TI TI-10 Manuel utilisateur

TI.10:

A Guide for Teachers

Developed by

Texas Instruments Incorporated

Activities developed by

Dr. Jane Schielack

About the Author

Dr. Jane Schielack is an Associate Professor of Mathematics Education in the Department of Mathematics at

Texas A&M University. She developed the

Activities

section and assisted in evaluating the appropriateness of the

examples in the

How to Use the TI-10

section of this guide.

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exceed the purchase price of this book. Moreover, Texas Instruments shall not be liable for any claim of any kind

whatsoever against the use of these materials by any other party.

Note: Using calculators other than the TIN10 may produce results different from those described in these

materials.

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Table of Contents 

CHAPTER PAGE

About the Teacher Guide

.......................... iv

About the TI-10

............................................ v

Activities................................................ 1

The Value of Place Value .............................2

Place value

What’s the Problem?...................................7

Number sentences, Problem solving

Comparing Costs........................................ 11

Division with

uotient/remainder or

decimal result

How to Use the TI-10.........................15

1 Display, Scrolling, Order of

Operations, and Parentheses...........16

2 Clearing and Correcting ......................19

3 Menus....................................................23

4 Basic Operations ................................26

5 Constant Operation...........................33

6 Whole Numbers and Decimals......... 38

7 Memory ..................................................42

8 Problem Solving: Auto Mode ............ 47

9 Problem Solving: Manual Mode........54

10 Place Value............................................62

CHAPTER PAG

Appendix A ................................................A-1

Quick Reference to Keys

Appendix B.................................................B-1

Display Indicators

Appendix C................................................. C-1

Menu Map

Appendix D.................................................D-1

Error Messages

Appendix E................................................. E-1

Support, Service, and Warranty

About the Teacher Guide 

How the Teacher Guide Is Organized

This guide consists of two sections:

Activities

and

How to Use the TI-10

. The

Activities

section is a collection of activities for

integrating the TI-10 into mathematics

instruction. The

How To Use the TI-10

section

is designed to help you teach students how to

use the TI-10 features.

•

Activities

Section

The activities are designed to be teacher-

directed. They are intended to hel

develo

mathematical conce

ts while

incor

orating the TI-10 as a teaching tool.

Each activity is self-contained and

includes the following:

− An overview of the mathematical

purpose of the activity.

− The mathematical conce

ts being

developed.

− The materials needed to

erform the

activity.

− A student activity sheet.

•• How to Use the TI.10

Section

This section contains exam

les on

trans

arency masters. Cha

ters are

numbered and include:

− An introductory

age describing the

TI-10 keys

resented in the exam

les,

the location of those keys on the TI-10

keyboard, and

ertinent notes about

the functions of those keys.

− The trans

arency masters following

the introductory

age

rovide exam

les

ractical a

lications of the keys

being discussed. The keys being

discussed are shown in black on an

illustration of the TI-10 keyboard.

Things to Keep in Mind

• While many of the exam

les on the

trans

arency masters may be used to

develo

mathematical conce

ts, they

were not designed s

ecifically for that

purpose.

• For maximum flexibility, each exam

and activity is inde

endent of the

others. Select the trans

arency

master for the key your students need

to use to develo

the mathematical

conce

ts you are teaching. Then select

an a

riate activity for the

mathematical conce

t you are

teaching.

• If an exam

le does not seem

riate for your curriculum or

grade level, use it to teach the

function of the key(s), and then

provide relevant examples of your own.

• To ensure that students start at the

same

oint, have them

ress bto

clear the TI-10, and then

ress ”to

clear the display.

How to Order Additional Teacher Guides

To place an order or to request additional

information about Texas Instruments (TI)

products, contact us.

Phone: 1-800-TI-CARES

(1-800-842-2737)

E-mail: [email protected]

Home page: education.ti.com

You may download and print your own copy

of this Teacher Guide from this web page.

education.ti.com/guides

About the TI.10

Two-Line Display

The first line dis

lays an entry of u

to 11

characters. Entries begin on the to

left. If

the entry does not fit on the first line, it

wra

s to the second line. When s

ace

ermits, both the entry and the result

appear on the first line.

The second line dis

lays u

to 11 characters.

