Probability Diagrams and Tables
...ty of a compound event can be found by listing the outcomes for one event followed by the other, creating a probability tree, or by using the product rule for independent events. What to look for Students should understand when it is appropriate to multiply the probabilities of individual outcome...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/probability-diagrams-and-tables
Probability and Simulation
...d Resources Objectives Students choose an appropriate model to simulate a chance outcome. They recognize the difference between the underlying structures of chance events that have a specified number of repetitions versus chance events in which the number of repetitions varies depending on t...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/probability-and-simulation
Median and Interquartile Range
...umber of points to the left and to the right of the median; regardless of the shape of the distribution. Sample Assessment Identify the following as true or false. a. The median is the midpoint between the smallest and largest values in the data set. Answer: False b. At most half of the values i...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/median-and-interquartile-range
Law of Large Numbers
...s larger and larger (the law of large numbers). Sample Assessment If you knew the sample space consisted of four outcomes, which of the following is true? a. The probability of each outcome is 0.25. Answer: False b. The sum of the probabilities of each outcome is 1. Answer: True c. None of t...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/law-of-large-numbers
What is a Variable?
...variable might stand for a range of numbers that can be used in a mathematical expression; a variable might be used in a universal statement that is true for all numbers; or a variable might stand for a specific value such as the solution to an equation or word problem. What are the students doin...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/what-is-a-variable
Extending Exponents
...at are the students doing? Students recognize patterns that emerge from generating equivalent expressions involving integer exponents and generalize rules for working with exponents. What is the teacher doing? Encourage students to explore equivalent ways of writing numerical expressions i...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/extending-exponents
Building Expressions
...ons 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 true for others. For example, “multiplication” makes things larger is true if you are multip...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/building-expressions
What's a Solution to a System of Equations?
...aphical representation of the two equations. What to look for Students make the connection between the \((x, y)\) pair that makes each equation true and the point of intersection of the two lines. Sample Assessment Joe solved this linear system correctly. \(6x+3y=6\) \(y=2x+2\) These ar...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/what-is-a-solution-to-a-system-of-equations
Adding Fractions with Unlike Denominators
...ded by creating equivalent fractions that have the same denominator, then use the process for adding fractions with like denominators. Vocabulary congruent common factor This lesson uses unit squares to help students investigate addition and subtraction of fractions with unlike denom...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/adding-fractions-with-unlike-denominators
Multiplying Fractions by a Whole Number
...nd the product of two numbers, then have them find an equivalent fraction for the 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 Multiply...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/multiplying-fractions-by-a-whole-number
research-notes
...e heart of the model is the use of technology to integrate graphical, dynamic and linguistic representation to enhance student learning. At Texas Instruments, we see implications that extend far beyond the project and are important to the entire graphing calculator and classroom networking commun...https://education.ti.com/en/resources/funding-and-research/research/research-notes
Navigating Equity and Access for Higher Education as presented by Dr. Cathy Moak Ph.D.
