Multiplying Fractions by a Whole Number
... DOC TNS Lesson Snapshot 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 tog...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
...n on number lines they have drawn. Then have them model the subtraction on the interactive number 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 Sub...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/adding-and-subtracting-fractions-with-like-denominators
Building Expressions in Two Variables
... What to look for This activity can be used to serve two different levels of learning. First to develop flexibility using negative number in simple linear expressions, and second to prepare students for factoring or expanding polynomials. Care should be taken not to overreach with the first lev...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/building-expressions-in-two-variables
Equivalent Fractions - Texas Instruments
... This lesson helps students understand that two fractions are equivalent (or equal) if they are located at the same point on the number line. 393714 Equivalent Fractions Planning and Resources Objectives Students should understand and explain that two fractions are equivalent (...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/equivalent-fractions
Standards
...bjects. To see how calculators are incorporated and how to best use them in the classroom, we offer the following resources. Online support: NCTM's publication, Principles and Standards for School Mathematics. Learn More National Council of Teachers of Mathematics ...https://education.ti.com/en/resources/funding-and-research/standards
AP® Calculus | BC2 2019 Module | Texas Instruments
... Polar regions: A polar curve problem involving areas enclosed by the curve as well as subregions defined by intersections with lines and circles. (Average distance also appears in one part.) Go to resource library BC2 Planning and Resources Objectives Students shoul...https://education.ti.com/en/resources/ap-calculus/polar-and-parametric/sequence3/2019-bc2
AP® Calculus | BC2 2017 Module | Texas Instruments
...C2 Planning 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 p...https://education.ti.com/en/resources/ap-calculus/polar-and-parametric/sequence1/2017-bc2
Navigating Equity and Access for Higher Education as presented by Dr. Cathy Moak Ph.D.
...a component director for School Transformation and Digital Learning at Education Service Center Region 6, where she founded the EduHero Project, an online training site for educators. Moak taught at both Texas A&M University and Sam Houston State University. She later went on to become a curricul...https://education.ti.com/en/resources/funding-and-research/partners/ti-talks/cathy-moak
AP® Calculus | AB1/BC1 2017 Module | Texas Instruments
...library 393713 AB1/BC1 Planning and Resources Objectives Students should understand that a fraction can be represented as a point on a number line. They use a number line to interpret the following: 1. (a/b) is a copies of (1/b) 2. (a*n/n) is a fraction 3. (0/n) is equal to 0 Vocabulary f...https://education.ti.com/en/resources/ap-calculus/area-volume/sequence1/2017-ab1-bc1
AP® Calculus | AB5 2019 Module | Texas Instruments
... Area/Volume: A region R is bounded between two graphs and two vertical lines. Questions include finding the area of R, the volume of a solid with R as base and known cross-sections, and the volume of a solid of revolu...https://education.ti.com/en/resources/ap-calculus/area-volume/sequence3/2019-ab5
Digital mood ring python | Videos
... Choose five mood messages from the previous list. Write a program to display them on the TI-Nspire™ CX II graphing calculator, each on a different line. Full Coding Challenges 6 and 7: Displaying the Mood Choose five mood messages from the previous list. Write a program...https://education.ti.com/en/resources/stem/projects/digital-mood-ring-python/videos
Engineering From Day One | TI Talks series
...y. The Center serves 24,000 undergraduate, master’s and doctoral engineering students and technical professionals on three campuses, including both online and full-immersion programs. Hammond is passionate about broadening participation in higher education through first-generation, diversity and ...https://education.ti.com/en/resources/funding-and-research/partners/ti-talks/may-event
STEM Exchange | Engaging Students in Science: Using Crosscutting Concepts to Prompt Student Sensemaking of Phenomena | May 2022
...ust be built [1]. One of these dimensions, crosscutting concepts (CCC), unifies the study of science and engineering across all domains of both disciplines. Though the dimension of CCC is essential to support students in learning science and engineering, it is also the least understood. This TI ...https://education.ti.com/en/resources/ti-stem-exchange/may2022-event
Making Music With Code | Planning | Texas Instruments
... STEM Projects--> Coding the Sounds of Music Using Python TI-Nspire™ CX II graphing calculator Here you’ll find an outline of everything you need to start making music with code, including: A list of the technology required for the project How to borrow ...https://education.ti.com/en/resources/stem/projects/making-music-with-code/planning
AP® Calculus | AB3/BC3 2017 Module | Texas Instruments
...action (1/b) is one part of a unit square that has been partitioned into b equal regions. The fraction (a/b) is a copies of (1/b) on both a number line and in a unit square. Vocabulary tiling unit square Given the graph of a derivative, this problem involves the analysis of the o...https://education.ti.com/en/resources/ap-calculus/fundamental-theorem-of-calculus/sequence1/2017-ab3-bc3
Python coding activities: Operating on Lists | Texas Instruments
...discussion of main ideas from the activity. Entering values into a list using input How is the x=int(input(“Enter value for element ”+str(i+1)+“:”)) line of code similar to what we did above? How is it different? What will those differences look like when the program is run? Also, how does this...https://education.ti.com/en/resources/computer-science-foundations/operating-on-lists
Python coding activities: Recursion | Texas Instruments
...king through that activity, then read through the following discussion of main ideas from the activity. Explicit notation How does the line of code print(“f(x) equals ”,f(x_user)) work? This print statement prints the text “f(x) equals” then calls the function f(x) and passes the v...https://education.ti.com/en/resources/computer-science-foundations/recursion
AP® Calculus | BC5 2019 Module | Texas Instruments
...culus website Rational function family: Tangent line, proper and improper integrals arise in these questions about a rational function family with a parameter, k, in the denominator. Go to resou...https://education.ti.com/en/resources/ap-calculus/series-and-improper-integrals/sequence3/2019-bc5
AP® Calculus | AB6 2019 Module | Texas Instruments
... Take it to the limit: Two twice-differentiable functions share a tangent line. Questions on limits, continuity, and derivatives of these and three other related functions are asked, and both L’Hopital’s Rule...https://education.ti.com/en/resources/ap-calculus/function-graphical-analysis/sequence3/2019-ab6
Module 09 - Natural Exponential y=e^x
...9; Planning 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 p...https://education.ti.com/en/resources/family-of-functions/m09
Module 10 - Natural log y=ln(x)
...x) Planning 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 p...https://education.ti.com/en/resources/family-of-functions/m10
Module 11 - Semi-circle y=sqrt(r^2-x^2)
...2) Planning 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 p...https://education.ti.com/en/resources/family-of-functions/m11
Module 12 - Greatest integer y=[x]
...x] Planning 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 p...https://education.ti.com/en/resources/family-of-functions/m12
Module 07 - Exponential growth y=2^x
...9; Planning 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 p...https://education.ti.com/en/resources/family-of-functions/m07