Texas Instruments -34 II Explorer Plus User manual

TI.34 Ü:
A Guide for Teachers
Developed by
Texas Instruments Incorporated
Activities developed by
Gary Hanson and Aletha Paskett
Illustrated by
Jay Garrison
Explorer
Plus™

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for Teachers ii
About the Authors
Gary Hanson and Aletha Paskett are math teachers in the Jordan Independent School District in Sandy,
Utah. They developed the
Activities section and assisted in evaluating the appropriateness of the examples in
the
How to Use the TI-34 Û section of this guide.
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Automatic Power Down, APD, and EOS are trademarks of Texas Instruments Incorporated.

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û:A Guide for Teachers iii
Table of Contents 
CHAPTER PAGE
About the Teacher Guide v
About the TI-34 Üvi
Activities 1
The Better Batter 2
The Fix Key
Star Voyage 6
Scientific Notation
Trig Functions 10
What’s My Score 14
1-Variable Statistics
Heart Rates 17
1-Variable Statistics
WNBA Stats 23
2-Variable Statistics
My Favorite Recipe 28
Fractions
Sewing Costumes 32
Fractions
How to Use the TI.34 ÜÜ36
1TI-34 ÜBasic Operations 37
2Editing the Display 41
3Basic Math 44
4Order of Operations 48
5Stored Operations 51
6Decimals and Decimal Places 58
7Memory 60
8Fractions 65
9Pi72
10Powers, Roots, and Reciprocals 75
11Probability 82
12Statistics 89
13Trigonometry 95
14Notation 102
15Logarithms/Antilogarithms 104
CHAPTER PAGE
How to Use the TI-34 ÜÜ(continued)
16Angle Settings and Conversions107
17Polar ÍRectangular Conversions111
18Math Menu 113
Appendix A A-1
Quick Reference to Keys
Appendix B B-1
Display Indicators
Appendix C C-1
Error Messages
Appendix D D-1
Support, Service, and Warranty

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for Teachers iv
About the Teacher Guide 
How the Teacher Guide is Organized
This guide consists of two sections: Activities
and How to Use the TI-34 Û . The Activities
section is a collection of activities for
integrating the TI-34 Ûinto mathematics
instruction.
How To Use the TI-34 Û is
designed to help you teach students how to
use the calculator.
Activities
The activities are designed to be teacher-
directed. They are intended to help develop
mathematical concepts while incorporating
the TI-34 Ûas a teaching tool. Each activity
is self-contained and includes the following:
• An overview of the mathematical purpose
of the activity.
• The mathematical concepts being
developed.
• The materials needed to perform the
activity.
• The detailed procedure, including step-by-
step TI-34 Ûkey presses.
• A student activity sheet.
How to Use the TI.34 Ü
This section contains examples on
transparency masters. Chapters are
numbered and include the following:
• An introductory page describing the
calculator keys presented in the example,
the location of those keys on the
TI-34 Û, and any pertinent notes about
their functions.
• Transparency masters following the
introductory page provide examples of
practical applications of the key(s) being
discussed. The key(s) being discussed are
shown in black on the TI-34 Ûkeyboard.
Things to Keep in Mind
• While many of the examples on the
transparency masters may be used to
develop mathematical concepts, they
were not designed specifically for that
purpose.
• For maximum flexibility, each example and
activity is independent of the others.
Select the transparency master
appropriate for the key you are teaching,
or select the activity appropriate for the
mathematical concept you are teaching.
• If an example does not seem appropriate
for your curriculum or grade level, use it
to teach the function of a key (or keys),
and then provide examples of your own.
• To ensure that everyone starts at the
same point, have students reset the
calculator by pressing &and -
simultaneously or by pressing %,
selecting Y(yes), and then pressing <.
Conventions Used in this Guide
• In the text, brackets [ ] around a key’s
symbol indicate that the key is a second,
or alternate, function.
For example: b
• On the transparency masters, second
functions are shown as they appear on
the TI-34 Ûkeyboard.
How to Order Additional Teacher Guides
To place an order or to request additional
information about Texas Instruments (TI)
calculators, call our toll-free number:
1.800.TI.CARES (1.800.842.2737)
Or use our e-mail address:
[email protected]
Or visit the TI calculator home page:
http://www.ti.com/calc

