y = ax + b.59 4.02 r = . Now calculate how many minutes you would expect a player to play if she averages 15 points per game. This is the correlation coefficient. Ò XY a b r 7. n Ï Sx Îx Ð 21. This is the y-intercept of the line. Write the correlation coefficient.  1. Press <. Press " " " to Òx. the better the correlation between the two variables. Write the equation for the line of best fit (round to the nearest hundredth).  1. Calculate the statistical data.00 • • • 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? 2.33 You may want to discuss the other statistical variables and what they mean.56x + 7. Press " " " to Ð. 3.00 4.

Press u. Press ! ! to x¢.00 2. since you have already entered the minutes in Y. Discuss the correlation as a class. or rebounds per game to minutes per game. Press <. rebounding. you only need to enter the new data in X. 8. which have the correlation coefficient closest to 1 or –1?) © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 25 .92 Extension Now have students use the calculator to investigate the correlation of the other data in the chart such as the relation of field-goal percentage to minutes per game. n Ï Sx Îx Ð 12. Type 35 E and press <.? 3.WNBA Stats — 2-Variable Statistics Continued) ( 7. (Remember. Ask students:  1. x¢ y¢ • • Are there other factors affecting the players minutes per game besides points scored? What about defense. x¢(35) 17. Now calculate how many points you would expect a player to score if she plays 35 minutes a game. 4. etc.) Ask students: Which 2 variables have the closest correlations? (That is.

426 Points per Game 10. Heidi Burge 8.9 35 33.3 6.3 .6 28 16. Player 1.9 12.420 . Elena Baranova 6.7 31.294 .WNBA Stats — 2-Variable Statistics Problem Name ___________________________ Date ___________________________ Do you think WNBA playing time (in minutes per game) is related to how many points a player scores? Do you think it is related to how many rebounds a player gets? Or is it related to the player’s field goal percentage? Procedure Use the following table of data to explore the relationships of different pairs of data.446 .3 Rebounds per Game 4.426 .467 . Toni Foster 12. Rebecca Lobo 10.1 13. Rhonda Mapp 2.8 6.2 8.9 6.506 .1 13.6 3.9 4. Keri Chaconas 9. Janeth Arcain 4.9 Minutes per Game 21.509 . Cynthia Cooper 5.484 .7 12.9 1.7 9.297 .7 4.6 6.9 . Maria Stepanova Field-Goal Percentage .7 13. Vicky Bullet 3. Begin by entering the points per game as the X-variable and the minutes per game as the Y-variable. Coquese Washington 11.2 29. Malgozata Dydek 7.7 1.6 21.441 .8 22.5 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 26 .5 3.9 3.9 1.6 3.8 11.482 .3 6.3 7.

or rebounds per game to minutes per game. 9. 3.) 1. Write the equation for the line of best fit. since you have already entered the minutes per game in Y. you only need to enter the new data in X.WNBA Stats — 2-Variable Statistics Extension Name ___________________________ Date ___________________________ Use the calculator to investigate the correlation of the other data in the table such as the relation of field-goal percentage to minutes per game. 4. What is the average number of rebounds per game? 5. which have the correlation coefficient closest to 1 or –1?) © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 27 . Write the correlation coefficient. What is the average field-goal percentage? 2. 8. What is the total number of rebounds per game for all the given players? 7. Write the equation for the line of best fit. (Remember. Write the correlation coefficient. 6. Which 2 variables have the closest correlation? (That is. Write the equation for the line of best fit.

and Reciprocals Probability Statistics Trigonometry Notation Logarithms and Antilogarithms Angle Settings and Conversions Polar and Rectangular Conversions Hyperbolics 29 33 36 40 43 45 47 52 58 61 68 75 81 88 91 94 98 100 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 28 .How to Use the TI-30X ÚS TI-30X ÚS Basic Operations Clear. Roots. Insert. and Delete Basic Math Order of Operations and Parentheses Constant Decimals and Decimal Places Memory Fractions Pi Powers.

the entry line contains more characters to the left or right. Press < when Y (yes) is underlined to reset the calculator. Note: Pressing & and simultaneously resets the calculator immediately. ! and " move the cursor left and right to scroll the entry line.  Clears memory variables. When º or » appear. 2 6 3 1 7 4 5 • © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 29 . % turns on the 2nd indicator and accesses the function shown above the next key you press. % ' turns off the calculator and clears the display. more characters are located above or below the entry line. and Ans (Last Answer). 3. and memory are retained. 4. Press % ! or % " to scroll to the beginning or end of the entry line. # and $ move the cursor up and down through previous entries. pending operations.TI-30X Ú S Basic Operations Keys 1. settings. % # or % $ scroll to the beginning or end of history. The message MEM CLEARED is displayed. Notes The examples on the transparency masters assume all default settings. < completes the operation or executes the command. entries in history. • The entry line can contain up to 88 characters. When ¸ or ¹ appear in the display. & turns on the calculator. %  displays the RESET menu. The display. constants. Press & after Automatic Power Downé (APD é). pending operations. % i recalls the most recently calculated result and displays it as Ans. 5. • • • 1 7. statistical data. Resetting the calculator:  Returns settings to their defaults: floating decimal (standard) notation and degree (DEG) mode. 2. RESET: N Y • Press < when N (no) is underlined to return to the previous screen without resetting the calculator. 6. No menu or message is displayed.

Enter 81 + 57 and complete the operation. Equals Enter 46 N 23.Second. Arrows. Change 23 to 26 and complete the operation. Scroll to see your previous entries. DEG ' ' % ¥& ~ DEG ' ##$ 81+57 DEG ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 30 . Off. DEG 81+57 138. Press Display 46-23 DEG %¥ ! " #$< 46 U 23 !!!!1 ""6< 81 T 57 < 41-26 15. Change 46 to 41.

¨ © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 31 .Reset Reset the calculator.at the same time also resets the calculator immediately. No menu or message is displayed. Press Display RESET: N Y DEG %¨ % " ¨ RESET: N Y DEG < - MEM CLEARED DEG ~ DEG Pressing & and . Using % or & and returns all settings to their defaults and clears the memory.

Last Answer (Ans) Use Last Answer (Ans) to calculate (2+2)2. DEG ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 32 . DEG %ª 2T2< % F < ª Ans 2 16. Press Display 2+2 4.

