Python coding: Do While Loops | Texas Instruments
...d in Unit 4, Activity 3. Start by working through that activity, then read through the following discussion of main ideas from the activity. Random Numbers example Quick refresher: How does the randint(1,6) syntax work? Answer: In Python, randint(a,b) returns a random integer within the inclus...https://education.ti.com/en/resources/computer-science-foundations/do-while-loops
Python coding activities: Programming With Lists | Texas Instruments
...n: len(mylist) ? Let’s test it out and see. It returns a 4. What does the len() command do? It returns the dimension or length of the array — the number of elements in the array. This will be a helpful command for us to use in many programs. We’ve been exploring some array commands on Python ...https://education.ti.com/en/resources/computer-science-foundations/programming-with-lists
AP® Calculus | BC5 2017 Module | Texas Instruments
...ctions and infinite series. Go to resource library 393721 BC5 Planning and Resources Objectives Students understand that dividing the whole number a by another whole number b can be represented as (a/b). Vocabulary divisor dividend Great for connecting concepts, this question...https://education.ti.com/en/resources/ap-calculus/series-and-improper-integrals/sequence1/2017-bc5
Python coding activities: Counters, Accumulators and Comparing Loop Types | Texas Instruments
...ares will act as an accumulator in this program, because it will be used to collectively store the cumulative value of the squares of a sequence of numbers. For example, for the sequence of the numbers {1, 2, 3, 4}, the variable sum_of_squares would have a value of 30 (12 + 22 + 32 + 42). i acts ...https://education.ti.com/en/resources/computer-science-foundations/counters-accumulators-comparing-loop-types
AB
...problem involves vehicles arriving at a toll plaza at a given rate (in vehicles per hour), and asks for: a definite integral representing the total number of vehicles arriving over a time interval, the average rate over that same time interval, and an interpretation of whether that rate is increa...https://education.ti.com/en/resources/ap-calculus/taylor-polynomials-power-series
AP® Calculus | BC6 2019 Module | Texas Instruments
...s approximations using them. Go to resource library BC6 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 of AP® Calculus Module Taylor pol...https://education.ti.com/en/resources/ap-calculus/taylor-polynomials-power-series/sequence3/2019-bc6
AP® Calculus | BC2 2020 Module | Texas Instruments
...ry BC2 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 ...https://education.ti.com/en/resources/ap-calculus/taylor-polynomials-power-series/sequence4/2020-bc2
Extending Exponents
...ctives Students should be able to extend properties of postive integer exponents to all integer exponents, apply properties of exponents to express numbers in scientific notation, and interpret and explain numerical expressions involving exponents that are 0, negative, or \(\frac{1}{2}\) or \(\f...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/extending-exponents
Building a Table of Ratios
...hat are the students doing? Students reason about the table of equivalent ratios by using both the visual images of the circles and squares and the numbers in the table. What is the teacher doing? Remind students that to find equivalent ratios, they must multiply or divide both terms of the ratio...https://education.ti.com/en/building-concepts/activities/ratios/sequence1/building-a-table-of-ratios
Dividing a Fraction by a Fraction
... understand how to identify and interpret problems involving division of fractions, in particular that division of a by b can be thought of a’s the number of b’s contained in a. They use the relationship between multiplication and division to explain that a division problem can be rewritten as a ...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/dividing-a-fraction-by-a-fraction
Solving Equations
...(3(x-3 )=9\) c. \(x+2=2x-3\) d. \(3x-4= 2x+7\) Answer: d. \(3x-4=2x+7\) Understanding Solving linear equations with rational number coefficients can combine a variety of methods. What are the students doing? Students solve equations by a variety of solution strategies...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/solving-equations
Building Expressions
...y values of a variable or variables but not true for others. For example, “multiplication” makes things larger is true if you are multiplying whole numbers greater than 1. Sample Assessment Which expression is equivalent to 8(x-2) + 4(3-x) - 2x? Answer: 2x-4 Understanding Students cons...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/building-expressions
Visualizing Systems of Linear Equations
...dents may reason about the numerical value for each expression in an equation and how they must be the same, while others may reason by identifying numbers that make the mobile unbalanced and in which direction. Sample Assessment "A store sells white scarves and red scarves. A white scarf cos...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/visualizing-systems-of-linear-equations
Moving from Proportional Relationships to Linear Equations
...2\) d. \(y = \frac{x}{3}-3\) Answer: a Understanding Any sequence of multiplications may be 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 conside...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/proportional-relationships-to-linear-equations
Adding Fractions with Unlike Denominators
...minators 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 ...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/adding-fractions-with-unlike-denominators
Equations and Operations
...citly state what 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 ...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/equations-and-operations
Solving Systems of Equations Algebraically
...ach adult ticket costs $9. Each child ticket costs $5. Mary spends $110 on tickets. Mary buys 14 total tickets. What are the total number of adult tickets and total number of child tickets that she buys? Answer: 10 adult tickets and 4 child tickets. Understanding ...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/solving-systems-of-equations-algebraically
Using Structure to Solve Equations
... What to look for In the equation 2(x + 4) = 32, students can recognize that the value of x + 4 is the answer to the question "2 multiplied by what number is 32? Sample Assessment The solution to the equation -3x - 29 = -5 will also be the a solution to which of the following equations? a. 3x =...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/using-structure-to-solve-equations
Adding and Subtracting Fractions with Like Denominators
Adding and Subtracting Fractions with Like Denominators website This lesson uses interactive number lines to investigate addition and subtraction of fractions that refer to the same whole...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/adding-and-subtracting-fractions-with-like-denominators
What is a Fraction? - Texas Instruments
What is a Fraction? What is a Fraction? What is a Fraction? - Texas Instruments website This lesson helps students understand and visualize a fraction as a number that can be represented as...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/what-is-a-fraction
Building Expressions in Two Variables
...g Expressions in Two Variables Planning and Resources Objectives Students should be able to identify equivalent expressions involving rational numbers and explain why they are equivalent using properties of multiplication and addition Vocabulary expression equivalent expressions rational n...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 equival...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/equivalent-fractions
Visualizing Linear Expressions
... e. (8 x \(t)\) + (8 x 4) Answer: b and e Understanding The distributive property relates the addition and multiplication of real numbers and is central in creating equivalent expressions involving those operations. What are the students doing? Students use different visual...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/visualizing-linear-expressions
Research on the TI MathForward™ Program - Richardson, TX ISD
...sed. Reference: (Winick and Lewis 2006; Winick and Lewis 2007) Year 2: Jr. High program expansion showed: Growth in teacher knowledge of number and operations was positively associated with the TAKS performance of their students. Teacher self-reports of confidence improved. Tea...https://education.ti.com/en/resources/funding-and-research/research/research_mathforward
research-notes
...tudents' focus on more important mathematics. Equally importantly, technology can represent math in ways that help students understand concepts. In combination, these features can enable teachers to improve both how and what students learn. Learn more (9) The Pedagogical Potential of TI-Nspire™ T...https://education.ti.com/en/resources/funding-and-research/research/research-notes