Texas Instruments TI-30XS Calculator User Manual

TI-30XS MultiView™

A Guide for Teachers

Developed by

Texas Instruments Incorporated

Activities developed by

Gary Hanson, Aletha Paskett, and Margo Lynn Mankus

Illustrated by

Jay Garrison and David Garrison

About the authors

Gary Hanson

and

Aletha Paskett

are math teachers in the Jordan Independent School District

in Sandy, Utah. They developed several of the activities and assisted in evaluating the

appropriateness of the examples in the How to use the

TI-30XS MultiView™

section of this

guide.

Margo Lynn Mankus

currently works in Mathematics and Technology Education at the State

University of New York at New Paltz. She has reviewed and updated the materials for the

TI-30XS MultiView

and developed several activities for this guide.

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Table of contents

CHAPTER PAGE CHAPTER PAGE

About the teacher guide v

About the TI-30XS MultiView™

calculator vi

Activities

Star voyage

Scientific notation 3

Heart rates

1-variable statistics 7

At the movies

Data formulas at the box office 13

Name that rule

Algebraic expressions 21

How to use the TI-30XS MultiView

calculator

1 TI-30XS MultiView basic operations 29

2 Clearing and correcting 41

3 Basic math 45

4 Order of operations and

parentheses 49

5 Numeric notation 55

6 Fractions 59

7 Decimals and decimal places 65

8 Constant 67

9 Memory and stored variables 71

10 Data editor and list formulas 79

How to use the TI-30XS MultiView

calculator

(Continued)

11 Statistics 83

12 Probability 89

13 Function table 97

14 Powers, roots, and reciprocals 101

15 Logarithms and

exponential functions 109

16 Pi 113

17 Angle settings and conversions 117

18 Polar and rectangular

conversions 121

19 Trigonometry 123

20 Hyperbolics 131

Appendix A

Quick reference to keys A-1

Appendix B

Display indicators B-1

Appendix C

Error messages C-1

Appendix D

Support and service information D-1

Appendix E

Battery information E-1

About the teacher guide



How the teacher guide is organized

This guide is for the TI-30XS MultiView™ and

TI-30XB MultiView scientific calculators. All

subsequent references in this guide refer to the

TI-30XS MultiView, but are also applicable for the

TI-30XB MultiView.

This guide consists of two sections: Activities

and How to use the TI-30XS MultiView

calculator. The Activities section is a collection

of activities for integrating the

TI-30XS MultiView into mathematics instruction.

The How to use the TI-30XS MultiView

calculator section is designed to help you teach

students how to use the calculator.

Each section uses the default settings, including

the MathPrint™ mode, unless indicated

otherwise.

Activities

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-30XS MultiView key presses.

• A student activity sheet.

How to use the TI-30XS MultiView

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-30XS MultiView, 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-30XS MultiView

keyboard. The mode settings for the example

are also shown.

Reset the TI-30XS MultiView

• You can ensure that everyone starts at the

same point by having students reset the

calculator: Press & and -

simultaneously or press %  and then

select 2 (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

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 home

page: education.ti.com, or call our toll-free

number:

1-800-TI-CARES (1-800-842-2737)

Home screen

On the Home screen, you can enter mathematical

expressions and functions, along with other

instructions. The answers are displayed on the

Home screen. The TI-30XS MultiView screen can

display a maximum of four lines with a maximum

of 16 characters per line. For entries and

expressions of more than 16 characters, you can

scroll left and right (! and ") to view the entire

entry or expression.

When you press %Q, the TI-30XS MultiView

calculator returns you to a blank Home screen.

Press # and $ to view and reuse previous

entries. (See Previous Entries, page vii.)

In the MathPrint™ mode, you can enter up to

four levels of consecutive nested functions and

expressions, which include fractions, square

roots, exponents with ^, , e

, and 10

When you calculate an entry on the Home screen,

depending upon space, the answer is displayed

either directly to the right of the entry or on the

right side of the next line.

Display indicators

Refer to Appendix B for a list of the display

indicators.

Order of operations

The TI-30XS MultiView uses the Equation

Operating System (EOS™) 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 D E to change the

order of operations and, therefore, change the

result.

Mode

Use pto choose modes. Press $ # ! " to

choose a mode, and < to select it. Press -

or %Q to return to the Home screen and

perform your work using the chosen mode

settings. Default settings are shown.

Classic mode displays inputs and outputs in a

single line.