J deletes the character at the cursor. it deletes 1 character to the left of the cursor. 2 Notes • • The examples on the transparency masters assume all default settings. Insert. or numeric notation. Once the display is clear.Clear. . % f lets you insert a character at the cursor. and Delete Keys 1. Hold J down to delete all characters to the right.does not affect the memories. 2 3 1 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 33 . Pressing . Then. 2.clears characters and error messages. each time you press J. 3. statistical registers. it moves the cursor to the most recent entry. angle units.

Complete the problem. DEG © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 34 .Delete. Press Display 4569+285 DEG J %‘ 4569 T 285 !!!!! !J """" % < 459+285 DEG 459+2865 DEG ‘6 459+2865 ' 3324. and then change it to 459 + 2865. Insert Enter 4569 + 285.

Clear Enter 21595. Clear the entry. Clear the 95. Press Display 21595 DEG - 21595 !!(Clear to right) 215 DEG (Clear entry) ~ DEG © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 35 .

The TI-30X ÙS allows implied multiplication. 7. W divides. 2. Example: 3 (4+3) = 21 Do not confuse M with U. < completes the operation or executes the command. V multiplies. 6. % _ changes a real number to a percent. U allows subtraction. M lets you enter a negative number. Results of percent calculations display according to the decimal notation mode setting. U subtracts. T adds. 4. 4 7 3 2 1 5 6 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 36 . 3. 3 Notes • • • • The examples on the transparency masters assume all default settings.Basic Math Keys 1. 5.

DEG 12*(5+6) 132. Multiply. DEG ' ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 37 .Add. DEG ' ' TUVW < Press 2 T 54 U 6 < 16 V 21 < 78 W 2 < 12 V D 5 T 6E< 78/2 39. DEG 16*21 336. Divide. Subtract. Equals Find: 2 + 54 ½ 6 = 16 x 21 = 78 P 2 = 12 x (5 + 6) = Display 2+54-6 50.

m.m.m.Negative Numbers The temperature in Utah was L3¡ C at 6:00 a. What was the temperature at 10:00 a.? Press Display -3+12 9. By 10:00 a. DEG M M 3 T 12 < ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 38 . the temperature had risen 12¡ C.

DEG ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 39 . He saves 15% of his earnings.Percent Mike makes $80 per week. How much does Mike save per week? Press Display 15 DEG %£ 15 % V 80 < £ 15%*80 12.

Order of Operations and Parentheses Keys 1. Operations inside parentheses are performed first. D opens a parenthetical expression. Use D E to change the order of operations and. change the result. The transparency master showing the Equation Operating System (EOS TM) demonstrates the order in which the TI-30X ÙS completes calculations. 2. 4 Notes • • The examples on the transparency masters assume all default settings. E closes a parenthetical expression. therefore. Example: 1 + 2 x 3 = 7 (1 + 2) x 3 = 9 • 1 2 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 40 .

Addition and subtraction. Multiplication. %“. š. £. g). such as the >. and 8DMS). 11 (last) < completes all operations and closes all open parentheses. or %’ menu items. and division. Functions entered after the expression. Exponentiation (G) and roots (% Negation (M).Equation Operating System 1 (first) Expressions inside D E. such as F and angle unit modifiers (¡. r. ¢. A. 2 EOS Functions that need a E and precede the expression. © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 41 . and combinations (nCr). Conversions (% 3 4 5 6 7 8 9 10 ¡). implied multiplication. Permutations (nPr). Fractions.

DEG D1T2EV 3< ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 42 . DEG TVDE 1T2V3 < (1 + 2) x 3 = Press ' Display (1+2)*3 9.Order of Operations 1+2x3= Press Display 1+2*3 7.

Press . press . and Ans will appear in the display. 2. 1 2 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 43 . and the constant is used to evaluate the new expression. 5. 5 Notes • • • The examples on the transparency masters assume all default settings. 2. functions. 6. The result is stored in Ans. Press < to turn on the constant mode. Press < to place the contents of K at the end of the expression and evaluate it. % l turns on the constant mode and lets you define a constant. and values). < places the contents of K at the end of the expression in the display. To enter a constant: 1. Press % l. work in constant mode. which is displayed. except statistics.to clear the display. 3. 4. All functions.to clear it. Enter an initial value. 7. If a constant is already stored. If you do not enter a value. K appears in the display. 0 is assumed. Enter your constant (any set of operations. A K displays when the constant mode is on. Continue pressing < to repeat the constant.Constant Keys 1.

) © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 44 .25 DEG K DEG K 16 < 12 < 17 < 16*3. How much did each person earn? Press Display K= DEG %™ % ™ V 3. Second person works 12 hours.25 < - K = *3. DEG K ' 17*3. DEG K ' 12*3.25 each per hour. Third person works 17 hours.25 52.25 DEG K ' 55. First person works 16 hours.25 % ™ ~ DEG (Constant mode is off.25 39.Constant Three people babysit for $3.

you can select the number of decimal places in 2 ways:  Press ! or " to move to the number of decimal places you want. when the decimal is set to 2 places. 8 enters a decimal point. or  Press the number key that corresponds to the number of decimal places you want. • • 6 Notes • • The examples on the transparency masters assume all default settings. and then press <. The TI-30X ÙS automatically rounds the result to the number of decimal places selected. All results are displayed to the FIX setting until you clear the setting by either pressing % ‚ 8 or selecting F(floating) on the decimal notation menu. After pressing % ‚. % ‚ displays the following menu that lets you set the number of decimal places. For example. F0123456789 F 0-9 Sets floating decimal (standard) notation. not the entry.Decimals and Decimal Places Keys 1.15 when you press <. Resetting the calculator also clears the FIX setting. 0.14700 when you press <. when the decimal is set to 5 places. 0.147 becomes 0. Sets number of decimal places. % ‚ 8 removes the setting and returns to standard notation (floating decimal). 2. The TI-30X ÙS also rounds or pads resulting values with trailing zeros to fit the selected setting. • FIX affects only the results. The FIX setting affects all decimal results and the mantissa of Scientific and Engineering notation results.147 becomes 0. • • 1 © 1999 TEXAS INSTRUMENTS INCORPORATED 2 TI-30X ÙS: A Guide for Teachers 45 . For example.