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for Teachers v
About the TI.34 Ü
Two-Line Display
The first line (entry line) displays an entry of
up to 88 digits (47 digits for stat or stored
operations entry line). Entries begin on the
left; those with more than 11 digits scroll to
the right. Press !and "to scroll the entry
line. Press %!or %"to move the
cursor immediately to the beginning or end of
the entry.
The second line (result line) displays a result
of up to 10 digits, plus a decimal point, a
negative sign, a “x10” indicator, and a
two-digit positive or negative exponent.
Results that exceed the digit limit are
displayed in scientific notation.
Display Indicators
Refer to Appendix B for a list of the display
indicators.
Order of Operations
The TI-34 Ûuses the Equation Operating
System (EOSé) to evaluate expressions. The
operation priorities are listed on the
transparency master in Chapter 4,
Order of
Operations and Parentheses
.
Because operations inside parentheses are
performed first, you can use Dor Eto
change the order of operations and,
therefore, change the result.
2nd Functions
Pressing %displays the 2nd indicator, and
then accesses the function printed above the
next key pressed. For example, %b25 E
<calculates the square root of 25 and
returns the result, 5.
Menus
Certain TI-34 Ûkeys display menus:
z, %h, L, %t,
u, %w, H, I,
%k, =, %‚and %.
Press !or "to move the cursor and
underline a menu item. To return to the
previous 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 and
the argument value are displayed on the
previous screen.
Previous Entries #$
After an expression is evaluated, use #
and $to scroll through previous entries,
which are stored in the TI-34 Ûhistory. You
cannot retrieve previous entries while in
STAT mode.
Error Messages
Refer to Appendix C for a listing of the error
messages.
Last Answer (Ans)
The most recently calculated result is
stored to the variable Ans. Ans is retained
in memory, even after the TI-34 Ûis turned
off. To recall the value of Ans:
• Press %i (Ans displays on the
screen), or
• Press any operation key (T, U, F, and
so on) as the first part of an entry. Ans
and the operator are both displayed.

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for Teachers vi
About the TI.34 Ü(Continued)
Resetting the TI.34 ÜÜ
Pressing &and -simultaneously or
pressing %, selecting Y(yes), and
then pressing <resets the calculator.
Resetting the calculator:
• Returns settings to their defaults:
Standard notation (floating decimal) and
degree mode.
• Clears memory variables, pending
operations, entries in history, statistical
data, constants (stored operations), and
Ans (Last Answer).
Note: The examples on the transparency
masters assume all default settings.
Automatic Power DownTM (APDTM)
If the TI-34 Ûremains inactive for about
5 minutes, Automatic Power Down (APD)
turns it off automatically. Press &after
APD. The display, pending operations,
settings, and memory are retained.

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for Teachers 1
The Better Batter—
The Fix Key 1
Star Voyage—
Scientific Notation 6
Trig Functions 10
What’s My Score?—
1-Variable Statistics 14
Heart Rates—
1-Variable Statistics 17
WNBA Stats—
2-Variable Statistics 23
My Favorite Recipe—
Fractions 28
Sewing Costumes—
Fractions 32
Activities