MathPrint mode displays most inputs and

outputs in textbook format. Use MathPrint mode

for better visual confirmation that math

expressions have been entered correctly and to

better reinforce the correct math notation.

Note: Switching the mode between Classic and

MathPrint clears calculator history and the

Constant value.

2nd functions

Pressing % displays the 2nd indicator, and

then accesses the function printed above the

next key pressed. For example, %b 25 <

calculates the square root of 25 and returns the

result, 5.

About the TI-30XS MultiView™ calculator

Menus

Certain keys display menus: H, %I, v,

%t, %, %h, and %{.

Press " or $ to scroll and select a menu item,

or press the corresponding number next to the

menu item. To return to the previous screen

without selecting the item, press -. To exit a

menu or application and return to the Home

screen, press %Q.

Previous entries # $

After an expression is evaluated, use # and $

to scroll through previous entries, which are

stored in the TI-30XS MultiView history. You can

reuse a previous entry by pressing < to paste

it on the bottom line, and then editing and

evaluating a new expression.

Answer toggle n

The toggle key displays the last calculated result

into different output formats, where possible.

Press n to toggle between fraction and decimal

answers, exact square root and decimal, and

exact pi and decimal.

Last answer (Ans)

The most recently calculated result is stored to

the variable Ans. Ans is retained in memory, even

after the TI-30XS MultiView is turned off. To

recall the value of Ans:

•Press % i (Ans displays on the screen),

• Press any operation key (T, U, and so forth)

as the first part of an entry. Ans and the

operator are both displayed.

Resetting the TI-30XS MultiView

Pressing & and - simultaneously or

pressing %  and then selecting 2 (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 Down™ (APD™)

If the TI-30XS MultiView remains inactive for

about 5 minutes, the APD feature turns it off

automatically. Press & to restore power. The

display, pending operations, settings, and

memory are retained.

Error messages

Refer to Appendix C for a listing of the error

messages.

About the TI-30XS MultiView™ (Continued)

Activities

Star Voyage —

Scientific notation 3

Heart Rates —

1-variable statistics 7

At the movies —

Data formulas at the box office 13

Name that rule —

Algebraic expressions 21

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-30XS MultiView™

• pencil

• student activity

Introduction

Set up the activity by telling your students:

The standard form for scientific notation is

1010

,where a

a is greater than or equal to 1 and

less than 10, and n

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

b. 384 000 000 000

3.84

c. 0.00000000000234

2.34

-12

d. 0.0000000157

1.57

-8

2. Have students change the following numbers into

scientific notation (SCI) using the

TI-30XS MultiView scientific calculator.

a. 12 000 000

1.2

b. 974 000 000

9.74

c. 0.0000034

3.4

-6

d. 0.000000004

-9

Note:

Note:Note:

Note: Answers assume the default floating decimal setting.

3. Have students change the following numbers into

standard (NORM) notation.

a. 5.8

¿ 10

58 000 000

b. 7.32 ¿ 10

732 000

c. 6.2 ¿ 10

-6

0.0000062

d. 3 ¿ 10

-8

0.00000003

Note:

Note:Note:

Note: To enter a negative number, press M and then enter

the number.

³ Follow these steps:

1. Enter the first number, 12000000.

2. Press

3. Press

$ " < - <to

display the number in scientific

notation.

1.2Ã

ÃÃ

Ã10

³ Follow these steps:

1. Enter 5.8; press

2. Enter 7; press

3. Press

$ < - <.

58000000

Star voyage — scientific notation

³ Students can learn more about this

topic by visiting NASA web sites

on the Internet.

Activity

Present the following problem to students:

You are a captain of a starship in the distant

future. You have been assigned to go to Alpha

Centauri and you have 5 years to get there. The

distance from our sun to Alpha Centauri is

2.5 x 10

miles. The distance from the earth to our

sun is approximately 9.3 x 10

miles.

Although we have not yet discovered how to travel

at the speed of light, you live in a time where your

ship can travel at the speed of light.

Light travels the approximate distance of 6 x 10

miles in 1 light year. You will take a path from

earth by our sun and then on to Alpha Centauri.

Will you be able to get to Alpha Centauri on time?

Procedure

1. Using the TI-30XS MultiView™ calculator, find

the total distance you need to travel.

2.5

+ 9.3

= 2.5000093

miles

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

the distance. (Distance traveled

¾ 1 light year)

years

3. Can you make the trip in the allotted time of

5years?

Yes, if your ship really could travel at the speed of

light.