Press Display 12.Decimal.345 DEG ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 46 . and then cancel the FIX setting.345 to the hundredths place. to the tenths place. FIX Round 12.345 12.3 FIX DEG ' % 12.345 DEG 8 %© 12 8 345 % © F _0123456789 DEG """ < F01_ 23456789 DEG 12.345 FIX DEG < 12.35 FIX DEG ' % ©1 ©8 12.345 12.345 12.

% { clears all variables. the value of the stored variable is displayed on the entry line. 2. z displays the following menu of variables. L displays the following menu of variables. You can store a real number or an expression that results in a real number to a memory variable. or E) is displayed on the entry line. • • Resetting the calculator clears all memory variables. D. A B C D E Lets you view the stored value before pasting it in variable form to the display. see Chapter 11. A B C D E Lets you view the stored value before pasting it to the display. For more about rand. Notes • • The examples on the transparency masters assume all default settings. 7 4. The new variable replaces any previously stored value. When you select a variable using z. B. C. % h displays the following menu of variables. • 3 2 4 1 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 47 . Probability. the variable name (A. rand Lets you set a seed value for random integers.Memory Keys 1. 3. When you select a variable using % h. A B C D E Lets you select a variable in which to store the displayed value.

Clear Variable Test scores: 96. Find the final average. Memory Variable. Find the average of test and weekly scores. and 86. 83. 76.Store.58333333 DEG ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 48 .66666667 DEG ' 92+83+97+86 358. 85.1666667 DEG ' Ans/2 87. DEG ' Ans/4 89. Press Display 96+76+85 257. Weekly scores: 92.5 DEG ' Ans+A 175. 97. DEG Lz %¦ 96 T 76 T 85 < W3< L< 92 T 83 T 97 T 86 < W4< Tz << W2< Ans/3 85.66666667 DEG ' Ans¹A 85.

37 DEG A n s ¹B ' ' 2.37 DEG View the first price again.48? Press Display 7. or 4 cassette tapes for $9.98. % " § A _ B C D E 2.66 DEG ' 7 8 98 W 3 < L< 9 848 W 4 < L"< 9. A _ B C D E 2.37 DEG ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 49 .66 DEG ' View the second price again. Recall L %§ Which would be the better buy: 3 cassette tapes for $7.48 / 4 2.66 DEG Ans¹A 2.98/3 2.Store.

98 ea.98 How much did you spend at each shop.96 DEG 2 V 13 8 98 < L < 3 V 7 8 98 < A B C D E ¹ 27.98 ea.Store. and how much did you spend altogether? Press Display 2*13.98 27.96 DEG ' Ans¹A 27.98 suspenders 1 $9. Recall L %§ Shop A B C Purchases Qty Cost shirts 2 $13. belt 1 $6. ties 3 $7.96 DEG ' 3*7.94 DEG ' Continued © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 50 .98 23.

94+ ¹ ' DEG 27. Recall (Continued) L %§ Press Display Ans¹B 23.96+ DEG ' % " <T % "" << ¸ .Store.96+23.96 DEG ' § § § 27.96+23.94 ¹ 68.98+9.96 DEG ' Ans¹C 16.86 DEG ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 51 .98 16.94 DEG L"< 6 8 98 T 9 8 98 < L"" < % <T ' 6.

% j converts a fraction to its decimal • equivalent or changes a decimal to its fractional equivalent. To enter a mixed number or a fraction. press N between the whole number and the numerator and between the numerator and the denominator. You can use fractions and decimals together in a calculation. the whole number can be up to 3 digits. You can enter a fraction or mixed number anywhere you can enter a decimal value. the numerator can be up to 6 digits and the denominator can be any number through 1000. N lets you enter mixed numbers and fractions.  When possible. calculations involving 2 fractions or a fraction and any integer will display fractional results. if possible. and the denominator can be any number through 1000. • © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 52 . Fractional results and entries are automatically reduced to their lowest terms. % O converts a simple fraction to a mixed number or a mixed number to a simple fraction. • • • 3 2 1 •  Calculations involving a fraction and a decimal will always display results as decimals. 8 Notes • • The examples on the transparency masters assume all default settings.Fractions Keys 1. the numerator can be up to 3 digits. For a simple fraction. Fractional calculations can show fractional or decimal results. 2. 3. For a mixed number.

Fractions At the party. How much pizza did you eat? N Press Display 5®6+1®10 14 DEG / 15 ' 5N6T1 N 10 < © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 53 . you ate 5/6 of the pepperoni pizza and 1/10 of the sausage pizza.

How much does she weigh? N Press Display 4®3®8+2®3®4 7−DEG 1/8 ' 4N3N 8T2N3 N4< © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 54 . she gained 2 3/4 kilograms.Mixed Numbers A baby weighed 4 3/8 kilograms at birth. In the next 6 months.

The recipe calls for 3 1/2 cups of flour. 3 1/2 ¾ 1/2 = 7 %š Press Display 3®1®2 DEG 3N1N2 % š 3®1®2' A /c . He has only a 1/2-cup measuring cup. ' /e 3−DEG 1/2 b d b d ' Show the mixed number again.Mixed Number to Fraction. change the mixed number to a fraction. ' /e 7 DEG /2 Ans' A /c . Fraction to Mixed Number Sam is making his birthday cake. To find out how many times Sam must use his measuring cup. ' /e DEG b d < 3®1®2' A /c . % < š ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 55 .

F. 'D DEG %“ 5N3N 4% < “ 5®3®4. Change Mary’s time to a decimal to determine who swims faster.72 minutes. 'D 5.75 DEG ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 56 .F. Press Display 5®3®4. Mary swims 20 laps in 5 3/4 minutes.Fraction to Decimal Juan swims 20 laps in 5.

Press Display 2.25 to its fractional equivalent. 'D 2−DEG 1®4 %“ 2 8 25 % “< © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 57 .25.F.Decimal to Fraction Change 2.

pi is stored to 13 digits (3. or  Press the number key that corresponds to the number of decimal places you want.Pi Keys 1. and then press <.141592654). you can select the number of decimal places in 2 ways:  Press ! or " to move to the number of decimal places you want. After pressing % ‚. 9 Notes • • • The examples on the transparency masters assume all default settings. 1 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 58 . Internally. 141592653590). The transparency masters show both ways. g displays the value of pi rounded to 10 digits (3.

Circumference Use this formula to find the amount of border you need if you want to put a circular border all the way around the tree.5 9.5 < © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 59 .424777961 DEG ' 2 V g V 1. C = 2pr = 2 x p x 1.5m g Press Display 2*p*1.

