Choosing Random Samples
...amples from a population of interest. 409869 Choosing Random Samples Planning and Resources Objectives Students will understand several strategies for selecting a random sample and recognize differences between a sample and a population. Vocabulary sample random sample population character...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/choosing-random-samples
Median and Interquartile Range
... DOC TNS Lesson Snapshot Dot plots display data in a way that makes it easier to identify the median of a set of data. This knowledge of median is the foundation for understanding interquartile ranges. What to look for St...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/median-and-interquartile-range
Mean as Fair Share
...raphs to representing the data on a number line. What to look for The mean is often called the average. Students should recognize the mean as a convenient summary statistic that is used extensively in the world around them. Sample Assessment What is the mean of the numbers: 4, 8, 3, 2, 5, 8, 12? ...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/mean-as-fair-share
What is an Exponent?
... DOC TNS Lesson Snapshot This lesson focuses on how the definition can be used in a variety of situations to make sense of the computations: ab, (a*c)b, abc and in particular, allows students to investigate whether exponents “distribu...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/what-is-an-exponent
Fraction Multiplication
...S Lesson Snapshot Students can think about the finding the product of two fractions as finding the area; where each multiplier represents the base or the height of a rectangle. What to look for Be sure students understand that the whole number 2 would be represented by ...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/fraction-multiplication
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
AP® Calculus | AB3/BC3 2019 Module | Texas Instruments
... Function graph and FTC: Given the graph of a function f (continuous, defined piecewise by line segments and a circle arc), questions require evaluating derivatives and definite integrals using the graph. Fundamental Theorem ...https://education.ti.com/en/resources/ap-calculus/fundamental-theorem-of-calculus/sequence3/2019-ab3-bc3
Python coding: Do While Loops | Texas Instruments
... Do While Loops This activity extends the “Teaching Foundations of Computer Science With Python on TI-Nspire™ Technology” workshop to study additional topics from computer science with the support of the TI-Nspire™ CX II grap...https://education.ti.com/en/resources/computer-science-foundations/do-while-loops
High-School-State-Test
...egistered trademark owned by the International Baccalaureate Organization. None are affiliated with, nor endorse, TI products. Policies subject to change. Visit www.collegeboard.org, www.act.org and www.ibo.org. @media (max-width:768px){table tr td ...https://education.ti.com/en/resources/test-preparation-tools/high-school-state-test-map
AP® Calculus | BC2 2020 Module | Texas Instruments
Examine practice questions for the AP Calculus BC exam. Look at parametric velocity values, derivatives, Euler’s Method and Taylor polynomials. Explore more. AP® Calculus | BC2 2020 Module | Texas Instruments apcalculus website ...https://education.ti.com/en/resources/ap-calculus/taylor-polynomials-power-series/sequence4/2020-bc2
Building Expressions
...g 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, including rewriting an expression and properties of operations, to develop eq...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/building-expressions
Texas Instruments Guidelines for Research
... Independence and Integrity of Research The key provisions of TI's policies include: TI adheres to the research code of ethics of the American Educational Research Association Assurance of data privacy is controlled by the U.S. Federal Educational Rights and Privacy Act (FERPA), the Euro...https://education.ti.com/en/resources/funding-and-research/research/research-ethics
research-program
research-program global website Research at Texas Instruments About TI's Research Program Texas Instruments uses extensive research to help improve mathematics and science education. For more than 20 ye...https://education.ti.com/en/resources/funding-and-research/research/research-program
What's a Solution to a System of Equations?
... What is the teacher doing? Encourage students to build on the knowledge that all of the points \((x, y)\) that make \(ax+by = c\) a true statement lie on a line, and recognize that the solution, if one exists, would be the pair \((x, y)\) that makes both statements true. The Big Idea ...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/what-is-a-solution-to-a-system-of-equations
Moving from Proportional Relationships to Linear Equations
...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 doing? Encourage students to explore...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/proportional-relationships-to-linear-equations
Multiplying Fractions by a Whole Number
...hot Have students explain how the visualization on the top number line is related to the value of the product; 6 x (1/5) can be seen as "6 copies of the unit fraction (1/5)" What to look for Have students work together using the interactive number line to find the product of two numbers, ...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/multiplying-fractions-by-a-whole-number
Equations and Operations
...hat x represents in in the previous two questions. One example of confusion might be in the question above where x could represent the number of brownies Steve got or the total number of brownies his team made. Sample Assessment What number makes the following equation true? 112 + x = 34 Answe...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/equations-and-operations
Solving Systems of Equations Algebraically
... 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 ticket costs...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/solving-systems-of-equations-algebraically
Building Expressions in Two Variables
...ns in two variables and explain why two expressions are equivalent. What is the teacher doing? Engage students in reasoning about the values produced by an expression in two variables and in looking for patterns that can be used in creating equivalent expressions. The Big Idea Col...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/building-expressions-in-two-variables
Dividing a Fraction by a Whole Number
...ing and Resources Objectives Students understand that dividing a unit fraction by a whole number partitions the unit fraction into the number of pieces determined by the whole number. Vocabulary non-unit fraction quotient This lesson uses a unit square to explore division of fract...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/dividing-a-fraction-by-a-whole-number
Dividing a Whole Number by a Fraction
...he whole number to the unit squares and the unit fraction to each partition within the unit square. What to look for Students should see that the quotient is the total number of partitions within the two unit squares. Sample Assessment Consider the following problem: You used 2 (2/3) cups of suga...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/dividing-a-whole-number-by-a-fraction
research-notes
...ests that integration of graphing calculators can improve student conceptual understanding, attitudes toward math, and retention in college level studies in math and related fields. Learn more (2) Should graphing calculators be allowed on important tests? Broadly speaking, unless a test's goal is...https://education.ti.com/en/resources/funding-and-research/research/research-notes
Polar-and-Parametric
...rpretation of whether the vertical distance between the two graphs is increasing or decreasing at a specific value, the volume of a solid whose base lies in the region, and a calculation of the rate of change of a cross-sectional area moving through the solid over time. Go to resource library ...https://education.ti.com/en/resources/ap-calculus/polar-and-parametric
AB
...rpretation of whether the vertical distance between the two graphs is increasing or decreasing at a specific value, the volume of a solid whose base lies in the region, and a calculation of the rate of change of a cross-sectional area moving through the solid over time. Go to resource library ...https://education.ti.com/en/resources/ap-calculus/area-volume
AP® Calculus | BC1 2020 Module | Texas Instruments
...cepts and Scoring Guidelines: Parts F–H Free-response question BC1 involves a graphical stem, and the problems discussed in this video involve properties of the definite integral, L’Hospital’s Rule, the Product Rule, the Fundamental Theorem of Calculus and the Chain Rule. Watch Video ...https://education.ti.com/en/resources/ap-calculus/area-volume/sequence4/2020-bc1