Extension

Light travels at 186,000 miles per second. A light

year is the distance that light can travel in a year.

Have students convert one light year to miles

traveled per light year.

We approximate this value using 6x10

miles in 1

light year in this activity.

Answer to student extension: It will take the starship

approximately 15 years to get to Delta Centauri.

2.5000093 10

610

---------------------------------------------

4.1666821672

186 000miles,

1sec

-------------------------------------

60sec

1min

--------------

60min

1hr

----------------

××

24hrs

1day

--------------

365days

1year

---------------------

5.87 10

miles×

1year

------------------------------------------

≈

Hint: Make sure the TI-30XS MultiView

calculator is in MathPrint™ mode to work

this problem.

Hint:

The Earth is approximately 9.3 x 10

miles from the Sun.

³ Follow these steps:

1. Press 2.5

C13 " T 9.3 C

2.5000093Ã

ÃÃ

Ã10

2. Press %i q 6 C

4.166682167

Star voyage — scientific notation (Continued)

³ Depending on the problem, remind

students to include parentheses

where needed to ensure the intended

order of operations.

Example:

(2.5000093 x 10

) ¾ (6 x 10

)

must include the parentheses in

order to get the correct result.

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-30XS MultiView™ calculator, change the following numbers into

scientific notation using SCI mode.

Standard Notation Scientific Notation

a. 12 000 000 __________________________

b. 974 000 000 __________________________

c. 0.0000034 __________________________

d. 0.000000004 __________________________

3. Using the TI-30XS MultiView calculator, change the following numbers into

standard decimal notation using NORM mode.

Scientific Notation Standard Notation

a. 5.8 ¿ 10

_________________________

b. 7.32 ¿ 10

_________________________

c. 6.2 ¿ 10

-6

_________________________

d. 3 ¿ 10

-8

_________________________

Star voyage —

scientific notation

Name ___________________________

Date ___________________________

Problem

You are a captain of a starship in the distant future. You have been assigned to go to

Alpha Centauri and you have 5 years to get there. The distance from our sun to

Alpha Centauri is 2.5 x 10

miles. The distance from the earth to our sun is

approximately 9.3 x 10

miles.

Although we have not yet discovered how to travel at the speed of light, you live in a

time where your ship can travel at the speed of light.

Light travels the approximate distance of 6 x 10

miles in 1 light year. You will take

a path from earth by our sun and then on to Alpha Centauri. Will you be able to get

to Alpha Centauri on time?

Procedure

1. Using the TI-30XS MultiView™ calculator, find the total distance that you need

to travel. For this rough estimate, assume that you are measuring the distance as

a straight line from the earth to our sun and then on to Alpha Centauri.

____________________________________________________________________________

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

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

(Distance traveled ¾ 1 light year)

Hint: Make sure you use parentheses if needed in order to get the correct result for this division problem.

_________________________________________________________________

2. Can you make the trip in the allotted time of 5 years?

_________________________________________________________________

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 10

miles. How long will it take you to

get there from Earth?

Hint: The Earth is approximately 9.3 ¿ 10

miles from the Sun.

Your trip on this starship is fictitious. If you are

interested in finding out more about the nearest

star and cosmic distances, visit NASA web sites on

the Internet.

Star voyage —

scientific notation

Overview

Students use the data editor and statistics function

of the TI-30XS MultiView™ calculator to investigate

the effect of exercise on heart rate.

Math Concepts

• mean, minimum,

maximum, and

range

Materials

• TI-30XS MultiView

• stopwatch or a

watch with a

second hand

• student activity

Introduction

Students 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?

Activity

Have 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-30XS MultiView scientific calculator.

a. Enter the first heart rate on the chart in L1,

and the number of tallies for that heart rate

in L2. You will use L2 as the frequency.

b. You must press

$ between entries. For

example, enter the first heart rate, and then

press

c. For example, assume a class of 22 students:

Rate Students Rate Students

603633

615641

626654

³ Follow these steps:

1. Press

v to enter the heart rates

and frequencies. Enter the heart

rates in L1 and the frequencies in

L2. Press

$ between entries, and

" to get from L1 to L2.

2. Continue entering until you have

entered all the heart rates and

frequencies.

3. Press

% t.

4. Press 1 to choose 1-var stats.

5. Choose L1 for the data, and L2 for

the frequency.

6. Press

$< to view the data.