If the entry is too long to fit on the first line,

it wra

s to the second line. If both entry and

result do not fit on the first line, the result is

dis

layed right-

ustified on the second line.

Results longer than 10 digits are dis

layed in

scientific notation.

If an entry does not fit on two lines, it

continues to wra

, so that you always see

the last two lines of the entry. You can view

the beginning of the entry by scrolling u

. In

this case, only the result a

ears when you

press ®.

Display Indicators

Refer to A

endix B for a list of the dis

lay

indicators.

Error Messages

Refer to A

endix D for a listing of the error

messages.

Order of Operations

The TI-10 uses the E

uation O

erating

System (EOSé) to evaluate ex

ressions. The

eration

riorities are listed on the

Dis

lay,

Scrolling, Order of O

erations, and Parentheses

trans

arency master in the

How to Use the

TI-10

Section.

Because o

erations inside

arentheses are

erformed first, you can use Xand Yto

change the order of o

erations and, therefore,

change the result.

Menus

The ‡key displays menus.

• To move u

or down through the

menus, press #or $.

• To move the cursor and underline a

menu item, press !or ".

• To return to the

revious screen

without selecting the menu item,

ress

‡or ”.

• To select a menu item,

ress ®

while the item is underlined.

• To return to the

revious screen,

ress

‡or ”.

Refer to Appendix C for more information

about menus.

Previous Entries (History)

After an ex

ression is evaluated, use #

and $to scroll through

revious entries

and results, which are stored in the TI-10

history.

Problem Solving (‹)

The Problem Solving tool has three features

that students can use to challenge

themselves with basic math o

erations and

place value.

• Problem Solving Automatic mode

rovides a set of exercises to challenge

the students’ skills in addition,

subtraction, multiplication, and division.

Problem Solving Automatic mode lets

students select the level of difficulty (1,

2, or 3) and the ty

e of o

eration (+, –,

x, P, or ?).

• Problem Solving Manual mode lets

students com

ose their own

roblems,

which may include missing elements or

inequalities.

About the TI.10 (Continued)

• Problem Solving Place Value has three

options that let students:

− Find the place value of a given digit.

− Find how many ones, tens, hundreds,

thousands, tenths, or hundredths are

in a given number.

− Find the digit in the ones, tens,

hundreds, thousands, tenths, or

hundredths place of a given number.

Resetting the TI.10

You can reset the TI-10 in any of the

following ways:

• Press b.

• Press −and ”simultaneously.

• Press ‡, select the RESET menu, select

Y(yes), and then press ®.

When you reset the TI-10, MEM CLEARED is

displayed. Press ”to clear the display.

Resetting the TI-10:

• Returns settings to their defaults:

− Standard notation (floating decimal)

− Problem Solving AUTO mode

− Quotient and Remainder results for

division

− Difficulty Level 1 (addition) in Problem

Solving tool

− Type of Operation — addition

• Clears:

− Pending operations

− Entries in history

− The constant (stored operation)

− Any error condition

Automatic Power DownTM (APDTM)

If the TI-10 remains inactive for about

five minutes, Automatic Power Down (APD)

turns it off automatically. To turn the TI-10

on again after APD, press −. The display,

pending operations, settings, and memory

are retained.

The Value of Place Value 2

What’s the Problem? 7

Comparing Costs 11

Activities

The Value of Place Value

Overview

Students will build their flexibility in using numbers

by exploring the connections between the number

symbols and their representations with base-ten

materials.

Math Concepts

Grades 2 - 4

• whole number

place value

(through

thousands)

• money

Grades 4 - 6

• decimal place value

(through

hundredths)

• metric units

(meters,

decimeters,

centimeters)

Materials

• TI-10

• pencil

•

Counting on

Frank

Rod

Clement

• base-ten

materials

• student

activity

(pages 5

and 6)

Introduction

1. Read Counting On Frank by Rod Clement.

Discuss other kinds of questions that a person

could ask about how many objects fit in or on

other objects.

2. Divide students into several groups. Give each

group a large pile of units (over 300) from the

base-ten materials. Tell them that this is how

many jelly beans fit into a jar that you filled. Ask

them to count the “jelly beans.” Observe the

techniques they use to count (counting one at a

time, making groups of 10, etc.).

