Texas Instruments TI 30X IIS Manual

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TI-30X II



TI-30XÚS:A Guide for Teachers

Developed byTexas Inst rument s Incorporat ed

Act ivit ies developed byGary Hanson and Alet ha Pasket t

Illust rat ed byJay Garrison



© 199 9 TEXAS INSTRUMENTS INCORPORATED TI-30XÙS: A Guide for Teachersii

About t he Aut horsGary Hanson and Alet ha Pasket t are mat h t eachers in t he Jordan Independent School Dist rictin Sandy, Ut ah. They developed t he Act ivit ies sect ion and assist ed in evaluat ing t heappropriat eness of t he examples in t he How t o Use t he TI-3 0 XÖS sect ion of t his guide.

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Instruments, regardless of the form of action, shall not 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 TI-30X IIS may produce results different from those described in these materials.

Permission To Reprint or Phot ocopyPermission is hereby granted to teachers to reprint or photocopy in classroom, workshop, or seminar quantities, the pages or sheets

in this book that carry a Texas Instruments copyright notice. These pages are designed to be reproduced by teachers for use in

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© 199 9 TEXAS INSTRUMENTS INCORPORATED TI-3 0 X IIS: A Guide for Teachersiii

How the Teacher Guide is OrganizedThis guide consist s of t wo sect ions: Act ivit ies

and How t o Use t he TI-30 XÙS. The Act ivit ies

sect ion is a collect ion of act ivit ies forint egrat ing t he TI-3 0 XÙS int o mat hemat icsinst ruct ion. The How To Use t he TI-30 XÙS

sect ion is designed t o help you t each st udent show t o use t he calculat or.

Activit ies

The act ivit ies are designed t o be t eacher-direct ed. They are int ended t o help develop

mat hemat ical concept s while incorporat ing t heTI-30XÙS as a t eaching t ool. Each act ivit y isself-cont ained and includes t he following:

• An overview of t he mat hemat ical purposeof t he act ivit y.

• The mat hemat ical concept s beingdeveloped.

• The mat erials needed t o perf orm t heact ivit y.

• The det ailed procedure, including st ep-by-

st ep TI-30 XÙS key presses.• A st udent act ivit y sheet .

How t o Use the TI-30 X Ú S

This sect ion cont ains examples ont ransparency mast ers . Chapt ers are numbered

and include t he following.

• An int roduct ory page descr ibing t he

calculat or keys present ed in t he example,t he locat ion of t hose keys on t he

TI-30XÙS, and any pert inent not es aboutt heir funct ions.

• Transparency mast ers following t he

int roduct ory page provide examples ofpract ical applicat ions of t he key(s) beingdiscussed. The key(s) being discussed arecircled on t he TI-30 XÙS keyboard.

Things t o Keep in Mind

• While many of t he examples on t het ransparency mast ers may be used t o

develop mat hemat ical concept s, t hey werenot designed specifically for t hat purpose.

• For maximum flexibilit y, each example andact ivit y is independent of t he ot hers .Select t he t ransparency mast er

appropriat e for t he key you are t eaching, orselect t he act ivit y appropriat e for t hemat hemat ical concept you are t eaching.

• If an example does not seem appropriat e

for your curr iculum or grade level, use it t ot each t he funct ion of a key (or keys), andt hen provide relevant examples of your own.

• To ensure t hat everyone st art s at t hesame point , have st udent s reset t hecalculat or by pressing& and-

simult aneously or by pressing%

and t hen select ing Y (yes).

Convent ions Used in t he Teacher Guide

• In t he t ext , bracket s [ ] around a key’ssymbol/name indicat e t hat t he key is asecond, or alt ernat e, funct ion.

For example:Z

• On t he t ransparency mast ers , secondfunct ions are shown just as t hey appear ont he keyboard.

For example:

How to Order Addit ional Teacher GuidesTo place an order or t o request informat ionabout Texas Inst rument s (TI) calculat ors,

use our e-mail address: t i-cares@t i.com

visit our TI calculat or home page: www.t i.com/calc

or, call our t oll-free number:1-8 0 0 -TI-CARES (1-8 0 0 -8 42-2737)

About t he Teacher Guide



© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachersiv

Two-Line DisplayThe first line (entry line) displays an entry of upto 88 digits (47 digits for the stat and

constant entry lines). Entries begin on the left;those with more than 11 digits scroll to theright. Press! and" to scroll the entry line.Press% ! or% " to move the cursor

immediately to the beginning or end of theentry.

The second line (result line) displays a result of

up to 10 digits, plus a decimal point, negative

sign, x10 indicator, and 2-digit positive ornegative exponent. Results that exceed the

digit limit are displayed in scientific notation.

Display IndicatorsRefer to Appendix B for a list of the displayindicators.

Order of OperationsThe TI-30X ÙS uses the Equation OperatingSystem (EOSTM) to evaluate expressions. The

operation priorities are listed on thetransparency master in Chapter 4, Order of Operations and Parentheses (page 41).

Because operations inside parentheses areperformed first, you can useD E to change

the order of operations and, therefore, changethe result.

2nd Functions

Pressing% displays the 2nd indicator, andthen accesses the function printed above the

next key pressed. For example,% b 25 E

< calculates the square root of 25 and

returns the result, 5.

MenusCertain TI-30X ÙS keys display menus:z,% h,L,% t,u,

% w,H,I,% k,=% d,% ‚ and% .

Press! or" to move the cursor and

underline a menu item. To return to theprevious screen without selecting the item,press-. To select a menu item:

• Press< while the item is underlined, or

• For menu items followed by an argument

value (for example, nPr), enter the value

while the item is underlined. The item andthe argument value are displayed on theprevious screen.

Previous Entries#$After an expression is evaluated, use# and$ to scroll through previous entries, which arestored in the TI-30X ÙS history. You cannot

retrieve previous entries while in STAT mode.

Error MessagesRefer to Appendix C for a listing of the errormessages.

Last Answer (Ans)The most recently calculated result is stored

to the variable Ans. Ans is retained in memory,

even after the TI-30X ÙS is turned off. To

recall the value of Ans:

• Press% i (Ans displays on thescreen), or

• Press any operation key (T,U, etc.) asthe first part of an entry. Ans and theoperator are both displayed.

About the TI-30XÚS



© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachersv

Resetting the TI-30XÚS

Pressing& and- simultaneously or

pressing% and then selecting Y (yes)

resets the calculator.Resetting the calculator:

• Returns settings to their defaults—standard notation (floating decimal) and

degree (DEG) mode.

• Clears memory variables, pendingoperations, entries in history, statistical

data, constants, and Ans (Last Answer).

Note: The examples on the transparency

masters assume all default settings.

Automatic Power Downé(APDé)If the TI-30X ÙS remains inactive for about5 minutes, APD turns it off automatically.

Press& after APD. The display, pendingoperations, settings, and memory are retained.

About the TI-30XÚS (Continued)



Table of Cont ent s

© 199 9 TEXAS INSTRUMENTS INCORPORATED TI-30XÙS: A Guide for Teachersvi

About t he Authors ii

About t he Teacher Guide iii

About t he TI-30 X Ö S iv

Activit ies

The Better Batter —

The FIX Key 2

St ar Voyage —

Scient ific Not at ion 6

Trig Funct ions 10

What ’s My Score —

1-Variable St at ist ics 14

Heart Rates —


WNBA St at s —


How t o Use the TI-30 XÚS

1 TI-30 XÖS Basic Operat ions 29

2 Clear, Insert, and Delet e 33

3 Basic Mat h 36

4 Order of Operat ions andParent heses 40

5 Const ant 43

6 Decimals and Decimal Places 45

7 Memory 4 7

8 Fract ions 52

9 Pi 58

How t o Use the TI-30 XÚS (Continued)

10 Powers, Root s, and Reciprocals 6 1

11 Probabilit y 68

12 Stat ist ics 75

13 Trigonomet ry 8 1

14 Notat ion 88

15 Logarit hms and Antilogarit hms 9 1

16 Angle Set t ings and Conversions 94

17 Polar and RectangularConversions 98

18 Hyperbolics 10 0

Appendix A A-1

Quick Reference t o Keys

Appendix B B-1

Display Indicat ors

Appendix C C-1Error Messages

Appendix D D-1

Support and Service Informat ion

Appendix E E-1

Warrant y Informat ion



© 199 9 TEXAS INSTRUMENTS INCORPORATED TI-30XÙS: A Guide for Teachers 1

The Bet t er Bat t er —The FIX Key 2

St ar Voyage —Scient ific Notat ion 6

Trig Funct ions 10

What ’s My Score? —1-Variable St at ist ics 14

Heart Rat es —


WNBA St at s —2-Variable Statistics 23

Act ivit ies




Overview

St udent s use% ‚ on t he TI-30 XÙS t o changenumbers t o different place values. St udent s calculat ebat t ing averages using t he TI-30 XÙS and t hen roundt heir answers t o 3 decimal places.

Mat h Concepts

• rounding

• place value

• division• comparing and

ordering decimals

Materials

• TI-30XÙS

• pencil

• st udentactivit y

Int roduct ion

1. Have students practice rounding the following

numbers to 3 decimal places using pencil and

paper.

a. 2.35647 2.356

b. 15.3633 15.363c. 0.02698 0.027

2. Have students round the following numbers to

4 decimal places using the TI-30X ÖS.

a. 4.39865 4.3987

b. 72.965912 72.9659

c. 0.29516 0.2952

d. 0.00395 0.0040

Act ivityPresent the following problem to students:

You are going to play Virtual Baseball. You need to

select 9 players from the list to be on your team.

Choose the players with the best batting averages.

Find the batting averages (number of hits ¾ number

of times at bat) rounded to 3 decimal places for each

player. Make a list of your players in order, from

highest to lowest.

See the table on page 3 for solutions.

³ 1. Enter the first number.

4.39865

2. Press% ‚ to display

the menu that lets you set

the number of decimal

places.

F0123456789

3. Press 4 to select 4decimal places.

4.39865

4. Press<.

4.39865

4.3987

The Bet t er Bat t er — The FIX Key




Player Number of Hit s Number of

Times at Bat

Batting

AverageC. Ripken 122 368 0.332

Puckett 119 363 0.328

Molitor 119 364 0.327

Greenwell 104 334 0.311

Tartabull 103 311 0.331

Palmeiro 120 366 0.328

Franco 109 344 0.317

Joyner 105 338 0.311

Boggs 106 329 0.322

Baines 91 290 0.314

Sax 113 388 0.291

Williams 20 74 0.270

Sheridan 15 63 0.238

Barfield 64 284 0.225

Mattingly 109 367 0.297

Hall 87 280 0.311

The Bet t er Bat t er — The FIX Key ( Cont inued)



The Bet t er Bat t er —

The FIX Key

Name ___________________________

Date ___________________________


Problems

1. Round the following numbers to 3 decimal places.

a. 2.35647 _________________

b. 15.3633 _________________

c. 0.02698 _________________

2. Using the TI-30X ÖS, round the following numbers to 4 decimal places.

a. 4.39865 _________________

b. 72.965912 _________________

c. 0.29516 _________________

d. 0.00395 _________________



The Bet t er Bat t er —

The FIX Key

Name ___________________________

Date ___________________________


Problem

You are going to play Virtual Baseball. You need to select 9 players from the list to

be on your team. Choose the players with the best batting averages.

