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
Equations and Operations
...of the original equation by a numerical value. 398116 Equations and Operations Planning and Resources Objectives Students should be able to identify solution-preserving mathematical moves related to equations and moves that do not preserve solutions. They can describe a strategy for finding...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/equations-and-operations
Adding and Subtracting Fractions with Like Denominators
...r). 393718 Adding and Subtracting Fractions with Like Denominators Planning and Resources Objectives Students should understand and explain that if two fractions represent the same whole and have the same denominator, their sum is represented by joining end to end the segment of length for o...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/adding-and-subtracting-fractions-with-like-denominators
Equivalent Fractions - Texas Instruments
Equivalent Fractions Equivalent Fractions Equivalent Fractions - Texas Instruments website This lesson helps students understand that two fractions are equivalent (or equal) if they are loc...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/equivalent-fractions
Dividing a Fraction by a Whole Number
... be shared among six people. a. How much of the whole package does each person get? Answer: Each person will get (3/24) or (1/8) of the package. b. If each package has 16 pens, how many pens will each person get? Answer: 2 pens Understanding Students can use the relationship between d...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/dividing-a-fraction-by-a-whole-number
Visualizing Linear Expressions
...ication of real numbers and is central in creating equivalent expressions involving those operations. What are the students doing? Students use different visual models to make connections between the distributive property and the order of operations when creating equivalent expressions. ...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/visualizing-linear-expressions
Standards
...uires Adobe Acrobat Reader® Learn More National Science Teachers Association The NAEP mathematics assessment is based upon a framework of curricular priorities for mathematics. Learn More National Center for Education Statistics' National Assessment of Educational Progress ...https://education.ti.com/en/resources/funding-and-research/standards
Begin with the End in Mind - Tapping into Partner Strengths to Expand College Access as presented by Traci Aucoin
...XrnkVA0A Partner Traci O. Aucoin GEAR UP Project Director Lafayette Parish School System, Louisiana Traci O. Aucoin is currently the Lafayette Parish School System GEAR UP Project Director. She has worked in education for 30 years and has been part of the GEAR UP init...https://education.ti.com/en/resources/funding-and-research/partners/ti-talks/traci-aucoin
Leveraging ESSER and Other Public Funding To Support After-School Programs and Address Career and Workforce Readiness
... the voice of the after-school profession — has over 36,000 members across the country and hosts the most comprehensive program of professional development opportunities for after-school professionals anywhere in the U.S. Working at the intersection of education, youth development, public policy ...https://education.ti.com/en/resources/funding-and-research/partners/ti-talks/gina-warner
STEM Exchange | Computer Science and Programming to Foster STEM Interest | October
... Heard about the ExCITE! Project (Exploring Computation Integrated Into Technology and Engineering) implementation in Henrico County, Virginia, and Carroll County, Maryland, to support AP® CSP success Shared thoughts, challenges and ideas with other STEM educators across th...https://education.ti.com/en/resources/ti-stem-exchange/october2021-event
STEM Exchange | It Takes a Village: State, Regional and Community Support for STEM Learning | November
...activities, programs and learning for a broad range of students Consider how corporate partnerships and state-supported STEM certification helps schools in Georgia offer robust, sustainable STEM learning experiences for students of all grade levels and backgrounds ...https://education.ti.com/en/resources/ti-stem-exchange/november2021-event
WeTeach_CS and You Can Too! as presented by Carol Fletcher
...or of EPIC (Expanding Pathways in Computing) at UT Austin’s Texas Advanced Computing Center (TACC) where she oversees research and professional development projects in STEM and CS education such as the nationally recognized WeTeach_CS program. She is PI for two NSF projects focused on broadening ...https://education.ti.com/en/resources/funding-and-research/partners/ti-talks/carol-fletcher
Module 09 - Natural Exponential y=e^x
...anning 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/resources/family-of-functions/m09
Module 10 - Natural log y=ln(x)
...anning 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/resources/family-of-functions/m10
Module 11 - Semi-circle y=sqrt(r^2-x^2)
...anning 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/resources/family-of-functions/m11
Module 12 - Greatest integer y=[x]
...anning 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/resources/family-of-functions/m12
Module 07 - Exponential growth y=2^x
...anning 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/resources/family-of-functions/m07