Heart rates — 1-variable statistics

4. Check the statistics calculations. After students

display

Òx (Sigma x), explain that Òx is the sum

of all the heart rates. Ask students:

• How many heartbeats were entered from all

of the student in one minute? This is

Òx

• How many students were entered? This is n

• How can we calculate the average heart rate?

This is

• Is the average heart rate higher or lower than

you expected?

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

heart rate. To accommodate various student's

needs, pair students with other students who will

be able to complete the task. Also consider

designing some task that an individual student

can safely undertake to raise their 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:

Time your pulse for 1 minute.

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.

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. Instruct students to make a bar graph of the 3

sets of data they collected. Ask students:

• How are the bar graphs the same?

• How are they different?

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

spread out in one graph compared to another?

Σx

------

62.27272727=

³ Follow these steps:

1. View the statistical data.

n should equal the total number of

students sampled. For this example,

n = 22.

2. Press

$ to Ï to see the average

heart rate.

Ï = 62.27272727

3. Press

$ until you see Òx.

Òx = 1370

Note: The numbers show the results

for the example described in this

activity. Your students’ results will

vary depending on the size of the

group and the heart rate readings.

Heart rates — 1-variable statistics (Cont.)

Name ___________________________

Date ___________________________

Problem

What do you think the average heart rate is for someone your age? What about after

exercising?

Procedure

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

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

3. Answer the following questions from the data:

a. What is the total number of heartbeats for the minute? Write the symbol and

the number from the calculator. ________________________________________

b. What is the total number of student’s heartbeats entered? Write the symbol

and the number from the calculator. ___________________________________

c. How would you compute the average heart rate? ________________________

Is your answer the same as in question 2? _______________________________

Heartbeats per minute

(resting)

Frequency

Heart rates —

1-variable statistics

Name ___________________________

Date ___________________________

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

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

6. Answer the following questions from the data:

a. What is the total number of heartbeats for the minute? Write the symbol and

the number from the calculator. ______________________

b. What is the total number of student’s heartbeats entered? Write the

symbol and the number from the calculator.

___________________________________________________

c. How would you compute the average heart rate?

___________________________________________________

Is your answer the same as in question 5? _____________

Heartbeats per minute

(running)

Frequency

Heart rates —

1-variable statistics

Name ___________________________

Date ___________________________

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

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

9. What is the total number of heartbeats for the minute? ____________________

10.Answer the following questions from the data:

a. What is the total number of heartbeats for the minute? Write the symbol and

the number from the calculator. ______________________________________

b. What is the total number of student’s heartbeats entered? Write the symbol

and the number from the calculator. __________________________________

c. How would you compute the average heart rate? _______________________

Is your answer the same as in question 8? ______________________________

Heartbeats per minute

(jumping)

Frequency

Heart rates —

1-variable statistics

Name ___________________________

Date ___________________________

11. Make a bar graph for each of the 3 sets of data you collected.

Resting Running Jumping

12.How are the bar graphs 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? _______________________________________________________________

_______________________________________________________________________

Heart rates —

1-variable statistics

Overview

Students investigate a table of values and observe

patterns in the table. Students use v on the

TI-30XS MultiView™ calculator to enter data into a list

and test their generalizations.

Math Concepts

• patterns

•algebraic

expressions

• linear functions

•variables

Materials

• TI-30XS MultiView

• pencil

• graph paper

• student activity

Introduction

The warm up question is given to help you launch the

student sheet activity. You can skip the warm up

activity but you will have to provide more guidance

during the investigation of the problem on the

student sheet.

Warm up

Guide students in the use of tables and v to see a

pattern and write a generalization. Present the

following story problem.

Every Wednesday, Keisha gets home from work too

late to walk her dog, Max. She asked her neighbor

Kyle to walk her dog after he comes home from

school. Kyle is happy to help! Keisha pays Kyle $4

each week to walk Max. Kyle likes to save his money.

Create a table of how much money Kyle has each

week for 5 weeks.

Guide students to create the following table on their

papers. You can think of this table as a data list of

two numbers which depend on each other. It is

important to have students write their calculation

and outcome in the Money (output) column in order

to see any patterns. This helps them to write

algebraic sentences from the words and to make

generalizations using inductive reasoning.

Use these columns for different

learning styles if needed.

