You won't believe your eyes. How is this possible. This is an amazing sequence. Students use some basic coding to generate a sequence in order to expedite calculations. The result is really cool. You have to try the activity to see the result. 

Euclid's Algorithm for the Highest Common Factor is a perfect fit for students coding in mathematics. This 2000 year old algorithm finds the highest common factor of two numbers, students can however extend the algorithm to find the highest common factor of a list of numbers with the option to place this new functionality in the calculator's public library. 

In this coding activity students discover how apparent chaos can turn to order. A FOR loop and three IF THEN statements, combined with the midpoint rule (two points) and we see randomly generated points forming what appears to be a Sierpinski triangle. Check it out!

What is the probability that two randomly selected integers (whole numbers) are co-prime? This is a really simple algorithm to write, the result however is very surprising! Divide 6 by the proportion, then take the square-root, what number remains? 

Have you ever wondered about how bar-codes work? This activity looks at the numbers that make up a bar code, specifically the algorithm that formulates the check digit. Students use the information about the algorithm to write some code to automatically check the validity of a bar code. 

Binary numbers are all around us. Electronic devices such as mobile phones, computers and digital watches all use binary numbers. In this activity students write a small program that will convert a sequence of decimal numbers into binary. The patterns are used to help students understand binary numbers. These numbers are later converted to ASCII characters to help see how 1’s and 0’s or ON’s and OFF’s are used to transmit text.

How can you tell if a credit card number is a fake? Those seemingly random numbers on a credit card are not random, algorithms exist to detect whether or not they are genuine. If you’re building a website with an online payment system you might want to write some code to instantly detect whether or not the credit card number is a fake.

This activity is part of the module "Code by Numbers" which can be downloaded as complete booklet from the STEM section of the website. In this activity students explore the prime factorisation of a number and the total factor count with a view to establishing a rule to determine the quantity of factors for any number, based on the prime factorisation. Students write a program to determine the quantity of factors. 

This activity is part of the module "Code by Numbers" which can be downloaded as a complete booklet from the STEM section of the website. In this activity students use one of the oldest mathematical algorithms and turn it into a Python program. The algorithm efficiently determines the highest common factor of two numbers. Students see how prime factorisation can also be used. 

This activity is part of the module "Code by Numbers" which can be downloaded as a complete booklet from the STEM section of the website. In this activity students explore the Euler Totient function, it sounds complicated, it's not, just really neat! The function determines the quantity of numbers that are co-prime up to the selected number (n). Students write some relatively simple code, chunking previous code to simplify the algorithm. There are so many observable patterns when studying the Euler Totient function for a set of numbers. Finally, students see a short cut method to perform the calculation. It's absolutely brilliant. 

This activity is part 4 of the module "Code by Numbers" which can be downloaded as a complete booklet from the STEM section of the website. In this activity students explore the set of numbers that possess more factors than all their predecessors, Highly Composite Numbers. Students incorporate some of their previous programs and algorithms to build a program that automatically finds Highly Composite Numbers. These numbers are rich for investigation, and are still be explored to this day! 

This is a basic activity designed to introduce students to coding with the TI-Rover. The activity is a great precursor to Rover Geometry.A complementary outcome is student persistence for irresolution. If at first they don't succeed, students simply try and try again; each time learning from their previous efforts. 

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.

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.

Students learn basic programming commands to drive the TI-Rover, drawing shapes such as squares, circles, regular triangles and stars. In addition to the coding skills, students also learn to be persistent and resilient problem solvers. Through trial and error, students use the results of their program to refine and improve their result.