26548246 DEG © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 60 .Area Use this formula to find how much of a lawn would be covered by the sprinkler. Round your answer to the nearest whole number. A = p r 2 = p x 42 g Press Display p*42 50. and then return to Floating Decimal mode. DEG ' % ©8 p*42 50.26548246 DEG F0 _123456789 DEG gV4F < % ©" < p*42 FIX ' 50.

= L25 Example: L5 2 2 = 25 (L5) 4 3 5 2 1 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 61 . 3. % b calculates the square root. and then enter the exponent. A sign change takes precedence over exponents. • • 10 Notes • • • The examples on the transparency masters assume all default settings.Powers. and Reciprocals Keys 1. The result of calculations with G must be within the range of the TI-30X ÙS. F squares the value. enter the base. Roots. To use G. G raises a value to a specified power. 2. press G. 4. The base (or mantissa) and the exponent may be either positive or negative. % c calculates the specified root (x) of the value. Refer to Domain under Error Messages in Appendix C for restrictions. a calculates the reciprocal. 5.

42 FG Press Display 27. A = x2 = 27.76 DEG ' ' 27.4 F < or 27.4 G 2 < © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 62 .76 DEG 90^2 750.Squares Use this formula to find the size of the tarp needed to cover the entire baseball infield.42 750.

L = ‡x = ‡3 %œ of carpet Press Display ‡(3) 1. Round your answer to 0 decimal places. DEG % 3E < % " < œ © © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 63 .732050808 DEG ‡(3) 2.Square Roots Use this formula to find the length of the side of a square clubhouse if 3m2 of carpet would cover the floor.

Cubes Use this formula to find the volume of a cube with sides 2.167 DEG ' 283G3 < % < “ Ans.F.3 meters long.33 G Press Display 2. Change your answer to a fraction. .D 12−167/1000 DEG ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 64 . V = L3 = 2.3^3 12.

DEG ' G 2 G 10 < 2 G 15 < 2^15 32768.Powers Fold a piece of paper in half. and so on until you cannot physically fold it in half again. How many sections would there be after 10 folds? After 15 folds? Press Display 2^10 1024. in half again. DEG ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 65 .

what is the length of each side? Press Display % ¡ 3% < ¡ 125 3 xÑ125. 5. DEG © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 66 .Roots If the volume of a cube is 125 cm3.

Reciprocals The chart below shows the amount of time spent building model ships. ? Steam 5 hrs. . ? How much of each model was completed per hour? Press Sailing ship: Display a 10 a % < “ 10 -1.D 1 DEG / 10 ' Steam ship: 5a% < “ 5-1.F. ? Luxury 5 1/3 hrs.D 1 DEG /5 ' Luxury liner: 5N1N3 a< 5®1®3 -1 3 DEG / 16 ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 67 . Time Portion Spent Completed Ships Building Per Hour Sailing 10 hrs.F. .

A combination is an arrangement of objects in which the order is not important. as in a race. Calculates the number of possible combinations. To control a sequence of random numbers. • 11 Notes • • The examples on the transparency masters assume all default settings. use a comma to separate the 2 numbers that you specify. A factorial is the product of all the positive integers from 1 to n. nPr nCr ! RAND Calculates the number of possible permutations. The seed value changes randomly when a random number is generated. For RANDI. • RANDI • • 1 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 68 . as in a hand of cards. Calculates the factorial. where n is a positive whole number  69.Probability Keys 1. Generates a random 10digit real number between 0 and 1. Generates a random integer between 2 numbers that you specify. A permutation is an arrangement of objects in which the order is important. you can store (L) an integer to RAND just as you would store values to memory variables. H displays the following menu of functions.

4 nCr 2 = x H A AB and BA count as only 1 combination.Combination (nCr) You have space for 2 books on your bookshelf. Press B C D AC BC CB DB AD BD CD DC ! ¹ DEG AB BA CA DA Display nPr 4H" 2< nCr --- 4 nCr 2 6. You have 4 books to put on the shelf. DEG ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 69 . Use this formula to find how many ways you could place the 4 books in the 2 spaces.

Permutation (nPr) Four different people are running in a race. DEG ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 70 . Use this formula to find how many different ways they can place 1st and 2nd. 4 nPr 2 = x H A B C AB BA CA DA D AC BC CB DB nCr DEG AB and BA count as 2 permutations. Press AD BD CD DC ! ¹ Display nPr --- 4H 2< 4 nPr 2 12.

DEG © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 71 . how many 4-digit numbers can you form? 4! = x H 1 A ABCD BACD CABD DABC Press ABDC BADC CADB DACB 3 B ACBD BCAD CBAD DBAC 7 9 C D ADBC BDCA CDAB DCAB ADCB BDAC CDBA DCBA ACDB BCDA CBDA DBCA Display nPr nCr DEG 4H"" << ! ¹ ' 4! 24.Factorial (!) Using the digits 1. 3. and 9 only one time each. 7.

Random (RAND) Generate a sequence of random numbers. RAND -___ RANDI DEG RAND 0.839588694 DEG RAND 0.482688185 DEG ' ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 72 . Press Display ¸ H H""" << << Results will vary.

Random (RAND) Set 1 as the current seed and generate a sequence of random numbers. Press Display ¸ H 1L! << H""" << < rand ---1083958869. DEG ' RAND 0.745579721 DEG ' ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 73 .000018633 DEG RAND 0. DEG 1¹rand 1.

Random Integer (RAND I )
Generate a random integer from 2 through 10.
Press Display
¸

H

H! <2% 10 E <
Results will vary.

RAND

RANDI ---__
DEG

¤

¸

ANDI( 2, 10)
DEG

'

RANDI( 2, 10) ¹ 3. DEG

'

© 1999 TEXAS INSTRUMENTS INCORPORATED

TI-30X ÙS: A Guide For Teachers

74

Statistics
Keys
1. % t displays a menu from which you can select 1-VAR, 2-VAR or CLRDATA.
1-VAR

12
3. % w displays the following menu that lets you clear data values and exit STAT mode. EXIT ST: Y N • Press < when Y (yes) is underlined to clear data values and exit STAT mode. Press < when N (no) is underlined to return to the previous screen without exiting STAT mode.

2-VAR

Analyzes data from 1 set of data with 1 measured variable—x. Analyzes paired data from 2 sets of data with 2 measured variables—x, the independent variable, and y, the dependent variable. Clears data values without exiting STAT mode.

