Sample Means
...ed and symmetric. Answer: False Understanding The mean of a simulated sampling distribution of sample means for a given sample size is close to the mean of the population from which the samples were drawn. What are the students doing? Students investigate the relationship between sam...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/sample-means
Scatter Plots
...tudents interpret points represented in a scatter plot in terms of the context of the variables. They describe trends in a scatter plot and identify possible associations among variables. Students identify and interpret clusters, gaps, and unusual points in a scatter plot. Vocabulary scatter plot...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/scatter-plots
Expressions & Equations
...tters or symbols standing for numbers. What to look for Students leave behind the symbol “x” for multiplication and come to understand that the juxtaposition of a number and a variable such as 3x implies multiplication between 3 and x. Sample Assessment If a=115 and b=45, what would be the value ...https://education.ti.com/en/building-concepts/activities/expressions
Linear Inequalities in One Variable
...encounter the fact that multiplying both sides of an inequality by a negative number does not preserve order. Sample Assessment What are all the possible whole numbers that make 8-___>3 true? a. 0, 1, 2, 3, 4, 5 b. 0, 1, 2, 3, 4 c. 0, 1, 2 d. 5 Answer: b Understanding Findin...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/linear-inequalities-in-one-variable
What is a Variable?
...tters or symbols standing for numbers. What to look for Students leave behind the symbol “x” for multiplication and come to understand that the juxtaposition of a number and a variable such as 3x implies multiplication between 3 and x. Sample Assessment If a=115 and b=45, what would be the value ...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/what-is-a-variable
Visualizing Quadratic Expressions
...students manipulate geometric figures to explore equivalent expressions that can be expressed in the form \(x^2 + bx + c\) where \(b\) and \(c\) are positive integers. 419517 Visualizing Quadratic Expressions Planning and Resources Objectives Students should be able to connect the distributiv...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/visualizing-quadratic-expressions
Building Concepts Fraction Practice | Texas Instruments
... look for Students will learn that the denominator indicates the number of equal parts in each whole unit and the numerator indicates the number of those parts. Sample Assessment Which fraction has a value closest to (1/2) ? a. (5/8) b. (1/6) c. (2/2) d. (1/5) Answer: a Understanding A...https://education.ti.com/en/building-concepts/activities/fractions
Equations of the Form ax+by = c
...Students use coordinate grids to explore the “trade off” or “exchange” between the values of the two variables in order to maintain the constraint imposed by the constant c. 442898 Equations of the Form \(ax+by = c\) Planning and Resources Objectives Students should be able to explain the...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/equations-of-the-form-ax-plus-by-equals-c
Comparing Units
...soning for each of. their answers. Sample Assessment Petre had (1/3) of a 6-inch long candy bar and Sande had (1/2) of 4-inch candy bar. Who had the most candy? Answer: Petre had 2 inches of his bar because (1/3) of 6 is 2. Sande had 2 inches of her candy bar because (1/2) of 4 is 2. So they had ...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/comparing-units
Creating Equivalent Fractions - Texas Instruments
...everal examples of creating equivalent fractions. Then lead them in a discussion of their observations. Sample Assessment a. (5/4) = (BLANK/BLANK) Possible answer: (5/4) = (15/12) b. (3/ BLANK) = (BLANK/ 21) Possible answer: (3/7) = (9/ 21) Understanding The fraction (n/n), wher...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/creating-equivalent-fractions
Fractions and Unit Squares - Texas Instruments
...or Some of the wording in the problems might need to be adjusted slightly depending on the background of the students. The language of tiling is one possible instance—a region is tiled by a shape if it is completely covered by the shape with no gaps or overlaps. Sample Assessment Identify three f...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/fractions-and-unit-squares
What is an Equation?
