Mean as Balance Point
...as 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 distribu...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/mean-as-balance-point
Comparing Distributions
Comparing Distributions website In this lesson, students extend their previous work on describing a single data distribution to comparing several distributions collected from different po...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/comparing-distributions
Sample Means
...ook for In order to have a predictable shape and spread for a simulated sampling distribution, the sample size must be large. Sample Assessment Identify each statement as true or false. a) The larger the sample size the more likely that a sample mean will be farther from the population mean. An...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/sample-means
Publisher Connection | Texas Instruments
... Bedford, Freeman & Worth Brendan Kelly Publishing CORD Communications Houghton Mifflin Harcourt Hoonuit Professional Learning IB Manning Publications Media...https://education.ti.com/en/activities/publisher-connections
Scatter Plots
...es Students 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...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/scatter-plots
Two Way Tables and Categorical Data
...an reveal potential associations among categorical variables. What to look for Relative frequency is particularly important when comparing groups of different sample size. Sample Assessment The table below describes risk factors for obesity associated with age. a) What do these number represent?...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/two-way-tables
Tables and Measures of Center and Spread
... when data are organized in a frequency table. 409956 Tables and Measures of Center and Spread Planning and Resources Objectives Students identify and interpret summary measures of center and spread using data presented in frequency tables. Vocabulary frequency table mean median interquart...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/tables-and-measures-of-center-and-spread
Linear Inequalities in One Variable
...s in the context of an inequality. 439872 Linear Inequalities in One Variable Planning and Resources Objectives Students should be able to identify order-preserving moves while solving inequalities in one variable and justify the solution for a linear inequality in one variable. Vocabular...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/linear-inequalities-in-one-variable
Adding Ratios
...dding equivalent ratios results in a ratio that is equivalent to the original ratio and that adding non-equivalent ratios results in a ratio that is different from both of the original ratios. Vocabulary proportional relationship In this lesson, students build upon their knowledge th...https://education.ti.com/en/building-concepts/activities/ratios/sequence1/adding-ratios
Equations of the Form ax+by = c
...tudents should be able to explain the meaning of a solution for a linear equation in two variables, recognize the solution graphs as a line, and identify unique solutions to a linear equation of the form \(ax+by = c\) Vocabulary linear equation variables constraint solution intercepts linear com...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/equations-of-the-form-ax-plus-by-equals-c
Comparing Units
...mparing Units Planning and Resources Objectives Students understand that fractions do not necessarily come from the same whole, which can make a difference in what two fractions represent in terms of length or area. Vocabulary scalar multiple This lesson helps students to understan...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/comparing-units
What is an Equation?
...ey should learn to think and reason about the nature of the solutions: what values would make sense both numerically and in a given context; and how different equations representing the same situation can be related to each other. What to look for Students should be able to note that a variable i...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/what-is-an-equation
What is an Exponent?
...equence of multiplications may be calculated in any order and the numbers may be grouped together any way. What are the students doing? They explore different sets of factors that produce the same result and consider whether an exponent can “distribute” over any operation. What is the teacher doi...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/what-is-an-exponent
Fractions as Division
... PDF DOC TNS Lesson Snapshot The file illustrates two different approaches to thinking about this relationship between fractions and division. Be sure students can explain both methods. What to look for...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/fractions-as-division
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
Python coding: Do While Loops | Texas Instruments
... a new number has been randomly determined. Now c has a value of 2, representing that we have found 2 numbers so far. Next, the program checks to see if t and n have the same value. Why? The program is checking to see if n (the new number) is the same as t (the previous number). If they are the s...https://education.ti.com/en/resources/computer-science-foundations/do-while-loops
High-School-State-Test
... • • National standardized tests and college entrance exams Click on your state to find out if TI calculators are allowed. Map Legend Green Use TI on the exam (handheld ...https://education.ti.com/en/resources/test-preparation-tools/high-school-state-test-map
Extending Exponents
... should be able to extend properties of postive integer exponents to all integer exponents, apply properties of exponents to express numbers in scientific notation, and interpret and explain numerical expressions involving exponents that are 0, negative, or \(\frac{1}{2}\) or \(\frac{1}{3}\). ...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/extending-exponents
Building a Table of Ratios
... begin to compare ratios. What to look for Have students explain their strategies for solving problems involving equivalent ratios. Sample Assessment If Sara used 3 cups of pancake mix to make 24 pancakes, how many cups would she need to make 40 pancakes? Answer: 3:24 is equivalent to 1:8, which ...https://education.ti.com/en/building-concepts/activities/ratios/sequence1/building-a-table-of-ratios
Dividing a Fraction by a Fraction
...fraction (a/b) by the fraction (c/d). 393726 Dividing a Fraction by a Fraction Planning and Resources Objectives Students understand how to identify and interpret problems involving division of fractions, in particular that division of a by b can be thought of a’s the number of b’s contained...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/dividing-a-fraction-by-a-fraction
Building Expressions
...sh a foundation for the definition of equivalent expressions. 398280 Building Expressions Planning and Resources Objectives Students should identify equivalent expressions and explain why they are equivalent using properties of multiplication and addition. They use a variety of strategies, i...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/building-expressions
Visualizing Systems of Linear Equations
... 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 "A store sells white scarves and red scarves. A white ...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/visualizing-systems-of-linear-equations
Moving from Proportional Relationships to Linear Equations
...equence of multiplications may be calculated in any order and the numbers may be grouped together any way. What are students doing? They explore different sets of factors that produce the same result and consider whether an exponent can “distribute” over any operation. What is teacher doin...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/proportional-relationships-to-linear-equations
Adding Fractions with Unlike Denominators
...lanning and Resources Objectives Students should understand that when adding fractions, the fractions are marked off end to end on a number line. If the denominators are different, the fractions can be added by creating equivalent fractions that have the same denominator, then use the process...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/adding-fractions-with-unlike-denominators
Units Other Than a Unit Square
...ing area models. 393727 Units Other Than a Unit Square Planning and Resources Objectives Students understand that fractions can only be compared if they refer to the same whole. They also recognize that fractions can only be added or subtracted if they refer to the same whole. Vocabulary uni...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/units-other-than-a-unit-square