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Classroom Activities
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This assessment resource is suitable for Chapter Two of the Jacaranda VCE Year 11 Mathematical Methods textbook. The TI-Nspire file provides for automated whole class correction and feedback via the TI-Navigator system (Exam) or as automated correction for individual review (Self Check). TI-Nspire users can add, delete or edit any of the questions provided. The companion PDF provides the same questions in a printed format. Whichever option you chose, this free assessment resource will save you time.
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- TI-Nspire™ CX
- TI-Nspire™ CX CAS
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0
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This activity includes a collection of circle - angle relationship for students to explore and prove. Scaffolded instructions are included in the TI-Nspire file to help students build confidence and develop structure to their proof.
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- TI-Nspire™ CX
- TI-Nspire™ CX CAS
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0
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The six trigonometric functions: sine, cosine, tangent, secant, cosecant and cotangent are all inter-connected. In this activity students use a dynamic representation of the unit circle with each trigonometric function to identify relationships. They see why co-sine, co-tangent and co-secant are so named and where the identities come from, including the opportunity to build their own.
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- TI-Nspire™ CX CAS
- TI-Nspire™ CX
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0
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This activity is designed as a teacher demonstration tool to introduce students to the notion of ‘proof’ as it applies to geometry. Initially the diagram looks complicated, however, add a couple of lines and it’s obvious! Then students have to go beyond what is obvious in an illustration to mathematical proof.
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- TI-Nspire™ CX
- TI-Nspire™ CX CAS
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0
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This assessment resource is suitable for Chapter One of the Jacaranda VCE Year 11 Specialist Mathematics textbook. The TI-Nspire file provides for automated whole class correction and feedback via the TI-Navigator system (Exam) or as automated correction for individual review (Self Check). TI-Nspire users can add, delete or edit any of the questions provided. The companion PDF provides the same questions in a printed format. Whichever option you chose, this free assessment resource will save you time.
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- TI-Nspire™ CX CAS
- TI-Nspire™ CX
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0
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This assessment resource is suitable for Chapter Three of the Jacaranda VCE Year 11 Specialist Mathematics textbook. The TI-Nspire file provides for automated whole class correction and feedback via the TI-Navigator system (Exam) or as automated correction for individual review (Self Check). TI-Nspire users can add, delete or edit any of the questions provided. The companion PDF provides the same questions in a printed format. Whichever option you chose, this free assessment resource will save you time.
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- TI-Nspire™ CX CAS
- TI-Nspire™ CX
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0
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This assessment resource is suitable for Chapter One of the Jacaranda VCE Year 11 Specialist Mathematics textbook. The TI-Nspire file provides for automated whole class correction and feedback via the TI-Navigator system (Exam) or as automated correction for individual review (Self Check). TI-Nspire users can add, delete or edit any of the questions provided. The companion PDF provides the same questions in a printed format. Whichever option you chose, this free assessment resource will save you time.
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- TI-Nspire™ CX CAS
- TI-Nspire™ CX
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0
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One of the features in some new vehicles is the ability to autonomously reverse park. In this activity students explore relationships between the power delivered to each of Rover's motors to determine the most appropriate power delivery to negotiate a reverse park.
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- TI-Nspire™ CX CAS
- TI-Nspire™ CX
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8
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Basic cruise control is where the car's computer automatically adjusts the throttle so that the car maintains a constant speed. Adaptive cruise control responds to the car's surrounds, in particular slowing down or accelerating as applicable when the vehicle in front changes it's speed. In this activity students will program the TI-Innovator Rover to respond accordingly when a vehicle or object in front of it changes position.
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- TI-Nspire™ CX
- TI-Nspire™ CX CAS
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75
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Driverless vehicles have the potential to no only change the way we commute but the way we go about our daily lives. All journeys start with a single step. The first step in this activity it determining the best equation for a driverless vehicle to use to safely exit a parking space. Students use trigonometric functions, polynomials and piecewise functions to build the optimum curve, then test it for real using a TI-Rover.
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- TI-Nspire™ CX CAS
- TI-Nspire™ CX
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34
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The Golden Ratio and its association with the Fibonacci sequence is well known, but there is much more to explore. Variants of the Fibonacci sequence of the form t(n+2)=t(n)+a.t(n+1) also generate specific ratios. For a = 2 the ratio is referred to as the Silver Ratio, for a = 3 the bronze ratio, and in general, the metallic ratios. This activity explores these different ratios and compares the properties to the case where a = 1, the Golden Ratio.
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- TI-Nspire™ CX CAS
- TI-Nspire™ CX
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4
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Students explore the traditional Paving Problem in order to establish a rule relating the quantity of pavers for garden beds of a specified size. This resource however takes this activity to the next level! Three different animations are available for students to explore, each one helps students visualise a different formulation of the rule relating specific characteristics of the pattern and their formula. A new garden bed shape is then provided for students to apply what they have learnt.
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- TI-Nspire™ CX
- TI-Nspire™ CX CAS
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11
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Golf driving distances have increased as technology, player athleticism and technique have improved. If the trend continues this will cause problems for golf courses as some holes become easier. Students use data to see how much driving distances have changed for PGA and LPGA players. The data is then used to make and check predictions and consider the consequences. Should new reduced distance golf balls be introduced?
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- TI-Nspire™ CX
- TI-Nspire™ CX CAS
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10
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In this activity students use scientific notation to compare populations, state land areas and the corresponding population density.
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- TI-Nspire™ CX
- TI-Nspire™ CX CAS
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22
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Students use their TI-Nspire to graph the anti-derivative of a function and investigate aspects of the this function and how it relates to the primitive function. For example, if a continuous derivative function changes from negative to positive, what does this produce on the primitive function? How is that different if the derivative function changed from positive to negative?
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- TI-Nspire™ CX
- TI-Nspire™ CX CAS
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14
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