...laced by any number, how many different solutions can the equation k+6=0 have? Answer: One Understanding In an equation, a constraint is imposed such that the values of the variables involved in the expressions on each side of the equation must make the equation a true statement. What a...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/what-is-an-equation
References by Texas Instruments - US and Canada
...-2008 Turin, Italy, University of Turin. Bohm, J., I. Forbes, et al. (2004). The Case for CAS. Munster, Germany, Westfalische Wilhelms-Universitat. Bostic, J. and S. J. Pape (2008). "Examining Students' Perceptions of Graphing Calculator Use During Instruction and Problem-Solutions Following Tec...https://education.ti.com/en/resources/funding-and-research/research/research_bibliography
Effect size by Texas Instruments
Effect size Effect size Effect size by Texas Instruments global website Effect size is an index that allows estimation of strength of an effect across studies which use different measures. It is based on ...https://education.ti.com/en/resources/funding-and-research/research/research_effectsize
Learning Gains from Teaching with Graphing Calculators
...tional Students who have been taught effectively with graphing calculators: Use graphs Engage in problem solving Are more flexible in choosing solution strategies, making conjectures, moving among algebraic, numeric, and graphical approaches, and working with real data Reference: C...https://education.ti.com/en/resources/funding-and-research/research/research_highqualityteaching
Python coding activities: Programming With Lists | Texas Instruments
...ramming With Lists 1D Arrays notes page Also, you’ll want to have the following handy: TI-Nspire™ CX II graphing calculator (with updated OS) Unit 5, Activity 2: Programming With Lists A great introduction to working with lists can be found in Unit 5, Activity 2. Start by working thr...https://education.ti.com/en/resources/computer-science-foundations/programming-with-lists
Extending Exponents
Extending Exponents website In this lesson students investigate how patterns in the computations for \(a^n, (ab)^n, (a^m)^n\) that held for positive integer exponents extend naturally to ...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/extending-exponents
Building Expressions
... DOC TNS Lesson Snapshot Two expressions are equivalent if they have the same value for every possible replacement for the variable or variables. What to look for Some statements can be true for many values of a variable or variables but not ...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/building-expressions
What's a Solution to a System of Equations?
... also be able to describe the solution in terms of the graphs of the two equations, and identify characteristics of equations that will lead to each possible outcome. Vocabulary system of linear equations in two variables intersection slope parallel lines solution to a system of two linear equa...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/what-is-a-solution-to-a-system-of-equations
Visualizing Systems of Linear Equations
...ng numbers that make the mobile unbalanced and in which direction. Sample Assessment "A store sells white scarves and red scarves. A white scarf costs $3 and a red scarf costs $5. On Monday, the store sold 12 scarves for a total of $50. What is the total number of red scarves that the store s...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/visualizing-systems-of-linear-equations
Adding Fractions with Unlike Denominators
...th a new common denominator. What are the students doing? Students will use unit squares to add fractions with unlike denominators. Recall why it is possible to add the two fractions when the denominators are the same. What is the teacher doing? Finding a least common denominator is not necessary...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/adding-fractions-with-unlike-denominators
Multiplying Fractions by a Whole Number
... product. Sample Assessment Insert values into the blanks to make a true statement (a number may be used more than once). 3, 5, 6, 8, 2, 10, 12 Possible answer: 5(3/10) = (3/2) Understanding Multiplying (a/b) by the whole number c, produces c copies of (a/b) joined end to end on...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/multiplying-fractions-by-a-whole-number
Mixed Numbers
...ite improper fractions. 393719 Mixed Numbers Planning and Resources Objectives Students should understand that a proper fraction is a fraction whose numerator is less than the denominator and that an improper fraction is any fraction whose numerator is equal to or greater than the denominato...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/mixed-numbers
Solving Systems of Equations Algebraically
...ystem. What to look for Students are gaining flexibility in solving systems of equations and recognizing patterns that indicate which method is most efficient for a given system. Sample Assessment Mary is buying tickets for a movie. Each adult ticket costs $9. Each child tic...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/solving-systems-of-equations-algebraically
Using Structure to Solve Equations
...e equations. 419515 Using Structure to Solve Equations Planning and Resources Objectives Students should be able to recognize linear equations whose structure is of a(__) = y or a + (__) = y as looking for a missing factor or addend respectively and use arithmetic order of operations to dete...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/using-structure-to-solve-equations