Procedure

1. Find the batting averages (number of hits ¾ number of times at bat) rounded to

3 decimal places for each player.

Player Number of Hit s Number ofTimes at Bat

Bat t ing Average(rounded t o 3 decimal places)

C. Ripken 122 368

Puckett 119 363

Molitor 119 364

Greenwell 104 334

Tartabull 103 311

Palmeiro 120 366

Franco 109 344

Joyner 105 338

Boggs 106 329

Baines 91 290

Sax 113 388

Williams 20 74

Sheridan 15 63

Barfield 64 284

Mattingly 109 367

Hall 87 280

2. Make a list of your players in order, from highest to lowest.

Player 1 ____________________ Player 6 ____________________

Player 2 ____________________ Player 7 ____________________

Player 3 ____________________ Player 8 ____________________

Player 4 ____________________ Player 9 ____________________

Player 5 ____________________




OverviewSt udent s invest igat e scient ific not at ion by changingnumbers int o scient ific not at ion, and t hen using t hem

in calculat ions.

Mat h Concepts

• scient ific

not at ion

• addit ion• division

Materials

• TI-30 XÙS

• pencil

• st udent activity

Int roduct ionSet up the activity by telling your students:

The standard form for scientific notation is a Q 10 n,

where a is greater than or equal to 1 and less than

10, and n is an integer.

1. Have students practice writing the following

numbers in scientific notation using pencil and paper.

a. 93 000 000 9.3 Q 10 7

b. 384 000 000 000 3.84 Q 10 11

c. 0.00000000000234 2.34 Q 10 -12

d. 0.0000000157 1.57 Q 10 -8

2. Have students change the following numbers into

scientific notation using the TI-30X ÖS.

a. 12 000 000 1.2 Q 10 7

b. 974 000 000 9.74 Q 10 8

c. 0.0000034 3.4 Q 10 -6

d. 0.000000004 4 Q 10 -9

Note: Answers assume the default floating decimalsetting.

1. Enter the first number.

12000000

2. Press% d.FLO SCI ENG

3. Press " < <.

12000000

1.2x1007

3. Have students change the following numbers into

floating decimal (standard notation).

a. 5.8 Q 107 58 000 000

b. 7.32 Q 105 732 000

c. 6.2 Q 10-6 0.0000062

d. 3 Q 10-8 0.00000003

Note: To enter a negative number, pressM and thenenter the number.

³ 1. Enter 5.8; press% C.

5.8¯

2. Enter 7; press% d.FLO SCI ENG

3. Press !.

FLO SCI ENG

4. Press< <.

5.8¯7

58000000.

St ar Voyage — Scient if ic Not at ion





You are a captain of a starship. You have beenassigned to go to Alpha Centauri and you have

5 years to get there. The distance from the sun to

Alpha Centauri is 2.5 x 1013 miles. The distance

from the earth to the sun is approximately

9.3 x 107 miles. Your ship can travel at the speed of

light. You know that light can travel a distance of

6 x 1012 miles in 1 light year. Will you be able to

get to Alpha Centauri on time?

Procedure

1. Using the TI-30X ÖS, find the total distance you

need to travel.

2.5 Q 10 13 + 9.3 Q 10

7 = 2.5000093 Q 10 13 miles

2. Next, find out how long it will take you to travel

the distance. (distance traveled P 1 light year)

2.5000093 Q 10 13 P 6 Q 10

12 = 4.166682167 years

3. Can you make the trip in the given time?

Yes

Hint: Make sure your calculatoris in scientific notation modebefore beginning addition.

Ext ension

Now that you have been successful, you have been

asked to make another trip. The distance from the

Sun to Delta Centauri is 9 x 1013 miles. How long

will it take you to get there from Earth?

≈ 15 years

Hint: The Earth is approximately9.3 x 107 miles from the Sun.

St ar Voyage — Scient ific Not at ion ( Cont inued)



St ar Voyage —

Scient if ic Not at ion

Name ___________________________

Dat e ___________________________


Problems

1. Write the following numbers in scientific notation.

Standard Notation Scientific Notation

a. 93 000 000 _________________________

b. 384 000 000 000 _________________________

c. 0.00000000000234 _________________________

d. 0.0000000157 _________________________

2. Using the TI-30X ÖS, change the following numbers into scientific notation.

Standard Notation Scientific Notation

a. 12 000 000 _________________________

b. 974 000 000 _________________________

c. 0.0000034 _________________________

d. 0.000000004 _________________________

3. Using the TI-30X ÖS, change the following numbers into floating decimal

notation (standard).

Scientific Notation Standard Notation

a. 5.8 Q 107 _________________________

b. 7.32 Q 105 _________________________

c. 6.2 Q 10-6 _________________________

d. 3 Q 10-8 _________________________



St ar Voyage —

Scient if ic Not at ion

Name ___________________________

Dat e ___________________________


Problem

You are a captain of a starship. You have been assigned to go to AlphaCentauri, and you have 5 years to get there. The distance from the Sun to

Alpha Centauri is 2.5 x 10 13 miles. The distance from the Earth to the Sun is

approximately 9.3 x 107 miles. Your ship can travel at the speed of light. You

know that light can travel a distance of 6 x 1012 miles in 1 light year. Will you

be able to get to Alpha Centauri on time?

Procedure

1. Using the TI-30X ÖS, find the total distance that you need to travel.

_________________________________________________________________

Hint: Make sure your calculator is in scientific notation mode before you begin addition.

2. Next, find out how long it will take you to travel the distance. (distance

traveled P 1 light year)________________________________________________________

_______________________________________________________________________________

3. Can you make the trip in the given time? _____________________________

Ext ensionNow that you have been successful, you have been asked to make another

trip. The distance from the Sun to Delta Centauri is 9 x 1013 miles. How long

will it take you to get there from Earth?

Hint: The Earth is approximately 9.3 Q 107 miles from the Sun.




OverviewSt udent s pract ice solving sine, cosine, and t angentrat ios, and solve problems involving t rigonomet ric

rat ios.

Mat h Concepts

• mult iplicat ion

• division

• t rigonomet ricrat ios

Materials

• TI-30XÙS

• pencil

•

st udentactivity

Int roduct ionIntroduce the trigonometric ratios to students.

sin = opposite leg ¾ hypotenuse

cos = adjacent leg ¾ hypotenuse

tan = opposite leg ¾ adjacent leg

1. Have students find the trigonometric ratios for

the triangle using the above definitions. Round to

the nearest hundredth if necessary. (Use% ‚for rounding.)

a. sin C 3 ¾ 5 = 0.60

b. cos C 4 ¾ 5 = 0.80

c. tan C 3 ¾ 4 = 0.75

d. sin A 4 ¾ 5 = 0.80

e. cos A 3 ¾ 5 = 0.60

f. tan A 4 ¾ 3 = 1.33

³ To set 2 decimal places:

1. Press% ‚.F0123456789

2. Press 2 to select 2decimal places.

2. Have students find the value of each ratio usingthe TI-30X ÖS. Round to the nearest 10

thousandth.

a. sin 71° 0.9455

b. tan 31° 0.6009

c. cos 25° 0.9063

³ To find sin 71°:1. Press>.

sin(

2. Enter 71; pressE <.

sin(71)

0.945518576

3. Press% ‚ 4.

sin(71)

0.9455

3. Have students find the measure of each angle

using the TI-30X ÖS. Round to the nearestdegree.

a. sin B = 0.4567 27 degrees

b. cos A = 0.6758 47 degrees

c. tan C = 5.83 80 degrees

³ To find B when sin B =0.4567:

1. Press% Z.

sin-1(

2. Enter .4567; pressE <.

sin-1(.4567)

27.1744

3. Press% ‚ 0.

sin-1(.4567)

27.

Trig Funct ions

5

4

3

B C

A



© 199 9 TEXAS INSTRUMENTS INCORPORATED TI-30XÙS: A Guide for Teachers11


You need to build a ramp to your front door. Thedistance from the ground to the bottom of the door

is 1.5 feet. You don’t want the angle of incline to be

more than 6 degrees. The distance from the street to

the door is 20 feet. Is there enough room to build the

ramp?

Procedure

1. Make a drawing of the problem.

1.5 ft.

A

20 ft.

2. Use the trigonometric ratio

tan = opposite leg ¾ adjacent leg

to find angle A.

Angle A is 4.3 degrees (rounded to the nearest

tenth). Yes, there is enough room to build the

ramp.

³ 1. Press% \.

tan-1(

2. Enter 1.5 W

20 and pressE <.

tan-1(1.5/20)

4.3

Ext ensionPresent the following problem to students:

You want to start the ramp 15 feet away from the

door. Can you do that and still have the angle of

incline be less than 6 degrees?

Yes, angle A is 5.7º.

³ 1. Press% \.

tan-1(

2. Enter 1.5 ¾ 15 and press<.

tan-1

(1.5/155.7

Trig Funct ions ( Cont inued)



Trig Funct ions Name ___________________________

Date ___________________________


Problems

1. Find the trigonometric ratios for the triangle. Round to the nearesthundredth. (Use% ‚ for rounding.)

a. sin C _______________________

b. cos C _______________________

c. tan C _______________________

d. sin A _______________________

e. cos A _______________________

f. tan A _______________________

2. Using the TI-30X ÖS, find the value of each ratio. Round to the nearest ten

thousandth.

a. sin 71º _______________________

b. tan 31º _______________________

c. cos 25º _______________________

3. Using the TI-30X ÖS, find the measure of each angle. Round to the nearest

degree.

a. sin B = 0.4567 _______________________

b. cos A =0.6758 _______________________

c. tan C = 5.83 _______________________

5

4

3

B C

A



Trig Funct ions Name ___________________________

Date ___________________________


Problem

You need to build a ramp to your front door. The distance from the ground tothe bottom of the door is 1.5 feet. You don’t want the angle of incline to be

more than 6 degrees. The distance from the street to the door is 20 feet. Is

there enough room to build the ramp?

Procedure

1. Make a drawing of the problem.

2. Use the trigonometric ratio tan = opposite leg ¾ adjacent leg to find angle

A. (Round your answer to the nearest tenth.) _________________________

_________________________________________________________________

3. Is there room to build the ramp? ____________________________________

Ext ensionYou want to start the ramp 15 feet away from the door. Can you do that and

still have the angle of incline be less than 6 degrees?




OverviewSt udent s use t he given t est scores t o find averages.

Mat h Concepts

• averages

Materials

• TI-30 XÙS

• pencil

•

st udent act ivit y

Int roduct ionDiscuss finding averages with your students.


