Texas Instruments TI-30X - IIS Scientific Calculator User manual

Front
11”
8.5”
TI-30X II

TI-30XÚ S:
AGuideforTeachers
Developed by
Texas Instruments Incorporated
Activities developed by
Gary Hanson and Aletha Paskett
Illustrated by
Jay Garrison

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers ii
About the Authors
GaryHanson and AlethaPaskett aremathteachersintheJordanIndependentSchoolDistrict
inSandy,Utah.TheydevelopedtheActivitiessectionandassisted inevaluatingthe
appropriatenessoftheexamplesintheHowtoUsethe TI-30X Ö Ssectionofthisguide.
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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.
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Copyright © 1999 Texas Instruments Incorporated.
Except for the specific rights granted herein, all rights are reserved.
Printed in the United States of America.
Automatic Power Down, APD, and EOS are trademarks of Texas Instruments Incorporated.


© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X IIS: A Guide for Teachers iii
How the Teacher Guide is Organized
This guide consists of two sections: Activities
and How to Use the TI-30X ÙS. The Activities
section is a collection of activities for
integrating the TI-30X ÙS into mathematics
instruction. The How To Use the TI-30X ÙS
section 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-30X ÙS as 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-30X ÙS key presses.
• A student activity sheet.
How to Use the TI-30X ÚS
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-30X ÙS, 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
circled on the TI-30X ÙS keyboard.
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 relevant 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 %
and then selecting Y(yes).
Conventions Used in the Teacher Guide
• In the text, brackets [ ] around a key’s
symbol/name indicate that the key is a
second, or alternate, function.
For example: Z
• On the transparency masters, second
functions are shown just as they appear on
the keyboard.
For example: 
How to Order Additional Teacher Guides
To place an order or to request information
about Texas Instruments (TI) calculators,
use our e-mail address: [email protected]
visit our TI calculator home page: www.ti.com/calc
or, call our toll-free number:
1-800-TI-CARES (1-800-842-2737)
About the Teacher Guide

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X
ÙS: A Guide for Teachers iv
Two-Line Display
The first line (entry line) displays an entry of up
to 88 digits (47 digits for the stat and
constant entry lines). 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, negative
sign, x10 indicator, and 2-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-30X ÙS uses the Equation Operating
System (EOSTM) to evaluate expressions. The
operation priorities are listed on the
transparency master in Chapter 4, Order of
Operations and Parentheses (page 41).
Because operations inside parentheses are
performed first, you can use DEto 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-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 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-30X ÙS history. 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-30X ÙS is turned off. To
recall the value of Ans:
• Press %i(Ans displays on the
screen), or
• Press any operation key (T, U, etc.) as
the first part of an entry. Ans and the
operator are both displayed.
About the TI
-30XÚ S

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers v
Resetting the TI-30X Ú S
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, pending
operations, 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 about
5 minutes, APD turns it off automatically.
Press &after APD. The display, pending
operations, settings, and memory are retained.
About the TI
-30XÚ S
(Continued)

Table of Contents 
© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers vi
About the Authors ii
About the Teacher Guide iii
About the TI-30X ÖSiv
Activities
The Better Batter —
The FIX Key 2
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
How to Use the TI-30X ÚS
1 TI-30X ÖS Basic Operations 29
2 Clear, Insert, and Delete 33
3 Basic Math 36
4 Order of Operations and
Parentheses 40
5 Constant 43
6 Decimals and Decimal Places 45
7 Memory 47
8 Fractions 52
9Pi 58
How to Use the TI-30X ÚS(Continued)
10 Powers, Roots, and Reciprocals 61
11 Probability 68
12 Statistics 75
13 Trigonometry 81
14 Notation 88
15 Logarithms and Antilogarithms 91
16 Angle Settings and Conversions 94
17 Polar and Rectangular
Conversions 98
18 Hyperbolics 100
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 and Service Information
Appendix E E-1
Warranty Information

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 1
The Better Batter —
The FIX Key 2
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
Activities

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 2
Overview
Students use %‚on the TI-30X ÙS to change
numbers to different place values. Students calculate
batting averages using the TI-30X ÙS and then round
their answers to 3 decimal places.
Math Concepts
• rounding
• place value
• division
• comparing and
orderingdecimals
Materials
• TI-30X ÙS
• pencil
• student
activity
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-30X ÖS.
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
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.
³1. Enter the first number.
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. Press <.
4.39865
4.3987
The Better Batter — The FIX Key

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 3
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
The Better Batter — The FIX Key (Continued)

The Better Batter —
The FIX Key
Name ___________________________
Date ___________________________
© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 4
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 Better Batter —
The FIX Key
Name ___________________________
Date ___________________________
© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 5
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-30X ÙS: A Guide for Teachers 6
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-30X ÙS
• pencil
• studentactivity
Introduction
Set up the activity by telling your students:
The standard form for scientific notation is a
Q
10n,
where ais greater than or equal to 1 and less than
10, and nis 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-30X ÖS.
a. 12 000 000 1.2
Q
107
b. 974 000 000 9.74
Q
108
c. 0.0000034 3.4
Q
10-6
d. 0.000000004 4
Q
10-9
Note: Answers assume the default floating decimal
setting.
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 Q10758 000 000
b. 7.32 Q105732 000
c. 6.2 Q10-6 0.0000062
d. 3 Q10-8 0.00000003
Note: To enter a negative number, press Mand then
enter the number.
³1. 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.
Star Voyage — Scientific Notation

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers
7
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-30X ÖS, 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
Hint: Make sure your calculator
is in scientific notation mode
before beginning addition.
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
Hint: The Earth is approximately
9.3 x 107miles from the Sun.
Star Voyage — Scientific Notation (Continued)

Star Voyage —
Scientific Notation Name ___________________________
Date ___________________________
© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 8
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 Q107_________________________
b. 7.32 Q105_________________________
c. 6.2 Q10-6 _________________________
d. 3 Q10-8 _________________________

Star Voyage —
Scientific Notation Name ___________________________
Date ___________________________
© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 9
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-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 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-30X ÙS: A Guide for Teachers 10
Overview
Students practice solving sine, cosine, and tangent
ratios, and solve problems involving trigonometric
ratios.
Math Concepts
• multiplication
• division
• trigonometric
ratios
Materials
• TI-30X ÙS
• pencil
• student
activity
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 = 0.60
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
³To set 2 decimal places:
1. Press %‚.
F0123456789
2. Press 2to select 2
decimal places.
2. Have students find the value of each ratio using
the TI-30X ÖS. Round to the nearest 10
thousandth.
a. sin 71° 0.9455
b. tan 31° 0.6009
c. cos 25° 0.9063
³To find sin 71°:
1. Press >.
sin(
2. Enter 71; press E<.
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 nearest
degree.
a. sin B= 0.4567 27 degrees
b. cos A= 0.6758 47 degrees
c. tan C= 5.83 80 degrees
³To find
B when sin B =0.4567:
1. Press %Z.
sin-1(
2. Enter .4567; press E<.
sin-1(.4567)
27.1744
3. Press %‚0.
sin-1(.4567)
27.
Trig Functions
5
4
3
BC
A

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 11
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.
³1. Press %\.
tan-1(
2. Enter 1.5 W20 and press
E<.
tan-1(1.5/20)
4.3
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 %\.
tan-1(
2. Enter 1.5 ¾15 and press
<.
tan-1(1.5/15
5.7
Trig Functions (Continued)

Trig Functions Name ___________________________
Date ___________________________
© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 12
Problems
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-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
BC
A

Trig Functions Name ___________________________
Date ___________________________
© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 13
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 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? ____________________________________
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?