Probability Diagrams and Tables
...same time. 408114 Probability Diagrams and Tables Planning and Resources Objectives Students distinguish between an experiment in which the outcomes are equally likely and one in which the outcomes are not equally likely. They organize a list of all possible outcomes and find the probabili...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/probability-diagrams-and-tables
Modeling Linear Relationships
...s 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 stro...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/modeling-linear-relationships
Intro to Data
...k participants to complete a marathon are shown in the graph below. What is the range of the times? a. 1 to 17 hours b. 16 hours c. 17 hours d. 1 to 2 hours Answer: b) 16 hours Understanding A statistical investigation always begins with a statistical question, one where the responses...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/introduction-to-data
Median and Interquartile Range
...tudents 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 identify the median as a measure of center and interquartile range (IQR) as measure of spread relat...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/median-and-interquartile-range
Law of Large Numbers
... an outcome approaches the actual probability of that outcome, as the number of repetitions gets larger and larger (the law of large numbers). 406772 Law of Large Numbers Planning and Resources Objectives Students recognize that the relative frequency of an outcome is likely to be close ...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/law-of-large-numbers
Sample Proportions
... ZIP PDF DOC TNS Lesson Snapshot A sampling distribution is the collection of sample statistics from all possible samples of a given size from a population. What to lo...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/sample-proportions
Transforming Data
...t or when each element is multiplied by a non-zero constant. 409873 Transforming Data Planning and Resources Objectives Students recognize how common data transformations affect measures of center and spread. Vocabulary transformation distribution mean median interquartile range (IQR) mea...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/transforming-data
Expressions & Equations
... PDF DOC TNS Columns Container Column 1 Column 2 Lesson Snapshot This lesson focuses on how the definition can be used in a variety of situations to make sense of the computati...https://education.ti.com/en/building-concepts/activities/expressions
What is a Variable?
... implies multiplication between 3 and x. Sample Assessment If a=115 and b=45, what would be the value of the expression b+(a - b)? a 115 b. 185 c. 205 d. 275 Answer: a. 115 Understanding A variable might stand for a range of numbers that can be used in a mathematical expression; a...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/what-is-a-variable
Adding Ratios
...fects the rates associated with the two ratios have on the steepness of the segments. Sample Assessment The ratio 50:100 is equivalent to the ratio 1:2 and the ratio is 75:100 is equivalent to the ratio 3:4. Is the sum of the ratios 50:100 and 75:100 equivalent to the sum of the ratios 1:2 and 3:...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
Creating Equivalent Fractions - Texas Instruments
...uivalent fractions. Then lead them in a discussion of their observations. Sample Assessment a. (5/4) = (BLANK/BLANK) Possible answer: (5/4) = (15/12) b. (3/ BLANK) = (BLANK/ 21) Possible answer: (3/7) = (9/ 21) Understanding The fraction (n/n), where n is not equal to 0, is the ...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/creating-equivalent-fractions
Fraction Multiplication
... creates a product less than the number; multiplying any number by a fraction greater than one produces a product greater than the number. Vocabulary commutative property of multiplication reciprocal This lesson uses interactive unit squares to explore the concept of fraction multipl...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/fraction-multiplication
Learning Gains from Teaching with Graphing Calculators
...gher learning gains due to graphing calculator use in 4 types of learning outcomes for math. Average effect sizes were: Operational Skills g=.32 Computational Skills g=.43 Problem Solving g=.22 Attitude towards math g=.32 Reference: (Ellington 2003) Empirical Education, Inc. A...https://education.ti.com/en/resources/funding-and-research/research/research_highqualityteaching
Python coding: Do While Loops | Texas Instruments
...s a random integer within the inclusive range from a to b (meaning including a and b). So, randint(1,6) will return a random integer from the set {1, 2, 3, 4, 5, 6}. Tech tip: randint() can be entered via the TI-Nspire™ keyboard or from Menu > Random. Tech tip: The break command can be typed in...https://education.ti.com/en/resources/computer-science-foundations/do-while-loops
Extending Exponents
...ts 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 the...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/extending-exponents
Building a Table of Ratios
...values in the original ratio and that the entries in each column can be obtained by adding the original values in the ratio to the previous row. 393702 Building a Table of Ratios Planning and Resources Objectives Students should understand and be able to generalize strategies for finding eq...https://education.ti.com/en/building-concepts/activities/ratios/sequence1/building-a-table-of-ratios
Solving Equations
...Students 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 ...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/solving-equations
Building Expressions
... Downloads ZIP PDF DOC TNS Lesson Snapshot Two expressions are equivalent if they have the same value for every possible replacement for the variable or variables. What to look ...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/building-expressions
What's a Solution to a System of Equations?
...find 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...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/what-is-a-solution-to-a-system-of-equations
Adding Fractions with Unlike Denominators
... creating equivalent fractions that have the same denominator, then use the process for adding fractions with like denominators. Vocabulary congruent common factor This lesson uses unit squares to help students investigate addition and subtraction of fractions with unlike denominator...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/adding-fractions-with-unlike-denominators
Multiplying Fractions by a Whole Number
...ole Number Planning and Resources Objectives Students understand that the product of a whole number n and a fraction (a/b) is (na/b). Vocabulary commutative property of multiplication This lesson can be used to develop multiplication of a fraction by a whole number. 393722 Multi...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/multiplying-fractions-by-a-whole-number
Solving Systems of Equations Algebraically
...tickets and total number of child tickets that she buys? Answer: 10 adult tickets and 4 child tickets. Understanding Develop linear combinations of two quantities and investigate what happens when a constraint is imposed on the linear combination \(ax+by\) for a given \(a\) and ...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/solving-systems-of-equations-algebraically
Adding and Subtracting Fractions with Like Denominators
...er lines. Sample Assessment In how many ways can you decompose (5/4) into the sum of two fractions with a denominator of 4? Answer: (1/4)+(4/4); (2/4)+(3/4); (0/4)+(5/4). Understanding Subtracting fractions with like-denominators can be thought of as taking away the number of copies...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/adding-and-subtracting-fractions-with-like-denominators
Building Expressions in Two Variables
...each with the first level. Sample Assessment Find the value of \(p\) so that the expression \(\frac{5}{6} - \frac{1}{3^n}\) is equivalent to \(p(5-2n)\). Answer: \(\frac{1}{6}\) 439865 Understanding Proper use of the properties of multiplication and addition helps to identif...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/building-expressions-in-two-variables