You and your friend are having a contest. The one

who gets the highest average on their math tests for

one quarter wins. Your scores are 98, 89, 78, 98,

and 100. Your friend’s scores are 89, 89, 97, 90,

and 100. Who is the winner?

Procedure

1. Have students find the average of their scores

using the TI-30X ÖS. Remember to enter 2 as the

frequency for 98 and 1 for all others.

³ 1. Press% t < toselect 1-VAR mode.

2. Pressv and enter yourfirst score.

X1 = 98

3. Press$ and enter 2 asthe frequency for 98.

FRQ = 2

4. Press$. Continueentering your scores andfrequencies, pressing$

after each score andfrequency.

5. When finished, pressu " to select v, theaverage. Write it down.

n v Sx sx

92.6

What ’s My Score? — 1-Variable St at ist ics




2. Now find the average of your friend’s scores.

Remember to put 2 as the frequency for 89 and 1

for all others.

3. Who won?

Your friend: 93 (You had 92.6.)

³ 1. Press% t " " <

to select CLRDATA.

2. Pressv and enter thefriend’s first score.

X1 = 89

3. Continue entering thefriend’s scores andfrequencies, followingsteps 3 and 4 on theprevious page.

4. When finished, pressu " to select v, theaverage. Write it down.

n v Sx sx

93.0

Ext ensionPresent the following problem to students:

Your friend took a test on the day you were absent

and scored 95. What score do you need to get so that

you are the winner?

The score you need: 98

Note: Make sure you exit the STAT mode before going on

to another problem.

³ 1. Press% t and" "

to CLRDATA. Press<.

2. Recalculate your friend’saverage, making sure toinclude the new score.

3. Use guess and check tofigure out what score you

need to get.

4. To exit STAT mode, press% w <.

What ’s My Score? — 1-Variable St at ist ics (Continued)



What ’s My Score? —

1-Variable St at ist ics

Name ___________________________

Date ___________________________


Problems

1. You and your friend are having a contest. Whoever gets the highest average ontheir math tests for one quarter wins. Your scores are 98, 89, 78, 98, and 100.

Your friend’s scores are 89, 89, 97, 90, and 100. Who is the winner?

Your average _______________________

Your friend’s average _______________________

2. Your friend took a test on the day you were absent and scored 95. What score

do you need to get so that you are the winner?

Your friend’s new average _______________________

The score you need _______________________



© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 17

OverviewStudents use the statistics functions of theTI-30X ÙS calculator to investigate the effect of

exercise on heart rate.

Math Concepts

• mean, minimum,

maximum, and

range

Materials

• TI-30X ÙS

• stopwatch or

a watch with asecond hand

• student activity

IntroductionStudents may be placed in smaller groups for this

activity to minimize the amount of data to be

entered. Ask students:

• What do you think the average heart rate is for

someone your age?

• What about after exercising?

ActivityHave students complete the following investigation

to check their estimations.

1. Have students check their resting heart rate by

timing their pulse for 1 minute. (You could have

them time for 10 seconds and then multiply by 6,

but this could be the quietest minute of your day!)

2. Collect data on the chart. Enter each student’s

heart rate and a mark in the frequency column.

As other students have the same heart rate, add

another tally mark in the frequency column.

3. Enter the heart rate data into the TI-30XÚS.

a. Enter the first heart rate on the chart as the

first X value, and the number of tallies for

that heart rate as the frequency.

b. You must press$ between entries. For

example, enter the first heart rate, and then press$. Enter the first frequency, and then

press$.

For example, assume a class of 22 students:

Rate Students Rate Students

60 3 63 3

61 5 64 1

62 6 65 4

³ 1. Press% t <.

2. Pressv to enter theheart rates andfrequencies.

X1=

3. Enter first heart rate and

press$.

FRQ=

4. Enter the first frequencyand press$.

5. Continue entering untilyou have entered all theheart rates andfrequencies.

Heart Rates — 1-Variable Statistics




4. Check the statistics calculations. After students

display Ò x (Sigma x), explain that Ò x is the sum

of all the heart rates. Ask students:

• How many heartbeats were there in one minute?

• Is the average heart rate higher or lower

than you expected?

5. Now we will see the effect of some exercise on

heart rate. Tell students:

If at any point during this portion of the

activity you experience pain, weakness, or

shortness of breath, stop immediately.

6. Have the students run in place for 2 minutes and

then give them these instructions:

a. Time your pulse for 1 minute.

b. Record your heart rate as before.

c. Enter the data into the calculator.

d. Compare the average heart rate after

running with the resting heart rate.

1. Pressu.

n Ï Sx Î x

22.

n should equal the totalnumber of studentsampled.

2. Press " to Ï to see theaverage heart rate.

n Ï Sx Î x

62.

3. Press " " " to Ò x.

Ò x Ò x2

1370.

Note: The numbers show the

results for the exampledescribed above. Yourstudents’ results will varydepending on the size of groupand the heart rate readings.

7. Now have the students do jumping jacks for

2 minutes. Instruct them to time their pulse for

1 minute again and record as before. Have them

enter the data into the calculator again and

calculate the average heart rate after jumping

jacks. Compare to the other

2 averages.

8 How fit is the class? If the class (or individual)

heart rate after jumping jacks is less than 90,

then you are in great shape. If it is higher than

125, then you are in poor shape.

9. Instruct students to make a histogram of the

3 sets of data they collected. Ask students:

• How are the histograms the same?

• How are they different?

• Is the data grouped the same, or is it more

spread out in one graph compared to

another?

Heart Rates — 1-Variable Statistics (Continued)



Heart Rates —

1-Variable Statistics

Name ___________________________

Date ___________________________


Problem

What do you think the average heart rate is for someone your age? What aboutafter exercising?

Procedure

1. Use this table to record your class or group data (resting).

Heartbeats per minute(resting)

Frequency

2. What is the class (group) average? ___________________________________

3. What is the total number of heartbeats for the minute? _________________



Heart Rates —


Name ___________________________

Date ___________________________


4. Use this table to record your class or group data (running).

Heartbeats per minute(running)

Frequency

5. What is the class (group) average?___________________________________




Heart Rates —


Name ___________________________

Date ___________________________


7. Use this table to record your class or group data (jumping).

Heartbeats per minute(jumping)

Frequency

8. What is the class (group) average? __________________________________


10. How fit is the class? _______________________________________________

_________________________________________________________________

Note: If the class (or individual) heart rate after jumping jacks is less than 90, then you are ingreat shape. If it is higher than 125, then you are in poor shape.



Heart Rates —


Name ___________________________

Date ___________________________


11. Now make a histogram for each of the 3 sets of data you collected.

Resting Running Jumping

12. How are the histograms the same? How are they different? _____________

_________________________________________________________________

_________________________________________________________________

13. Is the data grouped the same or is it more spread out in one graph

compared to another? _____________________________________________

_________________________________________________________________

_________________________________________________________________




Overview

St udent s use WNBA st at ist ics t o explore t herelat ionship bet ween 2 variables. They use t heTI-30XÙS t o comput e t he regression equat ion andevaluat e some values.

Mat h Concepts

• 2-variable

stat ist ics

Materials

• TI-30 XÙS

• pencils

• st udent act ivit y


Do you think WNBA (Women’s National Basketball

Association) playing time (in minutes per game)

is related to how many points a player scores? Do

you think it is related to how many rebounds a

player gets? Or is it related to the player’s field goal

percentage?

Procedure

1. Put the calculator in STAT mode and choose

2-VAR statistics.

1. Press% t and then".

1-VAR 2-VAR

2. Press< to select2-VAR.

2. Using the table in the activity (page 26), enter the

data. Enter points per game as the X-variable and

minutes per game (playing time) as the

Y-variable.

1. Pressv.

X1=

2. Enter 10.1 (points pergame for the first player,Rhonda Mapp).

X1=10.1

3. Press$.

Y1=1

4. Enter 21.7 (minutes per

game for Rhonda Mapp).Y1=21.7

5. Press$ and enter datafor the second player.

6. Enter data for each player

in the table. Press$ afterentering each data point.

`

WNBA St at s — 2-Variable St at ist ics




3. Calculate the statistical data.

You may want to fix the decimal to 2 places

before doing the statistical calculations.

1. Press% ‚.

F0123456789

2. Press 2.

Ask students:

• What is the average points scored for the

players shown?

• What is the average playing time?

• What is the total number of points scored

per game for all the given players?

You may want to discuss the other statistical

variables and what they mean.

1. Pressu.

n Ï Sx Î x Ð

12.00

2. Press " to Ï.

n Ï Sx Î x Ð

9.33

3. Press " " " to Ð.

n Ï Sx Î x Ð

21.59

4. Press " " " to Ò x .

Sy Î y Ò x

112.00

4. The form of the equation is y = ax + b . Write the

equation for the line of best fit (round to the

nearest hundredth).

1.56x + 7.02

5. The closer the correlation coefficient value is to1 (or –1), the better the correlation between the

two variables. Write the correlation coefficient.

r = .91

1. Press " until you get to a.This is the slope of the lineof best fit.

Ò XY a b r

1.56

2. Press " to b. This is they-intercept of the line.

Ò XY a b r

7.02

3. Press " to r. This is thecorrelation coefficient.

Ò XY a b r

0.91

6. Now calculate how many minutes you would

expect a player to play if she averages 15 points

per game.

1. Press " " to y¢.

x¢ y¢

2. Press<.

3. Type 15 E and press<.

y¢(15)

30.44

WNBA St at s — 2-Variable St at ist ics (Cont inued)




7. Now calculate how many points you would

expect a player to score if she plays 35 minutes a

game.

8. Discuss the correlation as a class. Ask students:

• Are there other factors affecting the players’

minutes per game besides points scored?

• What about defense, rebounding, etc.?

1. Pressu.

n Ï Sx Î x Ð

12.00

2. Press ! ! to x¢.

x¢ y¢

3. Press<.

4. Type 35 E and press<.

x¢(35)

17.92

Ext ensionNow have students use the calculator to investigate

the correlation of the other data in the chart such asthe relation of field goal percentage to minutes per

game, or rebounds per game to minutes per game.

(Remember, since you have already entered the

minutes in Y, you only need to enter the new data

in X.)

Ask students:

Which 2 variables have the closest correlations?

(That is, which have the correlation coefficient

closest to 1 or –1?)

WNBA St at s — 2-Variable St at ist ics (Cont inued)



WNBA St at s —


Name ___________________________

Date ___________________________


Problem

Do you think WNBA playing time (in minutes per game) is related to howmany points a player scores? Do you think it is related to how many rebounds

a player gets? Or is it related to the player’s field goal percentage?

ProcedureUse the following table of data to explore the relationships of different pairs of

data. Begin by entering the points per game as the X-variable and the minutes

per game as the Y-variable.