Week Money Repeated addition Adding on

11x4=4 4=4 4=4

2 2x4=8 4+4=8 4+4=8

3 3x4=12 4+4+4=12 8+4=12

4 4x4=16 4+4+4+4=16 12+4=16

5 5x4=20 4+4+4+4+4=20 16+4=20

At the movies — data formulas at the box office

Point out that the Money column looks like the

multiplication table for the number 4. This connects

them back to something familiar. Remind the

students that they know that Kyle earns $4 per

week. This is the rate of Kyle's savings and it can be

written in fractional form as

Ask the students to fill in more of the table

describing how much Kyle will save. Have them fill

in the table for weeks 6 and 7, and then ask if they

can determine the amount of money for 10 weeks, 25

weeks, and 100 weeks. Finally, ask them if they could

fill in the amount of money after some number of

weeks. Call the unknown number of weeks a variable

and use the letter W to represent weeks. Use the

variable M to represent money.

All of this investigation should be done

without

the

calculator for these basic multiplication facts. If

students need support with their multiplication,

encourage looking up facts in a chart rather than

using the calculator, to promote mental math and

appropriate calculator use.

Ask students to write the expression for the

calculation using W,

, and 4.*

(Answer: W x 4)

Week (W) Money (M)

11x4=4

22x4=8

33x4=12

44x4=16

55x4=20

66x4=24

77x4=28

10 10x4=40

25 25x4=100

WWx4*

At the movies (Continued)

rate =

1 week

Ask the students the following:

"If you calculate W weeks times $4, you get a

number. What does that number mean to Kyle?" You

are prompting the student to say Money (M) and lead

them into writing the formula or sentence in two

variables, M = W x 4. Typically, you write the number

and then the letter with implied multiplication.

Remind students that multiplication is commutative

so M = W x 4 = 4 x W = 4W.

Support the investigation using the data editor

( v) on the TI-30XS MultiView™ calculator by

having the students look at many values of their

algebraic expression to see if they match the table

they created.

1. Have students enter their table into the data list.

Notice there are three lists available: L1, L2, and

L3.

Discuss that they will enter the Week (W) values

in L1.

2. Have the students enter the first three values of

W from their table, {1, 2, 3}.

3. Enter a formula to validate the work: L2 = 4 x L1.

Notice that W = L1 and M = L2.

4. Add input to L1 to see L2 update automatically

with the output value of the formula. Scroll to an

open entry space in L1. Ask them to check their

table for 4 weeks and then 100 weeks.

Before starting the group investigation on the

student sheet, have the students clear the data in the

lists.

(Continued)

³ Make sure all students have their

calculator mode set as shown:

To return to the Home screen, press

1. Enter the first three values of W:

v 1 $ 2 $ 3 $.

2. Enter the formula:

" v " 1

4 V v 1 <.

3. Add input to L1:

! $ $ $

4 <

100 <.

4. To view the formula in L2 again,

press

" v " 1.

5. Edit the formula, if desired, and

press < to set the formula again.

6. To clear data, press

v 4.

At the movies (Continued)

³ Hint: Remember that pressing %Q

takes you back to the Home screen.

³ Remind students that for this

activity they are using the

features in vand not o.

³ If students are not familiar with the

TI-30XS MultiView calculator, have

them turn on the calculator and press

The students now have taken data from words to a

table of values, to a pattern they can view, to writing

an algebraic expression. The next step is to show

them a view of how the number pattern plots on a

graph. What is the shape of M = 4W? Have students

plot the first 4 points in the table. Notice the points

fall on a straight line. You can mention that they can

describe the increase of Money (M) as "for every 1

week (W) Kyle works, his amount of money (M)

increases by $4." This is an obvious statement but

sets the foundation for talking about rates and how

they affect the tilt of a line (slope).

The number of weeks and amount of money are both

positive so the graph makes sense in the first

quadrant. Have your students use graph paper to

make the graphs of their data.

Activity

Students repeat a similar investigation in groups

looking at patterns to write algebraic expressions

and sentences. They also create a graph of the values

in the table. Have students read the problem on the

student sheet before breaking up into groups so they

understand their task.

Students fill in the table using mental math. They

write all calculations to help them see the formula.

They are encouraged to use mental math as much as

they can

before

using the calculator to find the

results for the amount of money.

Number of

People (P)

Calculation Amount of Money

(M)

1 1 x 11.50 $11.50

2 2 x 11.50 $23.00

3 3 x 11.50 $34.50

4 4 x 11.50 $46.00

...

10 10 x 11.50 $115.00

...

100 100 x 11.50 $1150.00

...

1000 1000 x 11.50 $11500.00

...

