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

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 Ù Ssectionofthisguide.
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Note: Using calculators other than the TI-30X IIS may produce results different from those described in these materials.
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© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X IIS: A Guide for Teachers iii
About the Teacher Guide 
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 and providing 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)

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers VI
Table of Contents 
About the Authors
ii
About the Teacher Guide
iii
About the TI-30X
Ö
S
iv
Activities
The Better Batter —
Using the FIX Key
2
Star Voyage —
Using 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 Ú S
1 TI-30X Ö S 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
9 Pi 58
10 Powers, Roots, and Reciprocals 61
11 Probability 68
12 Statistics 75
13 Trigonometry 8 1
How to Use the TI-30X Ú S
(continued)(continued)
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
The Better Batter — The FIX Key
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 three decimal places.
Math Concepts
• rounding
• place value
• division
• comparing and
ordering decimals
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 ÙS.
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 the next page 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

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: 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-30X ÙS: A Guide for Teachers 4
The Better Batter —
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 ÙS, 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-30X ÙS: 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-30X ÙS: 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-30X ÙS
• pencil
• student activity
Introduction
Set up the activity by telling your students:
The standard form for scientific notation is a Q10n,
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 Q107
b. 384 000 000 000 3.84 Q1011
c. 0.00000000000234 2.34 Q10-12
d. 0.0000000157 1.57 Q10-8
2. Have students change the following numbers into
scientific notation using the TI-30X ÖS.
a. 12 000 000 1.2 Q107
b. 974 000 000 9.74 Q108
c. 0.0000034 3.4 Q10-6
d. 0.000000004 4 Q10-9
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
4. Now, just type the next
number and press <.
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.
5. Type the next number and
press <.

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: 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-30X ÖS, find the total distance you
need to travel.
2.5 Q1013 + 9.3 Q107= 2.5000093 Q1013 miles
2. Next, find out how long it will take you to travel
the distance. (distance traveled P1 light year)
2.5000093 Q1013 P6 Q1012 = 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 you 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.

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 8
Star Voyage —
Scientific Notation
Name ___________________________
Date ___________________________
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. 12 000 000 000 000 _________________________
b. 974 000 000 000 _________________________
c. 0.0000000000034 _________________________
d. 0.0000000004 _________________________
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 _________________________

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: 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-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
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-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 C4
¾
5 = 0.80
c. tan C3
¾
4 = 0.75
d. sin A4
¾
5 = 0.80
e. cos A3
¾
5 = 0.60
f. tan A4
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 ÙS. 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 ÙS. 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.
5
4
3
BC
A

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: 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.
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 ¾¾15 and press
<.
tan-1(1.5/15
5.7

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 12
Trig Functions Name ___________________________
Date ___________________________
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 ÙS, 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 ÙS, 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-30X ÙS: 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-30X ÙS: 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-30X ÙS
• pencil
• student activity
Introduction
Discuss finding averages with your students.
Activity
Present the following problem to students:
You and your friend are having a contest. The one
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 ÙS. 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

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 15
What’s My Score? — 1-Variable Statistics (Cont.)
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.)
³1. Press %t""to
select CLRDATA. Press
<.
2. Press vand enter the
friend’s first score.
X1 = 89
3. Continue entering the
friend’s scores and
frequencies, following
steps 3 and 4 on the
previous page.
4. When finished, press
u"to select v, the
average. Write it down.
nvSx sx ¹
93.0
Extension
Present 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.
³1. Press %tand ""
to CLRDATA. Press <.
2. Recalculate your friend’s
average, making sure to
include the new score.
3. Use guess and check to
figure out what score you
need to get.
4. To exit STAT mode, press
%w<.

© 1999 TEXAS INSTRUMENTS INCORPORATED TI-30X ÙS: A Guide for Teachers 16
What’s My Score? —
1-Variable Statistics
Name ___________________________
Date ___________________________
Problems
1. 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?
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 _______________________
Your new score _______________________