Player Field Goal

Percent age

Points

per Game

Rebounds

per Game

Minut es

per Game

1. Rhonda Mapp .506 10.1 4.3 21.7

2. Vicky Bullet .441 13.3 6.5 31.6

3. Janeth Arcain .426 6.8 3.6 21.9

4. Cynthia Cooper .446 22.7 3.7 35

5. Elena Baranova .420 12.9 9.3 33.6

6. Malgozata Dydek .482 12.9 7.6 28

7. Heidi Burge .509 6.7 3.3 16.7

8. Keri Chaconas .297 4.8 .8 13.2

9. Rebecca Lobo .484 11.7 6.9 29.2

10. Coquese Washington .294 1.9 .9 8.1

11. Toni Foster .467 4.9 1.9 13.6

12. Maria Stepanova .426 3.3 1.9 6.5



WNBA St at s —


Name ___________________________

Date ___________________________


Ext ension

Use the calculator to investigate the correlation of the other data in the tablesuch as the relation of field goal percentage to minutes per game, or rebounds

per game to minutes per game. (Remember, since you have already entered

the minutes per game in Y, you only need to enter the new data in X.)

1. What is the average field goal percentage?

2. Write the equation for the line of best fit.

3. Write the correlation coefficient.

4. What is the average number of rebounds per game?


6. What is the total number of rebounds per

game for all the given players?


8. Write the correlation coefficient.

9. Which 2 variables have the closest correlation?

(That is, which have the correlation coefficientclosest to 1 or –1?)




TI-30XÚS Basic Operat ions 29

Clear, Insert , and Delet e 33

Basic Mat h 36

Order of Operat ions and Parentheses 40

Const ant 43

Decimals and Decimal Places 45

Memory 47Fract ions 52

Pi 58

Powers, Root s, and Reciprocals 6 1

Probabilit y 6 8

Statistics 75

Trigonometry 8 1

Notation 8 8

Logarit hms and Ant ilogarit hms 9 1

Angle Set t ings and Conversions 9 4

Polar and Rectangular Conversions 98Hyperbolics 10 0

How t o Use

t he TI-30 XÚS




Keys

1. & t urns on t he calculat or.

2. % t urns on t he 2nd indicat or and

accesses t he funct ion shown above t he

next key you press.

3. % ' t urns off t he calculat or and

clears t he display.

4. < complet es t he operat ion or execut es

t he command.

5. % i recalls t he most recent ly

calculat ed result and displays it as Ans.

6 . ! and " move t he cursor left and right t oscroll t he ent ry line. Press % ! or

% " t o scroll t o t he beginning or end of

t he ent ry line.

# and $ move t he cursor up and down

t hrough previous ent ries. % # or % $

scroll t o t he beginning or end of hist ory.

7. % displays t he RESET menu.

RESET: N Y

• Press < when N (no) isunderlined t o ret urn t o t he previousscreen wit hout reset t ing t hecalculat or.

• Press < when Y (yes) is

underlined t o reset t he calculat or.

The message MEM CLEARED isdisplayed.

Note: Pressing & and -

simultaneously reset s t he calculat or

immediat ely. No menu or message is

displayed.

Notes

• The examples on t he t ransparency mast ersassume all default set t ings.

• Reset t ing t he calculat or:

Ret urns set t ings t o t heir default s:

float ing decimal (st andard) not at ionand degree (DEG) mode.

Clears memory variables, pendingoperat ions, ent ries in hist ory,st at ist ical dat a, const ant s, and

Ans (Last Answer).

• The ent ry line can cont ain up t o 8 8

charact ers. When ¸ or ¹ appear in t hedisplay, t he ent ry line cont ains more

charact ers t o t he left or right . When º or »appear, more charact ers are locat ed above

or below t he ent ry line.

• Press & aft er Aut omat ic Power Downé

(APDé). The display, pending operat ions,

set t ings, and memory are ret ained.

1

3

4

7

2

5

TI-30XÚS Basic Operat ions

6

1




Ent er 46 N 23 . Change 46 t o 41.

Change 23 t o 26 and complet e t he

operat ion. Ent er 8 1 + 57 andcomplet e t he operat ion. Scroll t o

see your previous ent ries.

%¥ ! "

# $ <

Press Display

46 U 23 46-23 6-23DEG

! ! ! ! 1

" " 6 <41-26 1-26 '

15.5.DEG

8 1T 57 < 81+57 1+57 '

138.38.DEG

%¥ & ~ '

DEG

# # $ 81+57 1+57 '

DEG

Second, Off , Arrows, Equals




Reset t he calculat or.%¨

Press Display

%¨ RESET: ESET: N Y Y-

DEG

" RESET: ESET: N Y Y-

DEG

< MEM CLEARED EM CLEAREDDEG

- ~

DEG

Pressing & and - at t hesame t ime also reset s t he

calculat or immediat ely. No menu or

message is displayed.

Using %¨ or & and -

ret urns all set t ings t o t heir

default s and clears t he memory.

Reset




Use Last Answer (Ans) t o calculat e

(2+2)2. %ªPress Display

2 T 2 < 2+2 +2 '

4..DEG

%ª F

<

An ns2 '

16.6.DEG

Last Answer (Ans)




Keys

1. - clears charact ers and error

messages. Once t he display is clear, it

moves t he cursor t o t he most recent

ent ry.

2. % f let s you insert a charact er at t he

cursor.

3. J delet es t he charact er at t he cursor.

HoldJ down t o delet e all charact ers t o

t he right . Then, each t ime you pressJ, it

delet es 1 charact er t o t he left of t he

cursor.

Notes


• Pressing- does not affect t hememory, st at ist ical regist ers, angle unit s,

or numeric not at ion.

1

2

3

Clear , Insert , and Delet e 2




Ent er 456 9 + 28 5, and t hen

change it t o 459 + 28 6 5. Complet e

t he problem.

J %‘

Press Display

4569 T 28 5 4569+285 569+285DEG

! ! ! ! !! J

459+285 59+285DEG

" " " "

%‘ 6

459+2865 59+2865DEG

<459+2865 59+2865 '

3324 324 .DEG

Delet e and Insert




Ent er 21595.

Clear t he 95.

Clear t he ent ry.

-

Press Display

21595 21595 1595DEG

! ! -(Clear t o right )

215 15DEG

-(Clear ent ry)

~

DEG

Clear




Keys

1. T adds.

2. U subt ract s.3. V mult iplies.

4. W divides.

5. < complet es t he operat ion or execut es

t he command.

6 . M let s you ent er a negat ive number.

7. % _ changes a real number t o a percent .

Notes

• The examples on t he t ransparency mast ers

assume all default set t ings.

• The TI-30 XÙS allows implied mult iplicat ion.

Example: 3 (4 +3) = 21

• Do not confuse M wit h U. U allows

subt ract ion.

• Result s of percent calculat ions display

according t o t he decimal not at ion modeset t ing.

1

2

3

4

5

Basic Mat h

6

7

3




Find: 2 + 54 ½ 6 =

16 x 21 =

78 P 2 =12 x (5 + 6 ) =

T U V W

<

Press Display

2 T 54 U 6

<2+54-6 +54-6 '

50 0 .DEG

16 V 21< 16 6* 211 '

336.36.DEG

78 W 2 < 78/2 8/2 '

39.9.DEG

12V

D

5T

6 E <12 2* (5+6) 5+6) '

132.32.DEG

Add, Subt ract , Mult iply, Divide, Equals




The t emperat ure in Ut ah was L3¡ C

at 6 :0 0 a.m. By 10 :0 0 a.m. t he

t emperat ure had r isen 12¡ C. Whatwas t he t emperat ure at 10 :0 0 a.m.?

M

Press Display

M 3 T 12

<

L 3+12 +12 '

9..DEG

Negat ive Numbers




Mike makes $8 0 per week. He saves

15% of his earnings. How much does

Mike save per week?

%£

Press Display

15 15 5DEG

%£ V 8 0<

15% 5%* 80 0 '

12.2.DEG

Percent




1(f irst) Expressions insideD E

2 Funct ions t hat need aE and precede t heexpression, such as t he>,A, or

%’ menu it ems

3 Funct ions ent ered af t er t he expression, such

asF and angle unit modifiers (¡, ¢, £, r, g)

4 Fract ions

5 Exponent iat ion (G) and root s (% ¡)

6 Negat ion (M)

7 Permut at ions (nPr) and combinat ions (nCr)

8 Mult iplicat ion, implied mult iplicat ion, anddivision

9 Addit ion and subt ract ion

10 Conversions (%š,%“, and 8DMS)

11(last ) < complet es all operat ions and closes allopen parent heses.

Equat ion Operat ing Syst em EOSé




1 + 2 x 3 = T V D EPress Display

1T 2 V 3

<1+2*3 +2*3 '

7..DEG

(1 + 2) x 3 =

Press Display

D 1T 2 E V

3<(1+2 +2 )*3 3 '

9..DEG

Order of Operat ions




Keys

1. % l t urns on t he const ant mode and

let s you define a const ant . A K displays

when t he const ant mode is on.

2. < places t he cont ent s of K at t he end

of t he expression in t he display.

Notes


• All funct ions, except st at ist ics, work inconst ant mode.

• To ent er a const ant :

1. Press% l. If a const ant isalready st ored, press- t o clearit .

2. Ent er your const ant (any set ofoperat ions, funct ions, and values) .

3. Press< t o t urn on t he const ant

mode. K appears in t he display.

4. Press- t o clear t he display.

5. Ent er an init ial value. If you do not

ent er a value, 0 is assumed, and Ans

will appear in t he display.

6 . Press< t o place t he cont ent s ofK at t he end of t he expression and

evaluat e it .

7. Cont inue press ing< t o repeat

t he const ant .

The result is st ored in Ans, which is

displayed, and t he const ant is usedt o evaluat e t he new expression.

1

2

Const ant 5




Three people babysit for $3 .25 each

per hour. First person works 16 hours.

Second person works 12 hours. Thirdperson works 17 hours. How much did

each person earn?

%™

Press Display

%™ K = =DEG

V 3.25< K = *3.25 = *3.25DEG K

- ~ '

DEG K

16< 16*3 6*3 .25 5'

52.2.DEG K

12< 12*3 2*3 .25 5 '

39.9.DEG K

17< 17*3 7*3 .25 5 '

55.25 5.25DEG K

%™

(Const ant mode is off .)

~ '

DEG K

Const ant




Keys

1. 8 ent ers a decimal point .

2. % ‚ displays t he following menu, whichlet s you set t he number of decimal places.

F 0 1 2 3 4 5 6 7 8 9

F Set s float ing decimal(st andard) not at ion.

0 -9 Set s t he number of decimalplaces.

Notes



• % ‚ 8 removes t he set t ing and

ret urns t o st andard not at ion (float ingdecimal).

• The FIXset t ing affect s all decimal result sand t he mant issa of scient ific andengineering not at ion result s.

• The TI-30 XÙS aut omat ically rounds t heresult t o t he number of decimal places

select ed. For example, when t he decimal isset t o 2 places, 0 .147 becomes 0 .15 whenyou press<. The TI-3 0 XÙS also rounds

or pads result ing values wit h t railing zerost o fit t he select ed set t ing. For example,when t he decimal is set t o 5 places, 0 .147

becomes 0 .1470 0 when you press<.