P P x 11.50 M = P x 11.50

At the movies (Continued)

Procedure

Students should write the algebraic equation from

the pattern showing in their table: M = P x 11.50 or

using implicit multiplication, M = 11.50 P.

Students check their formula using the data editor

(

v) on the TI-30XS MultiView™ calculator, as in

the warm up example.

1. Have the students check to see how the calculator

is set up.

2. Enter the first three values in L1 {1, 2, 3}.

3. Translate your formula to the calculator formula

and enter the formula into L2.

Your formula: M = ____________________________

The calculator formula: L2 = ___________________

4. Enter more values into L1 to check the table of

values and the formula. This activity validates

the formula for several values.

5. Enter 7500 in L1 to find the amount of money in

L2. Write the math as

M = 11.50 x 7500 = $86,250.

6. Create a report by filling in a table of values and

a graph. Write a paragraph describing the work

for the presentation.

Answers in the paragraph will vary. Make sure

that the students explain the table, graph, and

algebraic sentence (formula) in the paragraph.

500 $5750

1000 $11500

1500 $17250

2000 $23000

2500 $28750

³ Make sure the calculator mode is set as

shown.

1. Press p.

2. Press v 1 $ 2 $ 3 $.

3. Enter the formula in L2.

" v " 1

11 8 50 V v 1 <.

4. Press ! $ $ $ 4 <

5 < 6 < 10 <

100 < 1000 <.

5. Press 7500 <.

At the movies (Continued)

Name ___________________________

Date ___________________________

Problem

A blockbuster movie is opening this weekend. On the news, you hear that tickets will be

$11.50 per person. The reporter says that a family of two will spend $23 and a family of three

will spend $34.50. They show a graphic with this information in a table format.

The reporter also mentions that the local theater, MultiPlex, has twenty-five screens and

can seat 7,500 people. This blockbuster will open on all screens at the theater. The owners

predict that all seats will be sold out on the first day!

The owners of MultiPlex want to know how much money they can expect to take in at the

ticket office. They would like a general formula so they can quickly find out the amount of

money for any amount of people that buy tickets.

Your job: You have been hired as the accountant for MultiPlex! Congratulations! Your boss

wants a formula that will tell her how much money will be taken in at the box office,

depending on how many people buy tickets.

Procedure

1. Use the table to investigate the amount of money taken in at the ticket office depending

on the number of people going to the movie. Fill in the following table. Write all of your

calculations at each step. Use mental math as much as you can

before

using the

calculator to find the results for the amount of money.

Number of People Amount of Money

1$11.50

2 $23.00

3 $34.50

Number of

People (P)

Calculation Amount of

Money (M)

1 1 x 11.50 $11.50

2 2 x 11.50 $23.00

3 3 x 11.50 $34.50

...

100

...

1000

...

At the movies

Name ___________________________

Date ___________________________

2. What pattern do you see from your table? Using the information in your table, write a

formula (an algebraic expression) which describes the amount of money (M) depending

on the number of people (P) that buy a ticket to the show.

M = ___________________________

3. Check your formula using the data list editor (

v) on the TI-30XS MultiView™

calculator.

a. In column L1, enter only the first three entries in the number of people (P) list from

the table above. (Enter {1, 2, 3}.)

b. Enter your formula from part 2 in L2. Be careful: to use the calculator, you have to

translate your variables (letters). The letter P is now L1 and M is L2.

Rewrite your formula here in terms of L1 and L2 so you can enter the formula in your

calculator.

Your formula: M = _________________________

The calculator formula: L2 = ________________________

c. Check the numbers in L2 with the numbers in your table above. Do they match?

d. Enter more values from the number of people list from your table into L1. Check the

values in L2 against your table above. Do they match? Does your formula work?

4. Use the data editor on the calculator to find the amount of money (M) that the owners

will take in at the ticket office if the entire theater is filled during one showing with 7500

people (P). Write how you would find this answer by hand using your formula.

At the movies

Name ___________________________

Date ___________________________

5. Your boss wants you to make a presentation to the people who invest money in

MultiPlex. The investors want to see numbers and graphs in your presentation! Fill in

the table below using the data editor on your calculator. Graph the points from this table.

This is another way that an accountant can show how the amount of money (M) depends

on the number of people (P). This gives a picture of the data!

6. Write a paragraph below about what you would say to your boss and the investors about

your work. Include how you determined the formula for the amount of money and what

the table and graph tell them about the amount of money that will be taken in at the box

office.