3. Tell students you have run out of unit pieces and

then ask:

How many rods (groups of 10) would I need to

use to make a pile of “jelly beans” the same size

as yours?

4. Have students explore the answer to this

problem with their units, or they can apply their

knowledge of place value. Then show them how

to explore the answer using the TI-10.

5. Have students compare their solutions with the

base-ten materials to the TI-10 display. (They can

make 31 tens rods from the 314 units, with 4

units left over.)

³To use the Place Value

feature for this activity:

1. Press ‹‡.

2. Press "®to select

MAN (manual) mode, if

necessary.

3. Press $®to set the

Place Value feature to

11 –. This lets you find out

how many ones, tens,

hundreds, etc., there are

in a number.

Note: You can use the –

1 –. Place Value feature

to find what digit is in the

ones, tens, hundreds, etc.,

place.

4. Press ‡to return to the

entry screen.

³To explore answers to this

problem on the TI-10:

1. If necessary, press ‹to

enter the Problem Solving

tool.

2. Enter 314, the number of

units.

3. Press Œ’to see how

many tens there are in

314. The display shows

31ê, indicating there are

31 tens in 314.

The Value of Place Value (Continued)

Collecting and Organizing Data

Have students use their base-ten materials and TI-10s

to continue exploring other numbers and identifying

how many units, tens, hundreds, and thousands

those numbers contain. Older students can find how

many tenths and hundredths are in the numbers.

Encourage exploration with questions such as:

•

How many hundreds are in 120? 2478? 3056?

•

How many tens are in 120? 2478? 3056?

•

How many units (ones) are in 120? 2478?

3056?

•

What numbers can you find that have 12 units?

12 tens? 12 hundreds?

•

What numbers can you find that have 60 units?

60 tens? 60 hundreds?

Analyzing Data and Drawing Conclusions

Have students use the tables on The Value of Place

Value Student Activity pages to record their findings

and identify the patterns they see. To help them

focus on the patterns, ask questions such as:

•

How does the number of tens in 1314 compare

to the number 1314? How about 567? 2457?

4089, etc.?

If you cover the digit in the units place, you see

how many tens are in a number.

•

How does the number of hundreds in 1314

compare to the number 1314? How about 567?

in 2457? in 4089, etc.?

If you cover the digits to the right of the

hundreds place, you see how many hundreds are

in a number.

•

How does the display on the TI-10 compare to

what you can do with the base-ten materials?

If the TI-10 displays 31_, for 316, you should be

able to make 31 tens rods out of 316 units.

³In ‹(Problem Solving) MAN

(manual) mode, students can

use the 11 –. Place Value

feature to test their

conjectures. For example, if

they think 1602 has 160

hundreds, they enter 1602,

press Œ‘, and see 16êê.

They can then use base-ten

materials to see why there

are only 16 hundreds in 1602.

Note: Students can use the

– 1 –. place value feature to

find what digit is in the

hundreds place. They enter

1602, press Œ‘, and see

ê6êê. This result means that

is the digit in the hundreds

place.

The Value of Place Value (Continued)

Continuing the Investigation

Connect the place-value patterns to money. For

example, ask students:

•

If each one of your “jelly beans” costs a penny,

how many pennies would you spend for 1,314

jelly beans?

1,314 pennies

•

How many dimes (tens) would you spend?

131 dimes and 4 more pennies

•

How many dollars (hundreds)?

13 dollars, plus 14 more pennies, or 1 dime and 4

pennies

Older students can record the money and enter it

into the TI-10 in decimal form, 13.14. Then, they can

use the TI-10 to connect dimes to 1/10 (0.1) of a

dollar ($13.14 has 131 dimes or tenths). They can

also connect pennies to 1/100 (0.01) of a dollar

($13.14 has 1314 pennies or hundredths).

Older students can also connect the place-value

patterns to conversions between metric units. For

example, a measurement of 324 centimeters can also

be recorded as 32.4 decimeters (or rounded to 32 dm)

because 1 dm = 10 cm, or it can be recorded as 3.25

meters (or rounded to 3 m) because 1 m = 100 cm.

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