• All result s are displayed t o t he FIXset t ing

unt il you clear t he set t ing by eit herpressing% ‚ 8 or select ing

F(f loat ing) on t he decimal not at ion menu.Reset t ing t he calculat or also clears t he FIX

set t ing.

• Aft er pressing% ‚, you can select t henumber of decimal places in 2 ways:

Press ! or " t o move t o t he

number of decimal places you want ,and t hen press<, or

Press t he number key t hat

corresponds t o t he number ofdecimal places you want .

• FIXaffect s only t he result s, not t he ent ry.

1 2

Decimals and Decimal Places 6




Round 12.345 t o t he hundredt hs

place, t o t he t ent hs place, and t hen

cancel t he FIXset t ing.

8 %©

Press Display

12 8 345 12.345 2.345DEG

%©F 0 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9_

DEG

" " " F 0 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9_

DEG

< 12.345 2.345FIX DEG

< 12.345 2.345 '

12.35 2.35FIX DEG

%© 1

12.345 2.345 '

12.3 2.3FIX DEG

%© 812.345 2.345 '

12.345 2.345DEG

Decimal, FIX




Keys

1. L displays t he following menu of

variables.

A B C D E Let s you select a variable

in which t o st ore t hedisplayed value. The newvariable replaces any

previously st ored value.

rand Let s you set a seed value

for r andom int egers.

2. z displays t he following menu of

variables.A B C D E Let s you view t he st ored

value before past ing it invariable form t o t he display.

3. % { clears all variables.

4. % h displays t he following menu ofvariables.

A B C D E Let s you view t he st oredvalue before past ing it t ot he display.

Notes


• You can st ore a real number or anexpression t hat result s in a real number t o

a memory variable.

• When you select a variable usingz,

t he variable name (A, B, C, D, or E) is

displayed on t he ent ry line.

When you select a variable using% h,t he value of t he st ored variable isdisplayed on t he ent ry line.

• Reset t ing t he calculat or clears all memory

variables.

• For more about rand, see Chapt er 11,

Probabilit y (page 6 8 ).

Memory 7

1

4

23




Test scores: 96 , 76 , 8 5.

Weekly scores: 92, 83, 97, and 86 .

Find t he average of t est and weeklyscores. Find t he f inal average.

L z

%¦Press Display

96 T 76 T8 5<

96+76+85 6+76+85 '

257.57.DEG

W 3< Ans/3 ns/3 '

85.66666667 5.66666667DEG

L < Ansns¹ A '

85.66666667 5.66666667DEG

92 T 8 3 T97T 8 6<

92+83+97+86 2+83+97+86 '

358.58.DEG

W 4< Ans/4 ns/4 '

89.5 9.5DEG

T z

< <

Ans+A ns+A '

175.1666667 175.1666667DEG

W 2< Ans/2 ns/2 '

87.58333333 87.58333333DEG

St ore, Memory Variable, Clear Variable




Which would be t he bet t er buy:

3 casset t e t apes for $7.98 , or

4 casset t e t apes for $9.48 ?

L

%§Press Display

78 98 W 3

<7.98/3 .98/3 '

2.66 .66DEG

L < Ansns¹ A '

2.66 .66DEG

9 848 W 4

<9.48 / 4 .48 / 4 '

2.37 .37DEG

L " < Ansns¹ B '

2.37 .37DEG

View t he first price again.

%§ A B C D E B C D E- 2.66 .66

DEG

View t he second price again.

" A B C D E B C D E -

2.37 .37DEG

St ore, Recall




Shop Purchases Qt y Cost

A shirt s 2 $13.98 ea.

B t ies 3 $7.98 ea.C belt 1 $6 .98

suspenders 1 $9 .98

How much did you spend at each

shop, and how much did you spend

alt oget her?

L

%§

Press Display

2 V 13 8 98

<2*13 *13 .98 8 '

27.96 7.96DEG

L ¹ A B C D E B C D E &

-

DEG

< Ansns¹ A '

27.96 7.96DEG

3 V 78 98

<3*7 *7 .98 8 '

23.94 3.94DEG

Cont inued

St ore, Recall




Press Display

L

%§L " < Ansns¹ B

'

23.94 3.94DEG

6 8 98 T

9 8 98<6.98+9 8+9 .98 8 '

16.96 6.96DEG

L " "<

Ansns¹ C '

16.96 6.96DEG

%§

< T

27 7 .96 6+ '

DEG

%§ "

< T

% .96+23 6+23 .94+ 4+ '

DEG

%§ " "

< <

27 7 .96+23 6+23 .94 4 & '

68.86 8.86DEG

St ore, Recall ( Cont inued)




Keys

1. N let s you ent er mixed numbers and

fract ions.

2. % O convert s a s imple fract ion t o

a mixed number or a mixed number t o a

simple fract ion.

3. % j convert s a fract ion t o it s decimal

equivalent or changes a decimal t o it s

fr act ional equivalent , if possible.

Notes



• To ent er a mixed number or a f ract ion,

pressN bet ween t he whole number andt he numerat or and bet ween t he numerat orand t he denominat or.

• You can ent er a f ract ion or mixed numberanywhere you can ent er a decimal value.

• You can use fr act ions and decimalst oget her in a calculat ion.

• Fract ional result s and ent ries areaut omat ically reduced t o t heir lowest

t erms.

• Fract ional calculat ions can show fr act ional

or decimal result s.

When possible, calculat ions involving

2 fract ions or a f ract ion and anyint eger will display fract ional result s.

Calculat ions involving a fr act ion and

a decimal will always display result sas decimals.

• For a mixed number, t he whole number can

be up t o 3 digit s, t he numerat or can be upt o 3 digit s, and t he denominat or can beany number t hrough 10 0 0 .

• For a simple fract ion, t he numerat or can beup t o 6 digit s and t he denominat or can be

any number t hrough 10 0 0 .

Fract ions

12

3

8




At t he part y, you at e 5 / 6 of t he

pepperoni pizza and 1 / 10 of t he

sausage pizza. How much pizza didyou eat ?

N

Press Display

5N 6 T 1

N 10<

5 ®6+1+1®10 0 '

14 / 15 4 / 15DEG

Fract ions




A baby weighed 4 3 / 8 pounds at

birt h. In t he next 6 mont hs, she

gained 2 3 / 4 pounds. How much doesshe weigh?

N

Press Display

4N 3N

8 T 2N 3

N 4<

4 ®3 ®8+2 +2®3 ®4 '

7 − 1/8 1/ 8DEG

\

Mixed Numbers




Sam is making his birt hday cake.

The recipe calls for 3 1 / 2 cups of

flour. He has only a 1 / 2-cupmeasuring cup. To find out how

many t imes Sam must use his

measuring cup, change t he mixed

number t o a fract ion.

3 1/2 ¾ 1/2 = 7

%š

Press Display

3N 1N 2 3 ®

1®

2 DEG

%š 3 ®1®2 ¾ A b / c ½ ¾

d / e

DEG

< 3 ®1®2 ¾ A b / c ½ ¾

d / e

'

7 / 2 / 2DEG

Show t he mixed number again.

%š < Ansns ¾ A b / c ½ ¾

d / e

'

3 − 1/2 1/ 2DEG

Mixed Number t o Fract ion, Fract ion t o

Mixed Number




Juan swims 20 laps in 5.72

minut es. Mary swims 20 laps in

5 3 / 4 minut es. Change Mary’s t imet o a decimal t o det ermine who

swims fast er.

%“

Press Display

5N 3N

4%“

5 ®3 ®4 ¾ F ½ ¾ D

DEG

< 5 ®3 ®4 ¾ F ½ ¾ D '

5.75 .75DEG

Fract ion t o Decimal




Change 2.25 t o it s f ract ional

equivalent . %“Press Display

2 8 25

%“ <

2.25 .25 ¾ F ½ ¾ D '

2 −1/4 /4DEG

Decimal t o Fract ion




Keys

1. g displays t he value of pi rounded t o

10 digit s (3 .14159 26 54 ).

Notes


• Int ernally, pi is st ored t o 13 digit s(3. 14159 26 53 59 0 ).

• Aft er pressing% ‚, you can select t henumber of decimal places in 2 ways:

Press ! or " t o move t o t henumber of decimal places you want ,

and t hen press<, or

Press t he number key t hat

corresponds t o t he number ofdecimal places you want .

The t ransparency mast ers show bot hways.

1

Pi 9




Use t his formula t o f ind t he amount

of border you need if you want t oput a circular border all t he way

around t he t ree.

g

Press Display

2 V g V 1.5<

2 * p * 1.5 .5 '

9.424777961 .424777961DEG

C = 2pr = 2 x p x 1.5m

Circumference



© 199 9 TEXAS INSTRUMENTS INCORPORATED TI-30XÙS: A Guide for Teachers 6 0

Use t his formula t o find how much

of a lawn would be covered by t he

sprinkler. Round your answer t o t henearest whole number, and t hen

ret urn t o float ing decimal mode.

g

Press Display

g V 4F

<p * 4 2

'

50.26548246 0.26548246DEG

%© " F 0 1 2 3 4 5 6 7 8 9 2 3 4 5 6 7 8 9 -

DEG

< p * 4 2 '

50.0.FIX DEG

%© 8p * 4 2

'

50.26548246 0.26548246DEG

A = pr2 = p x 42

Area




Keys

1. F squares t he value.

2. % b calculat es t he square root .3. % c calculat es t he specified root (x)

of t he value.

4. a calculat es t he reciprocal.

5. G raises a value t o a specified power.

Notes


• To useG, ent er t he base, press G, andt hen ent er t he exponent .

• The base (or mant issa) and t he exponentmay be eit her posit ive or negat ive. Refer t o

Domain under Error Messages in AppendixC (page C-1) for rest rict ions.

• The result of calculat ions wit hG must bewit hin t he range of t he TI-30 XÙS.

•A s ign change t akes precedence overexponent s.

Example: L5 2 = L25

(L5) 2 = 25

1

2

3

4

5

Powers, Root s, and Reciprocals 10




Use t his formula t o find t he size of

t he t arpaulin needed t o cover t he

ent ire baseball infield.

A = x2 = 27.42

FG

Press Display

27.4F <

or27.4 7.42 '

750.76 750.76DEG

27.4 G 2

<27.4 7.4^2 2 '

750.76 750.76DEG

Squares




Use t his formula t o find t he lengt h

of t he side of a square clubhouse if

3m2 of carpet would cover t he f loor.Round your answer t o 0 decimal

places.

L = x = 3

%œ

Press Display

%œ 3 E

<

‹(3) 3) '

1.732050808 .732050808DEG

%© "

<

‹(3) 3) '

2..FIX DEG

3m2

of carpet

Square Root s




Use t his formula t o find t he volume

of a cube wit h sides 2.3 met ers long.