CLRDATA

4. u displays the menu of variables with their current values.
n v or w Sx or Sy sx or sy Gx or Gy Gx 2 or Gy 2 Gxy

2. v lets you enter data points (x for 1-VAR stats; x and y for 2-VAR stats).

Number of x (or x,y) data points. Mean of all x or y values. Sample standard deviation of x or y. Population standard deviation of x or y. Sum of all x values or y values. Sum of all x 2 values or y 2 values. Sum of (x Q y) for all xy pairs in 2 lists. Linear regression slope. Linear regression y-intercept. Correlation coefficient.

1 3 2

a b r

Notes
• • • The examples on the transparency masters assume all default settings. To save the last data point or frequency value entered, you must press < or $. You can change data points once they are entered.
TI-30X ÙS: A Guide For Teachers

© 1999 TEXAS INSTRUMENTS INCORPORATED

75

Entering 1-VAR Stat Data
Five students took a math test. Using their scores, enter the data points—85, 85, 97, 53, 77.
Press Display
1-VAR- 2-VAR ¹ ----DEG

%” v

%

<v 85 $ 2 $ 97 $ $ 53 $ $ 77 <
Continued
© 1999 TEXAS INSTRUMENTS INCORPORATED

X 1=
STAT DEG

S

X 1=85
STAT DEG

S

FRQ=1
STAT DEG

S

FRQ=2
STAT DEG

S

X 2=97
STAT DEG

S

X 3=53
STAT DEG

S

X 4=77 77.
STAT DEG

S

TI-30X ÙS: A Guide For Teachers

76

DEG Continued © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 77 .) u Find the number of data points (n).Viewing the Data (Cont. the population standard deviation (sx).4 STAT DEG n v Sx sx --¹ u " " " " ¹ ¹ 16. DEG 2 " ¸Gx Gx --STAT 32597. the mean (v). and the sum of the squares (Gx2). the sample standard deviation (Sx). STAT DEG n v Sx sx 79. the sum of the scores (Gx). Press Display n v Sx sx 5.39512123 STAT DEG n v Sx sx --¹ 14.66424222 STAT DEG ¸Gx --- Gx STAT 2 397.

Removing Data Points (Cont. STAT DEG EXIT ST: Y N STAT DEG ~ DEG © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 78 . Display the lowest score. drop it. Press Display X 1=85 STAT DEG %˜ v $$$$ $0< u" %˜ < S X 3=53 STAT DEG S FRQ=0 0. and then find the new mean (v).) Return to the first data point. Clear all data by exiting STAT mode. STAT DEG S n v Sx sx 86.

Month April May Press Total No. STAT DEG S TI-30X ÙS: A Guide For Teachers 79 . Enter this data as the data points.Entering 2-VAR Stat Data The table below shows the number of pairs of athletic shoes sold by a small shoe store.(x) Brand A (y) 58 (x1) 35 (y1) 47 (x2) 28 (y2) Display 1-VAR 2-VAR& ----DEG %” v % ”" <v 58 $ 35 $ 47 $ 28 < Continued © 1999 TEXAS INSTRUMENTS INCORPORATED X 1= STAT DEG S X 1=58 STAT DEG S Y 1 =35 STAT DEG S X 2 =47 STAT DEG S Y 2 =28 STAT DEG S Y 2 =28 28.

Press Display % x’ u! < 32 E < %˜ < y’ t DEG y’ (32) 18. predict the June sales of Brand A.) u %˜ If the store sells 32 pairs of shoes in June.Viewing the Data (Cont. When finished. exit STAT mode and clear all data points.45454545 t DEG EXIT ST: Y N t DEG ~ DEG © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 80 .

4. 3. or gradient—See Chapter 16. Before starting a trigonometric calculation. 2. 5. @ calculates the tangent. E ends a trig function. 6 5 2 1 4 3 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 81 .Trigonometry Keys 1. ? calculates the cosine. % Z calculates the inverse sine. Angle Settings and Conversions). be sure to select the appropriate angle mode setting (degree. > calculates the sine. radian. • 13 Notes • • The examples on the transparency masters assume all default settings. % [ calculates the inverse cosine. The calculator interprets values according to the current angle-unit mode setting. % \ calculates the inverse tangent. 6.

and then return to floating decimal mode. Round your answer to the nearest whole number.0836194 DEG F0123456789 DEG 78 W @ 27 E < % ' ©" < 78/tan (27) 153.0836194 DEG ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 82 .Tangent Use this formula to find the distance from the lighthouse to the boat. D = 78/TAN 27 @ Press Display 78/tan (27) 153. FIX DEG ' % ©8 78/tan (27) 153.

5 FIX DEG % ©8 tan -1 (600/25 ¹ 13. Round your answer to the nearest tenth. TAN x = 600/2500 %Ÿ Press Display tan -1 (600/25 ¹ 13.Inverse Tangent Use this formula to find the angle of depression. and then return to floating decimal mode.49573328 DEG ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 83 .49573328 DEG F0123456789 DEG %Ÿ 600 W 2500 E < % ©"" < ' tan -1 (600/25 ¹ 13.

D = 5 x COS 75 ? Press Display 5*cos (75) 1.Cosine Use this formula to find how far the base of the ladder is from the house.294095226 DEG F0123456789 FIX DEG 5V? 75 E < % ' ©" < 5*cos (75) FIX ' 1.294095226 DEG © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 84 . Round your answer to the nearest whole number. DEG ' % ©8 5*cos (75) 1. and then return to floating decimal mode.

Round your answer to the nearest tenth. COS x = 453/500 %ž Press Display cos-1 (453/50¹ 25.0 FIX DEG ' % ©8 cos-1 (453/50¹ 25.04169519 DEG F0123456789 DEG %ž 453 W 500 E < % ©"" < cos-1 (453/50¹ 25.Inverse Cosine Use this formula to find the angle of the ski jump.04169519 DEG ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 85 . and then return to floating decimal mode.

D = 1.5/sin (12) ¹ 7.214601517 DEG F0123456789 DEG 185W> 12 E < % ' ©" < 1. and then return to floating decimal mode. Round your answer to the nearest whole number.5/SIN 12 > Press Display 1. FIX DEG ' % ©8 1.5/sin (12) ¹ 7.Sine Use this formula to find the length of the ramp.5/sin (12) ¹ 7.214601517 DEG ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 86 .

