Flipping Your Classroom With TI Technology
...rategies for developing flipped lessons Suggestions for in-class and out-of-class activities using TI-84 Plus and TI-Nspire™ technology Identifying opportunities for rich tasks in and out of the math and science classroom Watch Video--> Download documents sLM_IyhBU0o *AP is ...https://education.ti.com/en/t3-professional-development/for-teachers-and-teams/online-learning/on-demand-webinars/2016/flipping-your-classroom-with-ti-technology
T3 BOOST
...chers that includes workshops, coaching and webinars. Result District and school administrators, math supervisors and T³™ consultants identify areas of concern and strategies for improvement. Solution Week 1 Two-day T³™ Workshop: Implementing the Common Core Mathem...https://education.ti.com/en/t3-professional-development/workshops-and-coaching/t3-boost
MathForward
...n Algebra so they can move on to higher level mathematics. District and school administrators, math supervisors and TI MathForward™ consultants identify areas of concern and strategies for improvement. A program of workshops, in-classroom coaching and webinars specifically selected and sequenced ...https://education.ti.com/en/t3-professional-development/mathforward
Teaching and Learning With the TI-Innovator™ Rover
...ng applications covered will be connected to concepts in math and science. By the end of the workshop, participants should be comfortable: Identifying the Rover's components and specifications Writing programs that control input and output commands on Rover Using variables in a progr...https://education.ti.com/en/t3-professional-development/workshops/teaching-ti-innovator-rover
Implementing TI-Innovator™ Rover in the Mathematics Classroom
...os and scale to navigate on a map of Olympus Mons on Mars Match the graph (motion) with Rover Use two Rovers to identify and work with points of intersection and solve systems of linear equations Overview This wo...https://education.ti.com/en/t3-professional-development/workshops/implement-rover-math-classroom
Implementing Tasks That Promote Reasoning and Problem-Solving in a Mathematics Classroom
...s for every student to learn? What are ways to adapt tasks? By the end of the workshop, participants should be comfortable: Implementing and identifying tasks that promote reasoning and problem-solving Engaging students in tasks that promote reasoning and problem-solving Adapting tasks to make...https://education.ti.com/en/t3-professional-development/workshops/promote-reasoning-and-problem-solving-math-classroom
Next Steps
...I receive a certificate of attendance for participating in a T³™ Workshop? Yes. Participants receive a Certificate of Attendance, which may qualify for school- or district-level professional development credit. Is Texas Instruments an approved Continuing Professional Educat...https://education.ti.com/en/t3-professional-development/t3-international-conference-2021/faq_v2_old
Comparing Ratios
...e activity, they should compare two ratios by looking at tables of equivalent ratios for each given ratio. They will also compare the ratios by identifying common values for the same quantity in the two labels. Sample Assessment Which company has the smallest ratio of defective bolts to non-defec...https://education.ti.com/en/building-concepts/activities/ratios/sequence1/comparing-ratios
Connecting Ratios and Scaling
...ios and Scaling Planning and Resources Objectives Students should understand how sides of a figure are related by a scale factor. They can identify the scale factor given that one figure has been scaled from another. Vocabulary scale factor In this lesson, students investigate h...https://education.ti.com/en/building-concepts/activities/ratios/sequence1/connecting-ratios-and-scaling
Connecting Ratios to Equations
...equations for different unit rates. 393707 Connecting Ratios to Equations Planning and Resources Objectives Students should understand and identify the constant of proportionality, k, as the unit rate or the slope of a line through the origin. They can connect ratios to equations of a line t...https://education.ti.com/en/building-concepts/activities/ratios/sequence1/connecting-ratios-to-equations
Double Number Lines
... two or more different quantities. 393701 Double Number Lines Planning and Resources Objectives Students should understand and be able to identify situations where double number lines are useful representations for solving problems. Vocabulary unit rate This lesson uses double ...https://education.ti.com/en/building-concepts/activities/ratios/sequence1/double-number-lines
Proportional Relationships
... or slope - of a line and the equation. 393708 Proportional Relationships Planning and Resources Objectives Students should understand and identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. They ...https://education.ti.com/en/building-concepts/activities/ratios/sequence1/proportional-relationships
STEM Behind Health - Breast Cancer