Change your answer t o a fract ion.

V = L3 = 2.3 3

G

Press Display

2 8 3 G 3<

2.3^3 .3^3'

12.167 2.167DEG

%“<

Ansns¾ F ½ ¾ D '

12 2−167/1000 67/1000DEG

Cubes




If t he volume of a cube is 125 cm3,

what is t he lengt h of each side? %¡Press Display

3%¡ 125

<

3 x ‹125 25

5..DEG

Root s




The chart below shows t he amount

of t ime spent building model ships.a

Time Port ionSpent Complet ed

Ships Building Per HourSailing 10 hrs. ?

St eam 5 hrs. ?

Luxury 5 1 / 3 hrs. ?

How much of each model was

complet ed per hour?

Press Display

Sailing ship:

10 a %“<

10 -11¾ F ½ ¾ D '

1 / 10 / 10DEG

St eam ship:

5a %“<

5 -11¾ F ½ ¾ D '

1 / 5 / 5DEG

Luxury liner:

5N 1N 3

a <5 ®1®3 -1-1

'

3 / 16 / 16DEG

Reciprocals




Keys

1. H displays t he following menu of

funct ions.

nPr Calculat es t he number ofpossible permut at ions.

nCr Calculat es t he number ofpossible combinat ions.

! Calculat es t he fact orial.

RAND Generat es a r andom10 -digit real numberbet ween 0 and 1.

RANDI Generat es a r andomint eger bet ween 2 numbers

t hat you specify.

Notes



• A combinat ion is an ar rangement of

object s in which t he order is not import ant ,as in a hand of cards.

• A permut at ion is an ar rangement ofobject s in which t he order is import ant , asin a race.

• A fact orial is t he product of all t he posit iveint egers from 1 t o n , where n is a posit ive

whole number

6 9.• To cont rol a sequence of random numbers,

you can st ore (L) an int eger t o RAND

just as you would st ore values t o memoryvariables. The seed value changes randomly

when a random number is generat ed.

• For RANDI, use a comma t o separat e t he

2 numbers t hat you specify.

1

Probabilit y 11




You have space for 2 books on your

bookshelf. You have 4 books t o put

on t he shelf. Use t his formula t ofind how many ways you could place

t he 4 books in t he 2 spaces.

4 nCr 2 = x

A B C D

H

AB and BA

count as only

1 combinat ion.

AB AC AD

BA BC BD

CA CB CD

DA DB DC

Press Display

4H " nPr Pr nCr Cr ! &

--- --DEG

2< 4 nCr 2 nCr 2 '

6..DEG

Combinat ion (nCr)




Four different people are running in

a race. Use t his formula t o find how

many different ways t hey can place1st and 2nd.

4 nPr 2 = x

A B C D

H

AB and BA

count as 2

permut at ions.

AB AC AD

BA BC BD

CA CB CD

DA DB DC

Press Display

4H nPr Pr nCr Cr ! &

--- --DEG

2< 4 nPr 2 nPr 2 '

12.2.DEG

Permut at ion (nPr)




Using t he digit s 1, 3 , 7, and 9 only

one t ime each, how many 4-digit

numbers can you form?4! = x

1 3 7 9A B C D

H

ABCD

BACD

CABDDABC

ABDC

BADC

CADBDACB

ACBD

BCADCBAD

DBAC

ACDB

BCDACBDA

DBCA

ADBCBDCA

CDAB

DCAB

ADCBBDAC

CDBA

DCBA

Press Display

4H " " nPr Pr nCr Cr ! &

-

DEG

< < 4! ! '

24.4.DEG

Fact orial ( !)




Generat e a sequence of random

numbers.H

Press Display

H " " " %

RAND RAND RANDI ANDI - _____

DEG

< < RAND AND '

0.839588694 .839588694DEG

< RAND AND '

0.482688185 .482688185DEG

Result s will vary.

Random (RAND)




Set 1 as t he current seed and

generat e a sequence of random

numbers.

H

Press Display

1L ! %

rand rand ---- ---

310000.10000.DEG

< 1¹

rand and'

1..DEG

H " " "< <

RAND AND '

0.000018633 .000018633DEG

< RAND AND '

0.745579721 0.745579721DEG

Random (RAND)




Generat e a random int eger from 2

t hrough 10 .H

Press Display

H ! % RAND AND RANDI ANDI--- --___

DEG

< 2%¤

10 E

% ANDI( 2, 10) NDI( 2, 10)DEG

< RANDI( 2, 10) ANDI( 2, 10) & '3..DEG

Result s will vary.

Random Int eger (RAND)



© 199 9 TEXAS INSTRUMENTS INCORPORATED TI-30XÙS: A Guide for Teachers

75

Keys

1. % t displays a menu from which you

can select 1-VAR, 2-VAR or CLRDATA.

1-VAR Analyzes dat a from 1 setof dat a wit h 1 measured

variable—x .

2-VAR Analyzes paired dat a fr om2 set s of dat a wit h 2

measured variables—x , t heindependent variable, andy , t he dependent variable.

CLRDATA Clears dat a values wit hout

exit ing STAT mode.

2. v let s you ent er dat a point s (x for

1-VAR sta ts ; x and y for 2-VAR stats) .

3. % w displays t he following menu

t hat let s you clear dat a values and exit

STAT mode.

EXIT ST: Y N

• Press< when Y (yes) isunderlined t o clear dat a values andexit STAT mode.

• Press< when N (no) is

underlined t o ret urn t o t he previousscreen wit hout exit ing STAT mode.

4. u displays t he menu of variables

wit h t heir current values.n Number of x (or x ,y ) dat a

point s.

v or w Mean of all x or y values.

Sx or Sy Sample st andard deviat ionof x or y.

sx or sy Populat ion s t andard

deviat ion of x or y .

Gx or Gy Sum of all x values or y

values.

Gx2 or Gy2 Sum of all x 2 values or y 2

values.

Gxy Sum of (x Q y) for all xy

pairs in 2 list s.

a Linear regression slope.

b Linear r egressiony -int ercept .

r Correlat ion coeff icient .

Notes


• To save t he last dat a point or fr equencyvalue ent ered, you must press< or $.

• You can change dat a point s once t hey areent ered.

Stat ist ics

3

2

1

4

12




Five st udent s t ook a mat h t est .

Using t heir scores, ent er t he dat a

point s— 8 5, 8 5, 97, 53 , 77.

%” v

Press Display

%” 1-VAR -VAR 2-VAR -VAR &

----- ----DEG

< v X 1= S

STAT DEG

8 5 X 1=85 85 S

STAT DEG

$ FRQ RQ=11 S

STAT DEG

2 FRQ RQ=2 2 S

STAT DEG

$ 97 X 2 =97 97 S

STAT DEG

$ $ 53 X 3 =53 53 S

STAT DEG

$ $ 77<

Cont inued

X 4 =77 77 S

77.7.STAT DEG

Ent ering 1-VAR St at Dat a




Find t he number of dat a point s (n),

t he mean (v), t he sample st andard

deviat ion (sx), t he populat ionst andard deviat ion (sx), t he sum of

t he scores (Gx), and t he sum of t he

squares (Gx2).

u

Press Display

u n v Sx s x &

- 5..

STAT DEG

" n v Sx s x &

- 79.4 9.4

STAT DEG

" n v Sx s x &

--- -- 16.39512123 6.39512123

STAT DEG

" n v Sx s x &

--- -- 14.66424222 4.66424222

STAT DEG

" %

G x G x 2

--- -- 397.97.

STAT DEG

"

Cont inued

%

G x G x 2

--- --32597.2597.

STAT DEG

Viewing t he Dat a ( Cont inued)




Ret urn t o t he first dat a point .

Display t he lowest score, drop it ,

and t hen find t he new mean (v).Clear all dat a by exit ing STAT mode.

%˜

Press Display

v X 1=85 85 S

STAT DEG

$ $ $ $ X 3 =53 53 S

STAT DEG

$ 0< FRQ RQ=0 0 S

0..STAT DEG

u " n v Sx s x &

- 86.6.STAT DEG

%˜ EXIT ST: XIT ST: Y N -

STAT DEG

< ~

DEG

Removing Dat a Point s ( Cont inued)




The t able below shows t he number of

pairs of at hlet ic shoes sold by a

small shoe st ore. Ent er t his dat aas t he dat a point s.

Mont h Tot al No.(x) Brand A (y)

April 58 (x1) 35 (y1)

May 47 (x2) 28 (y2)

%” v

Press Display

%” " 1-VAR 2-VAR -VAR 2-VAR &

----- ----DEG

< v X 1= S

STAT DEG

58 X 1=58 58 S

STAT DEG

$ 35 Y 1 =35 35 S

STAT DEG

$ 47 X 2 =47 47 S

STAT DEG

$ 28 Y 2 =28 28 S

STAT DEG

<

Cont inued

Y 2 =28 28 S

28.8.STAT DEG

Ent ering 2- VAR St at Dat a




If t he st ore sells 3 2 pairs of shoes

in June, predict t he June sales of

Brand A. When f inished, exit STATmode and clear all dat a point s.

u

%˜Press Display

u ! % x ' y '

-

STAT DEG

< 32 E<

y ' (32) (32)18.45454545 8.45454545

STAT DEG

%˜ EXIT ST: Y XIT ST: Y N

-

STAT DEG

< ~

DEG

Viewing t he Dat a ( Cont inued)




Keys

1. @ calculat es t he t angent .

2. % \ calculat es t he inverse t angent .3 . ? calculat es t he cosine.

4. % [ calculat es t he inverse cosine.

5. > calculat es t he sine.

6 . % Z calculat es t he inverse sine.

Notes



• Before st art ing a t rigonomet ric

calculat ion, be sure t o select t he

appropriat e angle mode set t ing (degree,

radian, or gradient —See Chapt er 16 ,Angle Set t ings and Conversions). The

calculat or int erpret s values according t ot he current angle-unit mode set t ing.

• E ends a t rig funct ion.

12

34

5

6

Trigonomet ry 13




Use t his formula t o find t he

dist ance from t he light house t o t he

boat . Round your answer t o t henearest whole number, and t hen


@

Press Display

78 W @

27E <78/tan (27) 8/tan (27)

'

153.0836194 53.0836194DEG

%© " F 0 1 2 3 4 5 6 7 8 9 2 3 4 5 6 7 8 9 -

DEG

< 78/tan (27) 8/tan (27) '

153.53.FIX DEG

%© 878/tan (27) 8/tan (27)

'

153.0836194 53.0836194DEG

D = 78 /TAN 27

Tangent




Use t his formula t o find t he angle of

depression. Round your answer t o

t he nearest t ent h, and t hen ret urnt o f loat ing decimal mode.

