Ratios and Rational Numbers
...fferent unit rates to compare the ratios and slopes of the lines. What is the teacher doing? Have students name some points that lie along the ray. Guide students in a discussion of to remind them that the points are on the same ray because they are associated with a collection of equivalent rati...https://education.ti.com/en/building-concepts/activities/ratios/sequence1/ratios-and-rational-numbers
Solving Proportions
... PDF DOC TNS Lesson Snapshot Students consider ratio problems that involve an additional constraint on the quantities. In particular, the two quantities involved add to a given sum as well ...https://education.ti.com/en/building-concepts/activities/ratios/sequence1/solving-proportions
What is Probability
...uld notice that the more repetitions of an experiment leads to an relative frequency that is closer to the theoretical probability. Sample Assessment Identify each as true or false: a. The probability of an outcome can be 2/1. b. The probability of an outcome can be 0. c. If an outcome is sure ...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/what-is-probability
Why Random Samples
...ple Assessment Which of the following is a true statement about a random sample of students from your class? A random sample is: a. choosing whoever comes to mind as you think about students in the class b. choosing two boys and two girls, one of each who gets good grades and one of each who ge...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/why-random-samples
TI-Nspire™ CX Technology by Texas Instruments
...ctive functionality to support a collaborative learning atmosphere that encourages students to explore, observe and master the fundamental topics in middle grades math. Create opportunities for learning By interacting directly with the math, students are able to analyze relationships, ...https://education.ti.com/en/building-concepts/ti-nspire-cx-technology
Pub Connect Pearson
...ignment Prentice Hall Mathematics Mathematics Course 1 ©2010 Alignment Course 2 ©2010 Coming Soon Course 3 ©2010 Coming Soon Course 1 ©2008 Alignment Course 2 ©2008 Alignment ...https://education.ti.com/en/activities/publisher-connections/pearson
Wiley Publishing
Wiley Publishing global website For over 200 years, Wiley has grown and evolved, taking pride in its ability to meet the changing needs of its customers. The company's current migration to the d...https://education.ti.com/en/activities/publisher-connections/wiley_publishing
Exploring Mathematics with the Cabri™ Jr. Application
...ort book of six activities helps students familiarize themselves with the calculators and related software that will help them visualize key geometry ideas and concepts. Author(s) - Charles Vonder Embse and Eugene Olmstead (edited by Karen Campe) Table of Contents 1. Simple Constructions 2. R...https://education.ti.com/en/activities/exploration-series/capri-jr-exploring
30 34 investigation
... Magic Nines 3. Repeating Elevens 4. Remember Me? 5. Keeping up with Trash 6. Light Years Away 7. Eating Out 8. Power Patterns 9. Power Company 10. Roots 11. Exponent Game 12. Going out of Business 13. Circle Around 14. Stuff It! Investigating Mathematics with Calculators in the Mid...https://education.ti.com/en/activities/exploration-series/30-34-investigation
Probability Diagrams and Tables
...ing the product rule for independent events. What to look for Students should understand when it is appropriate to multiply the probabilities of individual outcomes in order to determine the probability of a compound event. Sample Assessment A nickel, a dime, and a quarter are flipped at the same...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/probability-diagrams-and-tables
Probability and Simulation
...e will account for some variability, but overall the estimates of the probability of success from simulated distributions should be fairly close, provided the number of repetitions is fairly large. Sample Assessment Which of the following could be used to model a 50% chance in a setting up a simu...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/probability-and-simulation
Outliers
... develop a working definition of outliers and use it to analyze data sets. 409872 Outliers Planning and Resources Objectives Students learn to identify outliers in a set of data through both visual and computational approaches. They can describe the impact of outliers on measures of center...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/outliers
Introduction to Histograms
... DOC TNS Lesson Snapshot Students explore how changing the bin width can change the story in the distribution of the data. What to look for Note that histograms are ordered according to a number line and are use...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/introduction-to-histograms
Intro to Data
...f data, the number of times each possible outcome occurs. 397179 Intro to Data Planning and Resources Objectives Students should understand the idea of a distribution of a set of data. They can identify clusters, peaks, and gaps, and recognize common shapes in graphical representations of...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/introduction-to-data
Median and Interquartile Range
...tion of data. 397180 Median and Interquartile Range Planning and Resources Objectives Students should understand that summary measures of data identify certain key features of the distribution of the data, but do not necessarily give a complete picture of the distribution. They can identi...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/median-and-interquartile-range
Law of Large Numbers
... The frequency is just the count for how many times a color was drawn. The relative frequency is how many times a certain color jellybean occurred divided by the total number of jellybeans drawn. What to look for Students recognize that the relative frequency of an outcome is likely to be close t...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/law-of-large-numbers
Sample Proportions
...of the operations are successful? Give a reason for your answer. Response: The large one because a small sample can have a lot of variability and it did not say it was random. When something happens “On average” there will be some variability but the variability will be close to the 75%. Understa...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/sample-proportions
Scatter Plots
...ectives 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 sc...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/scatter-plots
Two Way Tables and Categorical Data
...tion. The older group has a much higher percentage at risk than the younger group. Understanding Two-way tables of relative frequencies provide numerical evidence for whether or not there is an association between categorical variables, and the associated relative frequency graphs provi...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/two-way-tables
Transforming Data
... by shifting or scaling to assist in its analysis. Sample Assessment One of the problems on a mathematics test was incorrectly stated. The teacher 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, wh...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/transforming-data
Expressions & Equations
...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 doing? Encourage students to explore equivalent ways of writing n...https://education.ti.com/en/building-concepts/activities/expressions
What is a Variable?
...es Students should understand that a variable can take on any one of a range of values. They recognize an algebraic expression as one involving some combination of variables, numbers and mathematical operations. Vocabulary expression variable constant In this lesson students evaluat...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/what-is-a-variable
Adding Ratios
...e same context. They are asked to think about the steepness of the lines generated by adding two ratios. What is the teacher doing? Have students consider that in some cases, the trend indicated by the ratios for a certain outcome can be greater than another in two different groups in the same co...https://education.ti.com/en/building-concepts/activities/ratios/sequence1/adding-ratios
Equations of the Form ax+by = c
... identify unique solutions to a linear equation of the form \(ax+by = c\) Vocabulary linear equation variables constraint solution intercepts linear combinations In this lesson students investigate linear equations of the form \(ax+by = c\). Students use coordinate grids to explor...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/equations-of-the-form-ax-plus-by-equals-c
Creating Equivalent Fractions - Texas Instruments
... In this lesson, students explore how to create equivalent fractions by multiplying the numerator and denominator of a fraction by a common factor. 393716 Creating Equivalent Fractions Planning and Resources Objectives Students express that a fraction (a/b) is equivalent to ...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/creating-equivalent-fractions