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for Teachers 2
The Better Batter—The Fix Key
Overview
Students use %‚on the TI-34 Ûto change
numbers to different place values. Students
calculate batting averages using the TI-34 Ûand
then round their answers to 3 decimal places.
Math Concepts
• rounding
• place value
• division
• comparing and
ordering decimals
Materials
•TI-34 Û
• pencil
• student
activity
(page 4)
Introduction
1. Have students practice rounding the following
numbers to 3 decimal places using pencil and
paper.
a. 2.35647 2.356
b. 15.3633 15.363
c. 0.02698 0.027
2. Have students round the following numbers to
4 decimal places using the TI-34 Ö.
a. 4.39865 4.3987
b. 72.965912 72.9659
c. 0.29516 0.2952
d. 0.00395 0.0040
Activity
Present 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/ 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 the next page for solutions.
³1. Enter the first number and
press <.
4.39865
2. Press %‚to display
the menu that lets you set
the number of decimal
places.
F0123456789
3. Press 4to select 4
decimal places.
4.39865
4.3987

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for Teachers 3
The Better Batter—The Fix Key (Continued)
Player Number of
Hits Number of Times at Bat Batting Average
C. 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

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for Teachers 4
The Better Batter—
The Fix Key
Name ___________________________
Date ___________________________
1. Round the following numbers to 3 decimal places.
a. 2.35647 _________________
b. 15.3633 _________________
c. 0.02698 _________________
2. Using the TI-34 Ö, round the following numbers to 4 decimal places.
a. 4.39865 _________________
b. 72.965912 _________________
c. 0.29516 _________________
d. 0.00395 _________________

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for Teachers 5
The Better Batter—
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 ¾number of times at bat) rounded to
3 decimal places for each player.
Player Number of Hits Number of
Times at Bat Batting Average
(rounded to 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 ____________________

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for Teachers 6
Star Voyage—Scientific Notation
Overview
Students investigate scientific notation by changing
numbers into scientific notation, and then using
them in calculations.
Math Concepts
• scientific
notation
• addition
• division
Materials
• TI-34 Û
• pencil
• student activity
(page 8)
Introduction
Set up the activity by telling your students:
The standard form for scientific notation is a
Q
10n,
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
107
b. 384 000 000 000 3.84
Q
1011
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-34 Ö.
a. 12 000 000 000 000 1.2
Q
1013
b. 974 000 000 000 9.74
Q
1011
c. 0.0000000000034 3.4
Q
10-12
d. 0.00000000004 4
Q
10-11
3. Have students change the following numbers into
floating decimal (standard notation).
a. 5.8 Q10758 000 000
b. 7.32 Q105732 000
c. 6.2 Q10-6 0.0000062
d. 3 Q10-8 0.00000003
1. Enter the first number.
¸¸0000000000
2. Press <to display the
number in scientific
notation.
1. 2x1013
³1. Enter 5.8 and press C.
5.8¯
2. Enter 7and press <.
5.8¯7
58000000.
Note: To enter a negative
number, press Mand then
enter the number.

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for Teachers 7
Star Voyage—Scientific Notation (Continued)
Activity
Present the following problem to students:
You are a captain of a starship. You have been
assigned 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 107miles. 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-34 Ö, find the total distance you
need to travel.
2.5
Q
1013 + 9.3
Q
107= 2.5000093
Q
1013 miles
2. Next, find out how long it will take you to travel
the distance. (distance traveled P1 light year)
2.5000093
Q
1013
P
6
Q
1012 = 4.166682167
years
3. Can you make the trip in the given time?
Yes
Extension
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
³1. Press 2.5 C13 T9.3 C
7<.
2.5¯¯13¼¼9.3¯¯¹¹
2.5000093¿¿1013
2. Press W6C12 <.
Ans¾¾6¯¯12
4.166682167
Hint: The Earth is
approximately 9.3 x 107miles
from the Sun.