TAN x = 6 0 0 /250 0

%Ÿ

Press Display

%Ÿ 600W

2500 E <

taan -11 (600/25 600/25 & ' 13.49573328 3.49573328

DEG

%© " "F 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 -

DEG

< taan -11 (600/25 600/25 & ' 13.5 3.5

FIX DEG

%© 8 taan -11 (600/25 600/25 & '

13.49573328 3.49573328DEG

Inverse Tangent




Use t his formula t o find how far t he

base of t he ladder is from t he

house. Round your answer t o t henearest whole number, and t hen


D = 5 x COS 75

?

Press Display

5 V ?

75 E <5*cos (75) *cos (75) '

1.294095226 .294095226DEG

%© " F 0 1 2 3 4 5 6 7 8 9 2 3 4 5 6 7 8 9 -

DEG

< 5*cos (75) *cos (75)'

1..FIX DEG

%© 8 5*cos (75) *cos (75) '

1.294095226 .294095226DEG

Cosine





t he ski jump. Round your answer t o

t he nearest t ent h, and t hen ret urnt o f loat ing decimal mode.

COS x = 453/50 0

%

Press Display

% 453W

50 0 E <

cosos-11 (453/50 453/50 & ' 25.04169519 5.04169519

DEG

%© " "F 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 -

DEG

< cosos-11 (453/50 453/50 & ' 25.0 5.0

DEG

%© 8cosos-11 (453/50 453/50 & ' 25.04169519 5.04169519

DEG

Inverse Cosine




Use t his formula t o find t he lengt h

of t he ramp. Round your answer t o

t he nearest whole number, and t henret urn t o float ing decimal mode.

D = 1.5/SIN 12

>

Press Display

18 5 W >

12 E <1.5/sin (12) 1.5/sin (12) & ' 7.214601517 .214601517

DEG

%© " F 0 1 2 3 4 5 6 7 8 9 2 3 4 5 6 7 8 9-

DEG

< 1.5/sin (12) .5/sin (12) & '7..

FIX DEG

%© 8 1.5/sin (12) .5/sin (12) & ' 7.214601517 .214601517

DEG

Sine





t he conveyor belt . Round your

answer t o t he nearest t ent h, andt hen ret urn t o f loat ing decimal

mode.

%

Press Display

% 13 W20 E <

sin in-11(13/20) 13/20)

& '40.54160187 0.54160187

DEG

%© " " F 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 -

DEG

< sin in-11 (13/20) 13/20) & '

40.5 0.5FIX DEG

%© 8 sin in-11 (13/20) 13/20) & '40.54160187 0.54160187

DEG

SIN x = 13/20

Inverse Sine



© 199 9 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 8 8

Keys

1. % d displays t he following numeric

not at ion mode menu.

FLO Rest ores st andard mode

(f loat ing decimal).SCI Turns on scient ific mode

and displays result s as anumber from 1 t o 10

(1 n < 10 ) t imes 10 t o

an int eger power.

ENG Turns on engineering mode

and displays result s as a

number fr om 1 t o 10 0 0(1 n < 10 0 0 ) t imes 10 t o

an int eger power. Theint eger power is always amult iple of 3.

2. % C let s you ent er and calculat e t he

exponent .

Notes


• You can ent er a value in scient ific not at ionregardless of t he numeric not at ion modeset t ing. For a negat ive exponent , press Mbefore ent ering it .

• Result s requiring more t han 10 digit s are

aut omat ically displayed in scient ificnot at ion.

• For t he decimal not at ion mode, refer t o% ‚ in Chapt er 6 , Decimals andDecimal Places.

• These modes (FLO, SCI, and ENG) aff ectonly t he display of result s.

1

2

Notation 14



© 199 9 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 8 9

Ent er 12543, which will be in float ing

decimal not at ion (default ), and

alt ernat e bet ween scient ific andengineering not at ions.

%

Press Display

12543

% "

FLO LO SCI CI ENG NG--- --

DEG

< < 12543 2543 '

1.2543 .2543x1 10 04 4

SCI DEG

% " FLO LO SCI CI ENG NG--- --

SCI DEG

< 12543 2543'

12.543 2.543x1 10 03 3

ENG DEG

% " FLO LO SCI CI ENG NG--- --

ENG DEG

< 12543 2543 '

12543.2543.DEG

Engineering, Scient ific, Float ing Decimal



© 199 9 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 90

The Eart h is 1.496 x 10 8 kilomet ers

from t he Sun. Jupit er is 7.783 x 10 8

kilomet ers from t he Sun. Ent er t henumbers in scient ific not at ion and

det ermine how far away t he Eart h is

from Jupit er.

%¢

Press Display

78 78 3%¢ 8

7.783 .783E 8-1-1 .4 & '

628700000.28700000.DEG

U 18 496

%¢ 8<

Exponent




Find log 23 rounded t o 4 decimal

places. Then find ln 23 rounded t o

4 decimal places and ret urn t ofloat ing decimal not at ion.

A B

Press Display

A 23 E

<log (23) og (23) '

1.361727836 1.361727836DEG

%© F 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9-

DEG

4 log (23) og (23) '

1.3617 .3617FIX DEG

B 23 E

<ln (23) n (23) '

3.1355 .1355FIX DEG

%© 8 ln (23) n (23) '

3.135494216 .135494216DEG

Common Logarit hm, Nat ural Logarit hm




Find ant ilog 3.98 24 rounded t o

4 decimal places. Then find ant iln

3.98 24 rounded t o 4 decimalplaces. When finished, ret urn t o

float ing decimal not at ion.

%

%

Press Display

% 3 8

9824 E <

10^ (3.9824) 0^ (3.9824) '

9602.846792 602.846792DEG

%© F 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9-

DEG

4 10^ (3.9824) 0^ (3.9824) '

9602.8468 602.8468FIX DEG

% 3 8

9824 E <

e^ (3.9824) ^ (3.9824) '

53.6456 3.6456FIX DEG

%© 8 e^ (3.9824) ^ (3.9824) '

53.64562936 3.64562936DEG

Common Ant ilogarit hm, Nat ural Ant ilogarit hm




Keys

1. I displays t he following menu t hat let s

you change t he angle mode set t ing t o DEG,

RAD, and GRD wit hout affect ing t he value

in t he display.

DEG Set s degree mode.

RAD Set s radian mode.

GRD Set s gradient mode.

The default set t ing is DEG.

2. = displays a menu t hat let s you specify

t he unit of an angle.

º Specifies degrees.

Å Specifies minut es.

Æ Specifies seconds.

r Specifies radians.

g Specifies gradient s.

DMS Let s you convert an angle fr om

decimal degrees t o DMS

not at ion.

Notes• The examples on t he t ransparency mast ers


• Angles wit h a t rig funct ion ignore t he anglemode set t ing and display result s in t he

original unit . Ot herwise, angles (wit hout at rig funct ion) are convert ed and displayedaccording t o t he angle mode set t ing.

• You ent er decimal-degree angles t he same

as you would any ot her number.

• For decimal/ DMS conversions, t hecalculat or int erpret s all values as degrees,

regardless of t he angle-unit set t ing.

• DMS angles are ent ered as º (degrees),

´ (minut es), and ´́ (seconds).

1

2

Angle Set t ings and Conversions 16




You wat ched 2 videos t hat were

2:0 5 (2 hours and 5 minut es) and

1:46 (1 hour and 46 minut es) inlengt h. How long did you wat ch

videos?

=

Press Display

2=¡ Å Æ r g

&

-

DEG

< 2 ¡

DEG

5= "¡ Å Æ r g

&

-

DEG

< T 1=

<2 ¡ 5 Å + 1+ 1¡

DEG

46 = "

< <2 ¡ 5 Å + 1+ 1¡ 46 46Å '

3.85 .85DEG

= !%

¾ DMS MS---- ---DEG

< < Ansns ¾ DMS DMS '

3 ¡ 51 51Å 0 0Æ DEG

Degrees, Minut es, and Seconds t o Decimal




How much is 2 / 3 of an hour in hours,

minut es, and seconds?=

Press Display

2N 3 2 ®3

DEG

= ! % ¾ DMS MS---- ---

DEG

< < 2 ®3 ¾ DMS DMS '

0 ¡ 40 0Å 0 Æ DEG

Fract ion t o Degrees, M inut es, and Seconds




Calculat e t he sine of 30 in degrees,

radians, and gradient s.I

Press Display

> 30 E

<sin(30) in(30) '

0.5 .5DEG

I " DEG EG RAD AD GRD RD--- --

DEG

< < sin(30) in(30) '

-0.988O31624 0.988O31624RAD

I " DEG EG RAD AD GRD RD--- --RAD

< < sin(30) in(30) '

0.4539905 0.4539905GRAD

Degrees, Radians, Gradient s




Keys

1. % k displays t he following menu t hat

let s you convert rect angular coordinat es

( c ,y ) t o polar coordinat es ( r ,q ) or vice

versa.

R4Pr Convert s rect angular coordinat e

t o polar coordinat e r .

R4Pq Convert s rect angular coordinat e

t o polar coordinat e q .

P4Rc Convert s polar coordinat e t o

rect angular coordinat e c .

P4Ry Convert s polar coordinat e t orect angular coordinat e y .

2. % ` ent ers a comma.

Notes• The example on t he t ransparency mast er

assumes all default set t ings.

• Before st art ing calculat ions, set angle

mode as necessary.

1

2

Polar and Rect angular Conversions 17




Convert t he polar ordered pair

(7,30 ) t o rect angular using t he

DEG (¡) angle unit .

y

x

3

2

1

1 2 3 4 5 6 7

r = 7

30°

4(x = ?, y = ?)

%’

Press Display

%’ " "% P ¾ Rx x P ¾ R y

---- ---DEG

< 7%¤30 E <

P ¾ Rx x (7,30) 7,30) '

6.062177826 .062177826DEG

%’ !% P ¾ Rx x P ¾ R y

---- ---DEG

< 7%¤30 E <

P ¾ Ry y (7,30) 7,30) '

3.5 .5DEG

The rect angular ordered pair is

6 .0 6 21778 26 ,3 .5.

Polar t o Rect angular

1

1




Keys

1. % Y accesses t he hyperbolic (sinh,

cosh, tanh) f unct ion of t he next t rig key

t hat you press.

Notes

• The example on t he t ransparency mast er

assumes all default set t ings.

• Hyperbolic calculat ions are not affect ed by

t he angle mode set t ing—whet her or not

t he calculat or is in RAD (radian),GRD (gradient ), or DEG (degree) modes.

1

Hyperbolics 18




Find t he hyperbolic sine (sinh),

cosine (cosh), and t angent (t anh)

of 5 .

%›

Press Display

%› > 5

E <

sinh(5) inh(5) '

74.20321058 4.20321058DEG

%› ? 5E <

cosh(5) osh(5)'

74.20994852 4.20994852DEG

%› @ 5

E <

tanh(5) anh(5) '

0.999909204 .999909204DEG

Sine, Cosine, Tangent



© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for TeachersA-1

KEY FUNCTION

! "

# $

Moves the cursor left and right so you can scroll the entry line.

Press%

!

or%

"

to scroll to the beginning or end of the entry line.Moves the cursor up and down so you can see previous entries.Press% # or% $ to scroll to the beginning or end of the history.