...ield,” she says. Dr. Gaba and her colleagues at the Edith Sanford Breast Center are at the front of genomic cancer research that “allows us to identify inherited changes, passed on from generation to generation, and changes in the tumor genetics that may determine treatment,” she says. She also...https://education.ti.com/en/activities/stem/stem-behind-health/breast-cancer
Intro to Rates
...s involving proportional relationships. 393696 Intro to Rates Planning and Resources Objectives Students should understand and be able to identify the unit rate associated with a ratio. They should recognize that equivalent ratios have the same unit rate. Vocabulary rate unit rate ...https://education.ti.com/en/building-concepts/activities/ratios/sequence1/introduction-to-rates
Ratios and Fractions
... the quotient ab (if b is not 0). 393699 Ratios and Fractions Planning and Resources Objectives Students should understand and be able to identify the value associated with a ratio a:b as the fraction ab. Vocabulary rate unit rate This lesson allows students to explore the diff...https://education.ti.com/en/building-concepts/activities/ratios/sequence1/ratios-and-fractions
What is Probability
...tice that the more repetitions of an experiment leads to an relative frequency that is closer to the theoretical probability. Sample Assessment Identify each as true or false: a. The probability of an outcome can be 2/1. b. The probability of an outcome can be 0. c. If an outcome is sure to hap...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/what-is-probability
Getting started on TI technology | TI-Nspire CX II Technology
...using web app --> LsKwIFOxmdA Update your operating system using your teacher software Follow this how-to video for easy steps to verify your teacher software is up to date, including how to download and install the latest version. Download PDF blwhNT323x8 Update your TI-Ns...https://education.ti.com/en/resources/getting-started-on-ti-technology/ti-nspire-cx-ii
Visualizing Equations Using Mobiles
...Some students may reason about the numerical value for each expression in an equation and how they must be the same, while others may reason by identifying numbers that make the mobile unbalanced and in which direction. Sample Assessment If 3c + b = 2b and b = 18 what is c? Answer: c = 6 ...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/visualizing-equations-using-mobiles
Outliers
...op a working definition of outliers and use it to analyze data sets. 409872 Outliers Planning and Resources Objectives Students learn to identify outliers in a set of data through both visual and computational approaches. They can describe the impact of outliers on measures of center and s...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/outliers
Modeling Linear Relationships
..., and form of the relationship between the two variables. 416972 Modeling Linear Relationships Planning and Resources Objectives Students identify an association between two quantitative variables as strong or weak, positive or negative, and interpret the association in context. They model ...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/modeling-linear-relationships
Intro to Data
...397179 Intro to Data Planning and Resources Objectives Students should understand the idea of a distribution of a set of data. They can identify clusters, peaks, and gaps, and recognize common shapes in graphical representations of data (skewed, symmetric, uniform, mound shaped). Vocabula...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/introduction-to-data
Median and Interquartile Range
...f data. 397180 Median and Interquartile Range Planning and Resources Objectives Students should understand that summary measures of data identify certain key features of the distribution of the data, but do not necessarily give a complete picture of the distribution. They can identify the...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/median-and-interquartile-range
Mean as Balance Point
...s the balance point for the distribution of a set of data. 397184 Mean as Balance Point Planning and Resources Objectives Students should identify the mean as the balance point of a distribution. They find and interpret deviations from the mean as a way to measure the spread of a distribut...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/mean-as-balance-point
Comparing Distributions
...ons Planning and Resources Objectives Students use statistical calculations of center and spread to compare different distributions. They identify the advantages and disadvantages of using different graphical representations to compare distributions of the same measurement collected from di...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/comparing-distributions
Box Plots
...in the size of the IQR. Sample Assessment The plot below shows the results of a survey of households about the number of dogs in the household. Identify the following statements as true or false. Explain your reasoning in each case. a. The maximum number of dogs in any house is 8. b. At least (1...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/box-plots