Probability Diagrams and Tables
Probability Diagrams and Tables website In this lesson, students develop a process for determining the probability of two independent events occurring at the same time. 408114 Probabilit...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/probability-diagrams-and-tables
Modeling Linear Relationships
...dents investigate patterns of association in bivariate data looking for direction, strength, 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 ...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/modeling-linear-relationships
Comparing Populations using Sample Statistics
...ce between sample means can provide indication of a real difference between population means. Sample Assessment The scores on an achievement test for 20 randomly selected boys and 20 randomly selected girls are collected. Which expressions provides some evidence that girls scored better than boys...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/comparing-populations-using-sample-statistics
Choosing Random Samples
Choosing Random Samples website In this lesson, students will explore different methods of generating random samples from a population of interest. 409869 Choosing Random Samples Planni...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/choosing-random-samples
Mean as Balance Point
Mean as Balance Point website In this lesson, students focus on how the mean can be described as the balance point for the distribution of a set of data. 397184 Mean as Balance Point Pla...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/mean-as-balance-point
Law of Large Numbers
...omes, 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 the probabilities of the outcomes is greater than 0.5. Answer: False d. The probability of one outcome is 0.25. Answ...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/law-of-large-numbers
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 Proportions
... the same unless the file has been set to proportions rather than counts. Sample Assessment Would you rather go to a small hospital where a sample of 10 operations showed that 8 of them were successful or to a large hospital where on average 75% of the operations are successful? Give a reason for...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/sample-proportions
Sample Means
Sample Means website In this lesson, students use simulation to explore how sample means (and medians) vary from sample to sample when repeated samples are taken from the same population....https://education.ti.com/en/building-concepts/activities/statistics/sequence1/sample-means
Two Way Tables and Categorical Data
Two Way Tables and Categorical Data website In this lesson, students will use two-way tables to investigate associations between two categorical variables. 416975 Two Way Tables and Categ...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/two-way-tables
Transforming Data
...acher decided to add 3 bonus points to everyone's test score. If the mean grade on the test was originally 84 with a mean absolute deviation (MAD) of 10, what would the new mean and MAD be? Answer: The mean would be 87 and the MAD would be 10. Understanding Students discover what chang...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/transforming-data
Linear Inequalities in One Variable
...inequality by a negative number does not preserve order. Sample Assessment What are all the possible whole numbers that make 8-___>3 true? a. 0, 1, 2, 3, 4, 5 b. 0, 1, 2, 3, 4 c. 0, 1, 2 d. 5 Answer: b Understanding Finding the solution to an inequality in one variable invol...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/linear-inequalities-in-one-variable
Adding Ratios
...ionship between two (or more) related quantities; and that, since the values in a ratio are quantities, they can be combined to form a new ratio. 393710 Adding Ratios Planning and Resources Objectives Students should recognize that adding equivalent ratios results in a ratio that is equivale...https://education.ti.com/en/building-concepts/activities/ratios/sequence1/adding-ratios
Equations of the Form ax+by = c
... to explore the “trade off” or “exchange” between the values of the two variables in order to maintain the constraint imposed by the constant c. 442898 Equations of the Form \(ax+by = c\) Planning and Resources Objectives Students should be able to explain the meaning of a solution for a ...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/equations-of-the-form-ax-plus-by-equals-c
Comparing Units
...le using different sized wholes and fractions. Encourage students to explain their reasoning for each of. their answers. Sample Assessment Petre had (1/3) of a 6-inch long candy bar and Sande had (1/2) of 4-inch candy bar. Who had the most candy? Answer: Petre had 2 inches of his bar because (1/3...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/comparing-units
Fractions and Unit Squares - Texas Instruments
... This lesson uses a dynamic geoboard to extend the concept of fraction to unit squares, where the unit fraction (1/b) is a portion of the area of a unit square. 393715 Fractions and Unit Squares Planning and Resources Objectives Students understand that a...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/fractions-and-unit-squares
What is an Exponent?
...lows students to investigate exponents and learn how to use exponents as a compact way to write expressions involving whole number multiplication. 398118 What is an Exponent? Planning and Resources Objectives Students should be able to use and interpret the definition of an exponent. They c...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/what-is-an-exponent
Learning Gains from Teaching with Graphing Calculators
...usion:Teaching with graphing calculators using the techniques identified as successful has been shown to yield average learning gains in the range of 14% to 50% Virginia Commonwealth University A meta-analysis of 54 high-quality studies found higher learning gains due to graphing calculator u...https://education.ti.com/en/resources/funding-and-research/research/research_highqualityteaching
AP® Calculus | BC2 2020 Module | Texas Instruments
...will also be available. PDF slides Downloads Content in this question aligns well with the AP® Calculus units 9 and10. Calculus units Two Columns Container Column 1 Column 2 AP is a registered trademark of the College ...https://education.ti.com/en/resources/ap-calculus/taylor-polynomials-power-series/sequence4/2020-bc2
Extending Exponents
...nents to express numbers in scientific notation, and interpret and explain numerical expressions involving exponents that are 0, negative, or \(\frac{1}{2}\) or \(\frac{1}{3}\). Vocabulary exponent base factor cube square power In this lesson students investigate how patterns in ...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/extending-exponents
Solving Equations
...may be challenged when looking for solution pathways that are non-routine. Sample Assessment Which equation has the same solution as \(4-2(x-5)=x-19\)? a. \(2(x+5)=-8\) b. \(3(x-3 )=9\) c. \(x+2=2x-3\) d. \(3x-4= 2x+7\) Answer: d. \(3x-4=2x+7\) Understanding Solving ...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/solving-equations
What's a Solution to a System of Equations?
...d solutions using balances. Then students investigate graphically systems with a unique solution, no solutions, or infinitely many solutions. 442901 What is a solution to a System of Equations Planning and Resources Objectives Students should be able to identify whether the solution to a ...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/what-is-a-solution-to-a-system-of-equations
Visualizing Systems of Linear Equations
...ction. Sample Assessment "A store sells white scarves and red scarves. A white scarf costs $3 and a red scarf costs $5. On Monday, the store sold 12 scarves for a total of $50. What is the total number of red scarves that the store sold on Monday? a. 4 b. 5 c. 6 d. 7 Answer: d Understandi...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/visualizing-systems-of-linear-equations
Moving from Proportional Relationships to Linear Equations
...nnot be zero. Sample Assessment Consider the graph of a line. Which equation has a slope greater than the slope for the line shown? a. \(y = 3x-1\) b. \(y = \frac{x}{2}+4\) c. \(y = 2x+2\) d. \(y = \frac{x}{3}-3\) Answer: a Understanding Any sequence of multipl...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/proportional-relationships-to-linear-equations
Solving Systems of Equations Algebraically
Solving Systems of Equations Algebraically website In this lesson students will investigate pathways for solving systems of linear equations algebraically. 448154 Solving Systems of Eq...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/solving-systems-of-equations-algebraically