54160187 DEG ' % 13 W 20 E < %  ©"" F0123456789 DEG < sin-1 (13/20) ¹ 40.Inverse Sine Use this formula to find the angle of the conveyor belt. Round your answer to the nearest tenth. and then return to floating decimal mode. SIN x = 13/20 % Press Display sin-1 (13/20) ¹ 40.54160187 DEG ' % ©8 ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 87 .5 FIX DEG sin-1 (13/20) ¹ 40.

Restores standard mode FLO (floating decimal). Turns on engineering mode ENG and displays results as a number from 1 to 1000 (1  n < 1000) times 10 to an integer power. % C lets you enter and calculate the exponent. % d displays the following numeric notation mode menu. and ENG) affect only the display of results. Turns on scientific mode SCI and displays results as a number from 1 to 10 (1  n < 10) times 10 to an integer power. For the Decimal notation mode. Notes • • The examples on the transparency masters assume all default settings. These modes (FLO. You can enter a value in scientific notation regardless of the numeric notation mode setting. • • • 1 2 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 88 . Results requiring more than 10 digits are automatically displayed in scientific notation. 14 2. SCI.Notation Keys 1. For a negative exponent. refer to % ‚ in Chapter 6. Decimals and Decimal Places. press M before entering it. The integer power is always a multiple of 3.

Press Display FLO SCI ENG --DEG % 12543 % " <<  12543 04 x10 1. DEG ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 89 . and alternate between scientific and engineering notations.543 ENG DEG FLO --SCI ENG ' % " ENG DEG < 12543 12543. which will be in floating decimal notation (default).Engineering. Floating Decimal Enter 12543.2543 SCI DEG FLO SCI SCI ' % " ENG --DEG < 12543 03 x10 12. Scientific.

Exponent The Earth is 1. Press Display 7. Jupiter is 7.496 x 108 kilometers from the Sun. DEG ' %¢ 7 8 783 % ¢8 ¢ U 1 8 496 % 8 < © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 90 .783 x 108 kilometers from the Sun.4 ¹ 628700000. Enter the numbers in Scientific notation and determine how far away the Earth is from Jupiter.783E 8-1.

718281828459). 15 Note • • The examples on the transparency masters assume all default settings. where e = 2. 3. % ] calculates the common antilogarithm (10 raised to the power of the value). B calculates the natural logarithm (base e. 2. % ^ calculates the natural antilogarithm (e raised to the power of the value). A calculates the common logarithm (base 10). 3 1 4 2 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 91 .Logarithms and Antilogarithms Keys 1. 4. E ends a logarithmic function.

1355 DEG ' ©8 ln (23) 3. Natural Logarithm Find log 23 rounded to 4 decimal places. Press Display log (23) 1.3617 DEG ' ln (23) FIX 3.361727836 DEG ' AB A 23 E < % 4 B 23 E < % © F0123456789 DEG log (23) FIX ' 1.Common Logarithm. Then find ln 23 rounded to 4 decimal places and return to Floating Decimal notation.135494216 DEG © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 92 .

846792 DEG ' %Ž % % 38 9824 E < % 4 Ž © F0123456789 DEG 10^ (3.64562936 DEG ' ©8 ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 93 . Natural Antilogarithm Find antilog 3. Press Display 10^ (3.9824 rounded to 4 decimal places.9824) 9602. return to Floating Decimal notation.9824) 53.Common Antilogarithm. When finished.9824) 53.9824 rounded to 4 decimal places. Then find antiln 3.6456 FIX DEG e^ (3.8468 FIX DEG ' % 38 9824 E < %  e^ (3.9824) 9602.

It also lets you convert an angle from decimal degrees to DMS notation. the calculator interprets all values as degrees. Specifies degrees (º). Notes • • The examples on the transparency masters assume all default settings. For decimal/DMS conversions. DMS angles are entered as º (degrees). Specifies gradients. I displays the following menu that lets you change the angle mode setting to DEG. When you turn on the TI30X ÖS. regardless of the angle-unit setting. You enter decimal-degree angles the same as you would any other number. Sets gradient mode. RAD. Angles with a trig function ignore the angle mode setting and display results in the original unit. Sets radian mode. and ´´ (seconds). and GRD without affecting the value in the display. DEG RAD GRD Sets degree mode. minutes (´). • 1 2 • • © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 94 . 16 2. it is always in the DEG mode. Specifies radians. angles (without a trig function) are converted and displayed according to the angle mode setting. º r g DMS Specifies degrees.Angle Settings and Conversions Keys 1. and seconds (´´). Otherwise. = displays a menu that lets you specify the unit of an angle. ´ (minutes).

Degrees. How long did you watch videos? Press Display ¡ . Minutes.85 DEG ¸ ' 'DMS ---DEG Ans ' DMS 3¡ 51Å 0Æ DEG ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 95 . and Seconds to Decimal You watched 2 videos that were 2:05 (2 hours and 5 minutes) and 1:46 (1 hour and 46 minutes) in length.Å 2¡ DEG = 2= < 5=" <T1= < 46 = " << =! << Æ r g DEG ¹ ' Å Æ ¡ - r g DEG ¹ 2¡ 5Å + 1¡ DEG ' 2¡ 5Å + 1¡ 46Å 3.

Minutes.Fraction to Degrees. and Seconds How much is 2/3 of an hour in hours. minutes. and seconds? Press Display 2®3 DEG = 2N3 =! << ' % 'DMS ---DEG 2®3 ' DMS 0¡ 40Å 0Æ DEG ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 96 .

radians. and then return to degrees. Radians. and gradients.5 DEG DEG RAD GRD --DEG I > 30 E < I" << I" << I"< < ' sin(30) -0. Press Display sin(30) 0.5 DEG ' ' © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 97 .Degrees.4539905 GRAD sin(30) 0.988O31624 RAD DEG RAD GRD --RAD ' sin(30) 0. Gradients Calculate the sine of 30 in degrees.

1 2 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 98 . Before starting calculations.q) or vice versa. Converts rectangular coordinate to polar coordinate q. % k displays the following menu that lets you convert rectangular coordinates (c. 2. Converts polar coordinate to rectangular coordinate c. R4Pr R4Pq P4Rc P4Ry Converts rectangular coordinate to polar coordinate r. Converts polar coordinate to rectangular coordinate y. 17 Notes • • The example on the transparency master assumes all default settings.y) to polar coordinates (r. set angle mode as necessary.Polar and Rectangular Conversions Keys 1. % ` enters a comma.