T U V W Adds, subtracts, multiplies, and divides.

7 –6 Enters the digits 0 through 9.

D

E

Opens a parenthetical expression.

Closes a parenthetical expression.

a Calculates the reciprocal.

F Squares the value.

g Enters the value of pi rounded to 10 digits (3.141592654).

8 Enters a decimal point.

M Indicates the value is negative.

G Raises a value to a specified power.

= Displays the following menu that lets you specify the unit of an angle.

º Specifies degrees.

Å Specifies minutes.

Æ Specifies seconds.

r Specifies radians.

g Specifies gradients.

4DMS Lets you convert an angle from decimal degrees

to DMS notation.

% Turns on the 2nd indicator and accesses the function shown above thenext key that you press.

% ] Calculates the common antilogarithm (10 raised to the power of the value).

% b Calculates the square root.

Quick Reference to Keys A




Quick Reference to Keys (Continued) A

KEY FUNCTION

% _ Changes a real number to percent. Results display according to the

decimal notation mode setting.% [,] Enters a comma.

% c Calculates the specified root (x) of the value.

N Lets you enter mixed numbers and fractions.

% O Converts a simple fraction to a mixed number or a mixed number to asimple fraction.

% i Recalls the most recently calculated result, displaying it as Ans.

- Clears characters and error messages on the entry line. Once the display isclear, it moves the cursor to the last entry in history.

% { Clears all memory variables.

? Calculates the cosine.

% [ Calculates the inverse cosine.

v Lets you enter the statistical data points (x for 1-VAR stats; x and y for

2-VAR stats).

JDeletes the character at the cursor. If you hold

Jdown, it deletes allcharacters to the right. Then each time you pressJ, it deletes 1

character to the left of the cursor.

I Displays the following menu that lets you change the Angle mode to

degrees (º), radians (r), or gradients (g), and then back to degrees without

affecting the value in the display.

DEG Sets degree mode.

RAD Sets radian mode.

GRD Sets gradient mode.

When you turn on the TI30X ÙS, it is always in the DEG mode.

% ^ Calculates the natural antilogarithm (e raised to the power of the value).

% C Lets you enter and calculate the exponent.

< Completes the operation or executes the command.





KEY FUNCTION

% w Displays the following menu that lets you clear data values and exit STAT

mode.EXIT ST: Y N

Press< when Y (yes) is underlined to clear data values and exit

STAT mode.

Press< when N (no) is underlined to return to the previous screen

without exiting STAT mode.

% j Converts a fraction to its decimal equivalent or converts a decimal to its

fractional equivalent, if possible.

% ‚ Displays the following menu that lets you set the number of decimal places.

F 0 1 2 3 4 5 6 7 8 9

F Sets floating decimal (standard) notation.

0-9 Sets number of decimal places.

% Y Accesses the hyperbolic (sinh, cosh, tanh) function of the next trig keythat you press.

% f Lets you insert a character at the cursor.

% l Turns on the constant mode and lets you define a constant.

B Calculates the natural logarithm (base e, where e = 2.718281828459).

A Calculates the common logarithm (base 10).

z Displays the following menu of variables.

A B C D E Lets you view the stored value before pasting

it to the display.

% ' Turns off the calculator and clears the display.

& Turns on the calculator.





KEY FUNCTION

H Displays the following menu of functions.

nPr Calculates the number of possible permutations.

nCr Calculates the number of possible combinations.

! Calculates the factorial.

RAND Generates a random 10-digit real number between 0 and 1.

RANDI Generates a random integer between 2 numbers that you

specify. Separate the 2 numbers with a comma.

% h Recalls the stored values to the display.

% Displays the RESET menu.

RESET : N Y

Press< when N (no) is underlined to return to the previous screenwithout resetting the calculator.

Press< when Y (yes) is underlined to reset the calculator. The

message MEM CLEARED is displayed.

Also, press& and- simultaneously to reset the calculatorimmediately. No menu or message is displayed.

% k Displays the following menu that lets you convert rectangular coordinates(c,y) to polar coordinates (r,q) or vice versa.

R4Pr Converts rectangular coordinate to polar coordinate r.

R4Pq Converts rectangular coordinate to polar coordinate q.

P4Rc Converts polar coordinate to rectangular coordinate c.

P4Ry Converts polar coordinate to rectangular coordinate y.

% d Displays the following numeric notation mode menu.

FLO Restores standard mode (floating decimal).

SCI Turns on scientific mode and displays results as a numberfrom 1 to 10 (1 n < 10) times 10 to an integer power.

ENG Turns on engineering mode and displays results as anumber from 1 to 1000 (1 n < 1000) times 10 to an

integer power. The integer power is always a multiple of 3.





KEY FUNCTION

> Calculates the sine.

% Z Calculates the inverse sine.

% t Displays the following menu from which you can select 1-VAR, 2-VAR, or

CLRDATA.

1-VAR Analyzes data from 1 set of data with 1 measured

variable−x.

2-VAR Analyzes paired data from 2 sets of data with 2 measuredvariables—x, the independent variable, and y, thedependent variable.

CLRDATA Clears data values without exiting STAT mode.

u Displays the following menu of stat variables with their current values.

n Number of x (or x,y) data points.

v or w Mean of all x or y values.

Sx or Sy Sample standard deviation of x or y.

sx or s y Population standard deviation of x or y.

Gx or G y Sum of all x values or y values.

Gx2 or G y2 Sum of all x 2 values or y 2 values.

Gxy Sum of (x Q y) for all xy pairs in 2 lists.

a Linear regression slope.

b Linear regression y-intercept.

r Correlation coefficient.

L Displays the following menu of variables.

A B C D E Lets you select a variable in which to store the displayed

value. The new variable replaces any previously storedvalue.

rand Lets you set a seed value for random integers.

@ Calculates the tangent.

% \ Calculates the inverse tangent.



Display Indicat ors

© 199 9 TEXAS INSTRUMENTS INCORPORATED TI-30XÙS: A Guide for Teachers B-1

INDICATOR MEANING

2nd 2nd funct ion.

HYP Hyperbolic funct ion.

FIX Fixed-decimal set t ing.

SCI, ENG Scient ific or engineering not at ion.

STAT St at ist ical mode.

DEG, RAD, GRAD Angle mode (degrees, radians, or gradient s).

K Const ant mode.

x10 Precedes t he exponent in scient ific or engineering not at ion.

' ( An ent ry is st ored in hist ory before and/or af t er t he act ive screen.

Press # and $ t o scroll.

% & An ent ry or menu displays beyond 11 digit s. Press ! or " t o scroll.

B



Support and Service Informat ion

© 199 9 TEXAS INSTRUMENTS INCORPORATED TI-3 0 X IIS: A Guide For Teachers D-1

ProductSupport

Cust omers in the U.S., Canada, Puert o Rico, and t he VirginIslands

For general quest ions, cont act Texas Inst rument s Cust omer Support :

phone: 1-8 0 -T-CARES (1-8 0 0 -8 42-2737)

e-mail: t i-cares@t i.com

For t echnical quest ions, call t he Programming Ass ist ance Group ofCust omer Support :

phone: 1-9 72-917-8 324

Cust omers out side the U.S., Canada, Puert o Rico, and t heVirgin Islands

Cont act TI by e-mail or visit t he TI calculat or home page on t he World WideWeb.

e-mail: t i-cares@t i.com

int ernet : www.t i.com/calc

ProductService

Cust omers in the U.S. and Canada Only

Always cont act Texas Inst rument s Cust omer Support before ret urning aproduct for service.

Cust omers outside the U.S. and Canada

Refer t o t he leaflet enclosed wit h t his product or cont act your local TexasInst rument s ret ailer/dist ribut or.

Other TIProducts andServices

Visit t he TI calculat or home page on t he World Wide Web.

www.t i.com/calc

D



Warrant y Informat ion

© 199 9 TEXAS INSTRUMENTS INCORPORATED TI-3 0 X IIS: A Guide For Teachers E-1

Cust omers int he U.S. and

Canada Only

One-Year Limit ed Warrant y for Elect ronic Product

This Texas Inst rument s (“TI”) elect ronic product warrant y ext ends only t ot he original purchaser and user of t he product .

Warranty Durat ion. This TI elect ronic product is warrant ed t o t he originalpurchaser for a period of one (1) year from t he original purchase dat e.

This TI elect ronic product is warrant ed against defect ive mat erials andconst ruct ion. THIS WARRANTY IS VOID IF THE PRODUCT HAS BEEN DAMAGED BY ACCIDENT OR

UNREASONABLE USE, NEG LECT, IMPROPER SERVICE, OR OTHER CAUSES NOT ARISING OUT OF DEFECTS IN

MATERIALS OR CONSTRUCTION.

Warrant y Disclaimers. ANY IM PLIED WARRANTIES ARISING OUT OF THIS S ALE, INCLUDING BUT NOT

LIMITED TO THE IMPLIED WARRANTIES OF MERCHANTABILITY AND FITNESS FOR A PARTICULAR PURPOSE, ARE

LIMITED IN DURATION TO THE ABOVE ONE-YEAR PERIOD. TEXAS INSTRUMENTS S HALL NOT BE LIABLE FOR LOSS OF

USE OF THE PRODUCT OR OTHER INCIDENTAL OR CONSEQUENTIAL COSTS , EXPENSES, OR DAMAGES INCURRED BY

THE CONSUMER OR ANY OTHER USER.

Some st at es/provinces do not allow t he exclusion or limit at ion of impliedwarrant ies or consequent ial damages, so t he above limit at ions orexclusions may not apply t o you.

Legal Remedies. This warrant y gives you specific legal right s, and you mayalso have ot her r ight s t hat vary from st at e t o st at e or province t oprovince.

Warrant y Performance. During t he above one (1) year warrant y period, yourdefect ive product will be eit her r epaired or replaced wit h a recondit ioned

model of an equivalent qualit y (at TI’s opt ion) when t he product is ret urned,post age prepaid, t o Texas Inst rument s Service Facilit y. The warr ant y oft he repaired or r eplacement unit will cont inue for t he warrant y of t heoriginal unit or six (6 ) mont hs, whichever is longer. Ot her t han t he post agerequirement , no charge will be made for such repair and/ or replacement . TIst rongly recommends t hat you insure t he product for value prior t o mailing.

Soft ware. Soft ware is licensed, not sold. TI and it s licensors do notwarrant t hat t he soft ware will be free from errors or meet your specificrequirement s. All soft ware is provided “AS IS.”

Copyright . The soft ware and any document at ion supplied wit h t his productare prot ect ed by copyright .

All Cust omersoutside t heU.S. andCanada

For informat ion about t he lengt h and t erms of t he warrant y, refer t o yourpackage and/or t o t he warrant y st at ement enclosed wit h t his product , or

cont act your local Texas Inst rument s ret ailer/dist ribut or.

E

Texas Instruments TI 30X IIS Manual

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