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for Teachers 8
Star Voyage—
Scientific Notation
Name ___________________________
Date ___________________________
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-34 Ö, change the following numbers into scientific notation.
Standard Notation Scientific Notation
a. 12 000 000 000 000 _________________
b. 974 000 000 000 _________________
c. 0.0000000000034 _________________
d. 0.0000000004 _________________
3. Using the TI-34 Ö, change the following numbers into floating decimal notation
(Standard).
Scientific Notation Standard Notation
a. 5.8 Q107_________________
b. 7.32 Q105_________________
c. 6.2 Q10-6 _________________
d. 3 Q10-8 _________________

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for Teachers 9
Star Voyage—
Scientific Notation
Name ___________________________
Date ___________________________
Problem
You are a captain of a starship. You have been assigned 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 107miles. 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-34 Ö, find the total distance that you need to travel.
2. Next, find out how long it will take you to travel the distance. (Distance
traveled P1 light year)
3. Can you make the trip in the given time?
Extension
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?
Hint: The Earth is approximately 9.3 Q107miles from the Sun.

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for Teachers 10
Trig Functions
Overview
Students practice solving sine, cosine, and tangent
ratios, and solve problems involving trigonometric
ratios.
Math Concepts
• multiplication
• division
• trigonometric
ratios
Materials
• TI-34 Û
• pencil
• student activity
(page 12)
Introduction
Introduce 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 = 0.6
b. cos C4
¾
5 = 0.8
c. tan C3
¾
4 = 0.75
d. sin A4
¾
5 = 0.8
e. cos A3
¾
5 = 0.6
f. tan A4
¾
3 = 1.33
2. Have students find the value of each ratio using
the TI-34 Ö. Round to the nearest 10 thousandth.
a. sin 71° 0.9455
b. tan 31° 0.6009
c. cos 25° 0.9063
3. Have students find the measure of each angle
using the TI-34 Ö. Round to the nearest degree.
a. sin B= 0.4567 27 degrees
b. cos A= 0.6758 47 degrees
c. tan C= 5.83 80 degrees
³To set 2 decimal places:
1. Press %‚.
F0123456789
2. Press 2to select 2
decimal places and press
<.
³To find sin 65°,
1. Press %‚4.
2. Press %B<.
sin(
3. Enter 65, and press E
<.
sin(65)
0.9063
³To find
A when sin A = 0.2756:
1. Press %‚0.
2. Press %B"<.
sin-1(
3. Enter 0.2756, and press
E<.
sin-1(0.2756¹¹
16
5
4
3
BC
A

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for Teachers 11
Trig Functions (Continued)
Activity
Present the following problem to students:
You need to build a ramp to your front door. The
distance 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.
Extension
Present 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.
³1. Press %‚1.
2. Press %B""""
"<.
tan-1(
3. Enter 1.5 W20 and press
E<.
tan-1(1.5¾¾20)
4.3
³1. Enter 1.5 ¾¾15 and press
<.
0.1
2. Press %B!<
%iE<.
tan-1(Ans)
5.7

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for Teachers 12
Trig Functions Name ___________________________
Date ___________________________
1. Find the trigonometric ratios for the triangle. Round to the nearest hundredth.
(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-34 Ö, 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-34 Ö, 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
BC
A

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for Teachers 13
Trig Functions Name ___________________________
Date ___________________________
Problem
You need to build a ramp to your front door. The distance 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.
2. Use the trig 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?
Extension
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?

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-34 Û: A Guide for Teachers 14
What’s My Score?—1-Variable Statistics
Overview
Students use the given test scores to find averages.
Math Concepts
• averages
Materials
• TI-34 Û
• pencil
• student activity
(page 16)
Introduction
Discuss finding averages with your students.
Activity
Present the following problem to students:
You and your friend are having a contest. Whoever
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?
³Be sure that the TI-34 Öis
set to floating decimal before
you begin this activity. Press
%‚8.
Procedure
1. Have students find the average of their scores
using the TI-34 Ö. Remember to enter 2 as the
frequency for 98 and 1 for all others.
³1. Press %t<to
select 1-VAR mode.
2. Press vand enter your
first score.
X1 = 98
3. Press $and enter 2as
the frequency for 98.
FRQ = 2
4. Press $. Continue
entering your scores and
frequencies, pressing $
after each score and
frequency.
5. When finished, press
u"to select v, the
average. Write it down.
n vSx sx ¹
92.6