3.30) to rectangular using the DEG (¡) angle unit.30) 6. y = ?) %’ r=7 30° 1 2 3 4 5 6 7 x P' R y DEG Press Display ¸ %’ " " <7% 30 E < %’ ! <7% 30 E < P' Rx ---- ¤ P' Rx(7.5.Polar to Rectangular Convert the polar ordered pair (7. y 4 3 2 1 (x = ?.062177826. © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 99 .062177826 DEG ¸ ' P' Rx P' R y ---DEG ¤ P' Ry(7.5 DEG ' The rectangular ordered pair is 6.30) 3.

or DEG (degree) modes. Hyperbolic calculations are not affected by the angle mode setting—whether or not the calculator is in RAD (radian). tanh) function of the next trig key that you press.Hyperbolics Keys 1. cosh. 18 Notes • • The example on the transparency master assumes all default settings. % Y accesses the hyperbolic (sinh. 1 © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 100 . GRD (gradient).

20994852 DEG tanh(5) 0.20321058 DEG cosh(5) 74. Press Display sinh(5) 74. Tangent Find the hyperbolic sine (sinh).999909204 DEG ' ' ' %› % >5 E< % ?5 E< % @5 E< › › › © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers 101 . and tangent (tanh) of 5.Sine. Cosine. cosine (cosh).

and divides. Changes a real number to percent. Calculates the reciprocal. Calculates the square root. Calculates the specified root (x) of the value. multiplies. Enters a decimal point. Calculates the common antilogarithm (10 raised to the power of the value). Displays the following menu that lets you specify the unit of an angle. Press % # or % $ to scroll to the beginning or end of the history. Indicates the value is negative. Enters the value of pi rounded to 10 digits (3. Opens a parenthetical expression. minutes (´). % %] %b %_ % [. Specifies gradients. Closes a parenthetical expression. Enters the digits 0 through 9. Specifies radians. Squares the value.] %c Turns on the 2nd indicator and accesses the function shown above the next key that you press. Moves the cursor up and down so you can see previous entries. © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers A-1 . subtracts. Specifies degrees (º).141592654). Press % ! or % " to scroll to the beginning or end of the entry line. Adds. Enters a comma. It also lets you convert an angle from decimal degrees to DMS notation. Results display according to the Decimal Notation mode setting. and seconds (´´). Raises a value to a specified power.Quick Reference to Keys Key !" #$ TUVW 7–6 D E a F g 8 M G = A Function Moves the cursor left and right so you can scroll the entry line. º r g DMS Specifies degrees.

Completes the operation or executes the command. Deletes the character at the cursor. Press < when N (no) is underlined to return to the previous screen without exiting STAT mode. it is always in the DEG mode. %^ %C < %w Calculates the natural antilogarithm (e raised to the power of the value). EXIT ST: Y N Press < when Y (yes) is underlined to clear data values and exit STAT mode. Clears all memory variables. it moves the cursor to the last entry in history. Lets you enter and calculate the exponent. and then back to degrees without affecting the value in the display. Lets you enter the statistical data points (x for 1-VAR stats. Sets gradient mode. displaying it as Ans. Recalls the most recently calculated result. Displays the following menu that lets you change the Angle mode to degrees (º). Once the display is clear. radians ( r). it deletes all characters to the right. or gradients (g). it deletes 1 character to the left of the cursor. Converts a simple fraction to a mixed number or a mixed number to a simple fraction. Calculates the inverse cosine. Displays the following menu that lets you clear data values and exit STAT mode. Calculates the cosine. If you hold J down. Sets radian mode. I When you turn on the TI30X ÙS. Then each time you press J. Clears characters and error messages on the entry line. x and y for 2-VAR stats).Quick Reference to Keys ( C o n t i n u e d ) Key N %O %i %{ ? %[ v J A Function Lets you enter mixed numbers and fractions. DEG RAD GRD Sets degree mode. © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers A-2 .

Calculates the common logarithm (base 10). Sets number of decimal places. Displays the following menu that lets you set the number of decimal places. nPr nCr ! RAND RANDI Calculates the number of possible permutations. Calculates the number of possible combinations. © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers A-3 . %Y %f %l B A z Accesses the hyperbolic (sinh. A B C D E Lets you view the stored value before pasting it to the display.718281828459). F0123456789 F 0-9 Sets floating decimal (standard) notation. Displays the following menu of functions. Calculates the natural logarithm (base e. Generates a random integer between 2 numbers that you specify. Lets you insert a character at the cursor. Calculates the factorial. cosh. where e = 2. Turns off the calculator and clears the display. Turns on the constant mode and lets you define a constant. Displays the following menu of variables. if possible. Generates a random 10-digit real number between 0 and 1.Quick Reference to Keys ( C o n t i n u e d ) Key %j %‚ A Function Converts a fraction to its decimal equivalent or converts a decimal to its fractional equivalent. %' & H %h Recalls the stored values to the display. Separate the 2 numbers with a comma. Turns on the calculator. tanh) function of the next trig key that you press.

Also. © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers A-4 . The message MEM CLEARED is displayed. press & and . No menu or message is displayed. and y. Converts polar coordinate to rectangular coordinate y. Calculates the sine. Restores standard mode (floating decimal).q) or vice versa. 1-VAR 2-VAR > %Z %t CLRDATA Analyzes data from 1 set of data with 1 measured variable—x. Analyzes paired data from 2 sets of data with 2 measured variables—x. RESET: N Y Press < when N (no) is underlined to return to the previous screen without resetting the calculator.Quick Reference to Keys ( C o n t i n u e d ) Key % A Function Displays the RESET menu. Converts rectangular coordinate to polar coordinate q.simultaneously to reset the calculator immediately. Press < when Y (yes) is underlined to reset the calculator. R4Pr R4Pq P4Rc P4Ry Converts rectangular coordinate to polar coordinate r. Clears data values without exiting STAT mode. %k Displays the following menu that lets you convert rectangular coordinates (c. %d Displays the following numeric notation mode menu. the dependent variable. 2-VAR. or CLRDATA. The integer power is always a multiple of 3.y) to polar coordinates (r. Turns on engineering mode and displays results as a ENG number from 1 to 1000 (1  n < 1000) times 10 to an integer power. FLO Turns on scientific mode and displays results as a SCI number from 1 to 10 (1  n < 10) times 10 to an integer power. the independent variable. Converts polar coordinate to rectangular coordinate c. Displays the following menu from which you can select 1-VAR. Calculates the inverse sine.