... access Increase expectations for all students Expand opportunities for advanced math courses in high school Register now ---> RHVEXVARUVc Partner Cathy Moak, Ph.D. Project Manager for Professional Development The University of Texas at Austin Cathy M...https://education.ti.com/en/resources/funding-and-research/partners/ti-talks/cathy-moak
Begin with the End in Mind - Tapping into Partner Strengths to Expand College Access as presented by Traci Aucoin
...d Education Partnerships. Session details: Attracting and nurturing partnerships involves having a clear mission and remaining true to that mission. The mission should be used as a filter for being strategic about where to invest time and resources. This talk focused on seek...https://education.ti.com/en/resources/funding-and-research/partners/ti-talks/traci-aucoin
Digital mood ring python | Planning
...ll find everything you need, including: A list of the technology and supplies required for the project How to borrow or purchase Texas Instruments (TI) technology Links to all project videos and downloadable files A template you can download to create a promotional flyer ...https://education.ti.com/en/resources/stem/projects/digital-mood-ring-python/planning
Digital mood ring python | Videos
...al video continues Coding Challenge 3 with additional context and information. Full Science Activity 2: The Electromagnetic Spectrum Check out the range of electromagnetic radiation (EMR) that exists in the universe, including the narrow region humans perceive called “visi...https://education.ti.com/en/resources/stem/projects/digital-mood-ring-python/videos
Engineering From Day One | TI Talks series
... Talks series global website May 6, 2021 Presenters: Tirupalavanam G. Ganesh, Ph.D.; Robin Hammond; Jennifer Velez Engineering From Day One The May TI Talks speaker series event featu...https://education.ti.com/en/resources/funding-and-research/partners/ti-talks/may-event
A Shared Vision: Writing Success Stories One Student at a Time | TI Talks series
...years of experience in education and has served in multiple capacities, including teacher, middle and high school counselor, assistant principal, instructional coordinator, and now in her current role. Payne has worked hard to make Duncanville ISD Career and Technical Education a premier program....https://education.ti.com/en/resources/funding-and-research/partners/ti-talks/oct-event-duncanville-isd
Biographies | STEM Exchange | Engaging Students in Science: Using Crosscutting Concepts to Prompt Student Sensemaking of Phenomena | May 2022
...de Island. Back to event details Stacey van der Veen Moderator Founder and Lead Consultant, LLC Leadership in Science Stacey (Gruber) van der Veen has extensive experience designing and delivering professional development programs to support New Jersey school districts as t...https://education.ti.com/en/resources/ti-stem-exchange/may2022-event/panel-biographies
STEM Exchange | Engaging Students in Science: Using Crosscutting Concepts to Prompt Student Sensemaking of Phenomena | May 2022
... Session overview “A Framework for K–12 Science Education” identifies three dimensions around which K–12 science instruction must be built [1]. One of these dimensions, crosscutting concepts (CCC), unifies the study of science and engineering across all domains of...https://education.ti.com/en/resources/ti-stem-exchange/may2022-event
Module 09 - Natural Exponential y=e^x
...ded by creating equivalent fractions that have the same denominator, then use the process for adding fractions with like denominators. Vocabulary congruent common factor of Families of functions modular course Module This module contains videos and handouts on how to graph an ex...https://education.ti.com/en/resources/family-of-functions/m09
Module 10 - Natural log y=ln(x)
...ded by creating equivalent fractions that have the same denominator, then use the process for adding fractions with like denominators. Vocabulary congruent common factor of Families of functions modular course Module This module contains videos and handouts on how to graph the n...https://education.ti.com/en/resources/family-of-functions/m10
Module 11 - Semi-circle y=sqrt(r^2-x^2)
...ded by creating equivalent fractions that have the same denominator, then use the process for adding fractions with like denominators. Vocabulary congruent common factor of Families of functions modular course Module This module contains videos and handouts on how to graph the s...https://education.ti.com/en/resources/family-of-functions/m11
Module 12 - Greatest integer y=[x]
...ded by creating equivalent fractions that have the same denominator, then use the process for adding fractions with like denominators. Vocabulary congruent common factor of Families of functions modular course Module This module contains videos and handouts on how to graph the g...https://education.ti.com/en/resources/family-of-functions/m12
Module 07 - Exponential growth y=2^x
...ded by creating equivalent fractions that have the same denominator, then use the process for adding fractions with like denominators. Vocabulary congruent common factor of Families of functions modular course Module This module contains videos and handouts on how to graph an ex...https://education.ti.com/en/resources/family-of-functions/m07
Module 08 - Exponential decay y=(1/2)^x
...ded by creating equivalent fractions that have the same denominator, then use the process for adding fractions with like denominators. Vocabulary congruent common factor of Families of functions modular course Module This module contains videos and handouts on how to graph an ex...https://education.ti.com/en/resources/family-of-functions/m08