500

1000

1500

2000

2500

At the movies

Amount of Money (M)

Number of People (P)

Overview

Students guess the algebraic expression (function)

from a table of values in a game format. Students use

o on the TI-30XS MultiView™ calculator to enter an

expression as a function (y=) in order to play the game.

Math Concepts

•algebraic

expressions

• functions

Materials

• TI-30XS MultiView

• pencil

• student activity

• strips of paper

and paper bag

Introduction

Students will warm up for this activity by evaluating

expressions and filling out a table of values. They

then play a game, "Name that rule!" The game uses

the TI-30XS MultiView calculator to create a table of

values.

Have students fill out the following tables which

appear on the student sheet.

Note

NoteNote

Note: Consider varying the variable letter in the

warm up. The variable on the calculator, however,

will always be x.

*The students should notice that the tables for 2x + 6

and 2(x + 3) are the same. Discuss why these are

equivalent expressions and verify this by using the

Distributive Property of Multiplication over

Addition. You can also have students use tiles to

display the area model, 2(x + 3) = 2x + 6.

Show the students how to enter the expression in

o on the TI-30XS MultiView. They enter the

expression as a function. This may be a new concept

for your students. If needed, use a function machine

+ 3

+ 6 2(

+ 3)*

-2 1 -2 2 2

-1 2 -1 4 4

03 06 6

14 18 8

25 210 10

Name that rule!

to provide an alternate way of thinking about

evaluating an expression for different values of

Here, an input of

= 1 gives an output of

= 1 + 3 = 4. Discuss that the expression,

+3, can

be thought of as the rule to find

. Later in the game,

the students will think backwards to guess the

"rule." If needed, discuss how students follow the

rules to their favorite board games. They need to

follow the rules in order to play. When they evaluate

an expression, they follow a rule to change one

number to another.

Set up the table on the calculator using the Auto

feature in o. Auto automatically sets up a table of

values to start at a given value and increment by a

value. To have the calculator create the same table of

values as above, set start at -2 and increment the

values by the step size of 1. Have students compare

their table done by hand against the calculator table.

Activity

Play one or two games of “Name that rule!” with the

whole class, using the rules on the next page. For the

whole class introduction of the game, the teacher

plays the role of the Ruler. This game uses o

and

the Ask-

feature on the TI-30XS MultiView™

calculator.

³ Hint: Copy the game sheets from the

student activity section for as many

games as needed.

Name that rule! (Continued)

³ Follow these steps:

1. Press p and set mode as shown.

2. Enter the expression y=x+3:

o z T 3 <.

3. Enter table setup values: M 2 $

$ $ <.

4. Use # and $ to scroll through

values of x and y = x + 3.

Rules for group play

• Form groups of three to four students.

• Assign one student to be the Ruler of the game.

• The Ruler is in charge of the calculator for the game.

• The Ruler picks an algebraic expression from a paper

bag (or any container) and keeps it hidden from the

other players, or the Ruler writes an algebraic

expression on a piece of paper for the game and gets

approval to use the expression from the teacher.

• The Ruler enters the algebraic expression into o

and selects the Ask-

feature.

Note

NoteNote

Note: The Ruler may have to delete each line in the

Ask-

table before playing a new rule. (See keystroke

instructions.)

• Each player other than the Ruler takes turns saying

a value for

. The Ruler enters that value and tells

the players the

value output.

• Each player keeps a table of values as a record of

play.

• A player can guess the expression or rule only during

the player's turn.

• Once a rule is guessed by a player, every player must

check if the rule is true for all values already played,

or challenge the rule by trying to find a value that

does not work.

• If the guessed rule is shown to be incorrect by a

player or the Ruler, the player who guessed the rule

loses his or her next turn.

• If the algebraic expression guessed by a player is not

in the same form as the expression entered by the

Ruler, for example, 2(

+1) and 2

+2, and all players

agree that the guessed expression is correct, the

Ruler reveals the expression on the calculator and

the player who guessed the rule must explain why

the two expressions are the same.

• The first player to guess the rule correctly and

defend their rule wins.

• The role of Ruler then rotates to another player for

the next round of play.

Name that rule! (Continued)

³ To play again:

1. Clear the old expression, pick the

next expression, and enter it:

o -z T q1 $ 2.

2. Enter the desired table setup values,

highlight OK, and press <.

Notice that only 3 guesses show on

the screen. Students can overwrite a

number to see a new output.

³ Follow these steps:

1. Press p and set mode as shown.

2. Enter the function y = 2x + 5:

- o 2 z T 5 <.