Lets you set a seed value for random integers. The new variable replaces any previously stored value. Gx2 or Gy2 Sum of all x 2 values or y 2 values. Sum of (x Q y) for all xy pairs in 2 lists. Sample standard deviation of x or y. Calculates the inverse tangent.Quick Reference to Keys ( C o n t i n u e d ) Key u A Function Displays the following menu of stat variables with their current values. Sum of all x values or y values. n v or w Sx or Sy sx or sy Gx or Gy Gxy a b r Number of x (or x. Linear regression slope.y) data points. Mean of all x or y values. L Displays the following menu of variables. Correlation coefficient. Linear regression y-intercept. © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers A-5 . Lets you select a variable in which to store the displayed value. ABCDE rand @ %\ Calculates the tangent. Population standard deviation of x or y.

Hyperbolic function.Display Indicators Indicator 2nd HYP FIX SCI. Statistical mode. radians. © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers B-1 . Angle mode (degrees. Press # and $ to scroll. Scientific or engineering notation. Fixed-decimal setting. An entry or menu displays beyond 11 digits. ENG STAT DEG. GRAD K x10 º» ¸¹ B Meaning 2nd function. RAD. Constant mode. Press ! or " to scroll. Precedes the exponent in scientific or engineering notation. An entry is stored in history before and/or after the active screen. or gradients).

For ‡x: x < 0. For TAN: x = 90¡. • • You attempted to divide by 0. or % w when not in STAT mode. or R4Pr function. © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers C-1 . etc. 8 pending values.Error Messages Message ARGUMENT DIVIDE BY 0 C Meaning A function does not have the correct number of arguments. 270¡. 450¡. u. DOMAIN You specified an argument to a function outside the valid range. • • • You pressed u with no defined data points. parentheses. M270¡. or commas. For nCr or nPr: n or r are not integers ‚ 0. For y x: y and x = 0. M90¡. or having misplaced functions. For SIN -1 or COS -1: |x | > 1. y < 0 and x is not an integer. For x !: x is not an integer between 0 and 69. n = 1. for example. where q is an angle in a trig. |q | ‚ 1¯10. For LOG or LN: x  0. Statistical analyses do not have at least 2 data points (n > 1). hyperbolic. SYNTAX The command contains a syntax error—entering more than 23 pending operations. or not an integer.. EQUATION LENGTH ERROR FRQ DOMAIN OVERFLOW STAT An entry exceeds the digit limits (88 for entry line and 47 for statistics or constant entry lines). In statistics. You pressed v. For example: • • • • • • • • For x ‡: x = 0 or y < 0 and x is not an odd integer. FRQ value (in 1-variable statistics) < 0 or >99. arguments. combining an entry with a constant that exceeds the limit.

800. Canada.. Customers outside the U.972. and Canada Refer to the leaflet enclosed with this product or contact your local Texas Instruments retailer/distributor. contact Texas Instruments Customer Support: phone: 1.com/calc © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers D-1 .ti.TI.S. e-mail: ti-cares@ti.842.CARES (1.S.2737) e-mail: ti-cares@ti.com/calc Product Service Customers in the U. and the Virgin Islands For general questions.com For technical questions.S. Canada. www.S. and Canada Only Always contact Texas Instruments Customer Support before returning a product for service.Support and Service Information Product Support D Customers in the U. call the Programming Assistance Group of Customer Support: phone: 1. Puerto Rico. and the Virgin Islands Contact TI by e-mail or visit the TI calculator home page on the World Wide Web.com internet: www.. Other TI Products and Services Visit the TI calculator home page on the World Wide Web.ti.8324 Customers outside the U.917. Puerto Rico.800.

EXPENSES. Legal Remedies. The software and any documentation supplied with this product are protected by copyright. to Texas Instruments Service Facility. no charge will be made for such repair and/or replacement. THIS WARRANTY IS VOID IF THE PRODUCT HAS BEEN DAMAGED BY ACCIDENT OR UNREASONABLE USE.S. whichever is longer. IMPROPER SERVICE. ANY IMPLIED WARRANTIES ARISING OUT OF THIS SALE. NEGLECT. refer to your package and/or to the warranty statement enclosed with this product. During the above one (1) year warranty period. ARE LIMITED IN DURATION TO THE ABOVE ONE-YEAR PERIOD. © 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide For Teachers E-1 . and Canada For information about the length and terms of the warranty. TEXAS INSTRUMENTS SHALL NOT BE LIABLE FOR LOSS OF USE OF THE PRODUCT OR OTHER INCIDENTAL OR CONSEQUENTIAL COSTS.S. INCLUDING BUT NOT LIMITED TO THE IMPLIED WARRANTIES OF MERCHANTABILITY AND FITNESS FOR A PARTICULAR PURPOSE. All software is provided “AS IS. Software is licensed. postage prepaid.Warranty Information Customers in the U. Other than the postage requirement. Some states/provinces do not allow the exclusion or limitation of implied warranties or consequential damages. This warranty gives you specific legal rights. and you may also have other rights that vary from state to state or province to province. The warranty of the repaired or replacement unit will continue for the warranty of the original unit or six (6) months. All Customers outside the U. or contact your local Texas Instruments retailer/distributor.” Copyright. Warranty Disclaimers. TI strongly recommends that you insure the product for value prior to mailing. OR OTHER CAUSES NOT ARISING OUT OF DEFECTS IN MATERIALS OR CONSTRUCTION. OR DAMAGES INCURRED BY THE CONSUMER OR ANY OTHER USER. not sold. so the above limitations or exclusions may not apply to you. Warranty Duration. and Canada Only One-Year Limited Warranty for Electronic Product E This Texas Instruments (“TI”) electronic product warranty extends only to the original purchaser and user of the product. Software. This TI electronic product is warranted to the original purchaser for a period of one (1) year from the original purchase date. This TI electronic product is warranted against defective materials and construction. your defective product will be either repaired or replaced with a reconditioned model of an equivalent quality (at TI’s option) when the product is returned. TI and its licensors do not warrant that the software will be free from errors or meet your specific requirements. Warranty Performance.

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