Note: If a function is already

entered on the y= screen, press

- before entering a new

function.

3. Enter table setup values: $ $ "

< $ <.

4. Enter x-values: 5 < 6 < 10

³ Hint: To enter more values, highlight

any of the three lines in the x column,

enter the number, and press <.

5. To review the y= screen, press

o. You will have to cycle

through the setup screen again to

see the table of values.

Algebraic expression list

Copy these or other expressions on pieces of paper so

the Ruler of each team of players can pick the

expression to play. You can also have the Ruler write

an expression which you can approve before the start

of a game. Having the student write an expression

gives them ownership and is an assessment of their

knowledge.

Pick a list or mix the lists depending on the level of

your students. Expand the lists depending on your

students' level. Students should document all work

on their student sheet.

Modifications of the game

• Include expressions that would need to be simplified

by the players such as 2

+ 4 + 3

- 6. If a player

guesses 5x - 2, they will have to justify the expression

is equivalent to 2

+ 4 + 3

- 6 which adds another

assessment layer to the game.

• Include expressions in words such as "four less than

twice a number." Have the Rulers pick the expression

from the container and change the words to an

expression for your approval before they return to

their group to play the game.

Example: Four less than twice a number is picked.

The Ruler translates this to 2

- 4, you indicate if

they are correct, and then they return to their group

to play.

Examples of

one-step expressions

Examples of

two-step expressions

+ 3 2

+ 3

– 9 -4

+ 5

+ 6 or 2 (

+ 3)

– 2.5

+ 15 1.5

+ 2.5

---+

---

4–

---

–

Name that rule! (Continued)

Name ___________________________

Date ___________________________

Problem

We follow rules every day. Can you follow the rules to your favorite board game? Do you have

to carefully follow the rules to play? We also follow rules when we work with numbers and

expressions.

Example: If

= 1, then

+ 3 = 1 + 3 = 4

The expression

+ 3 has one variable,

. Depending on the value of

+ 3 will be equal to

different numbers. You can think of

+ 3 as a rule. Fill out the following table to warm up.

The values of

have been picked for you.

1. What do you notice about the table for 2

+ 6 and 2(

+3)?

2. Check the tables above using o on the TI-30XS MultiView™ calculator.

3. Play the game "Name that rule!", using the game sheet on the next page. In this game,

you will not know the expression (rule). You will have to guess the rule by thinking

backwards! Your teacher will give you the instructions to play.

+ 3

+ 6

+ 3)

-2 -2 -2

-1 -1 -1

000

111

222

Name that rule!

Player names: Ruler:

Your teacher will give you the instructions on how to play. Use the table to keep track of the

and

values for every player’s turn during the game. Use the Guess columns to check the

rule. If a player's rule is not correct, continue playing.

Name That Rule!

Think backwards!

Guess the rule from a table of values!

Calculator

value

Guess 1

= _______________________

Check every

value!

Is this guess correct? _______

Guess 2

= _______________________

Check every

value!

Is this guess correct? _______

Calculator

value

Guess 3

= _______________________

Check every

value!

Is this guess correct? _______

Guess 4

= _______________________

Check every

value!

Is this guess correct? _______

How to use the

TI-30XS MultiView™

calculator

TI-30XS MultiView basic operations 29

Clearing and correcting 41

Basic math 45

Order of operations and parentheses 49

Numeric notation 55

Fractions 59

Decimals and decimal places 65

Constant 67

Memory and stored variables 71

Data editor and list formulas 79

Statistics 83

Probability 89

Function table 97

Powers, roots, and reciprocals 101

Logarithms and exponential functions 109

Pi 113

Angle settings and conversions 117

Polar and rectangular conversions 121

Trigonometry 123

Hyperbolics 131

TI-30XS MultiView™ basic operations

Keys

1. & turns on the calculator.

2. % turns on the 2nd indicator and

accesses the function shown above the next

key you press.

3. % ' turns off the calculator and clears

the display.

4. < completes the operation or executes

the command.

5. % i recalls the most recently calculated

result and displays it as Ans.

6. n toggles the answer between fraction and

decimal, exact square root and decimal, and

exact pi and decimal formats.

7. ! and " move the cursor left and right to

scroll entries on the Home screen and to

navigate in menus.

%! or % " scrolls to the beginning or

end of a current entry.

# and $ move the cursor up and down

through menu items, previous entries on the

Home screen, and entries in Data editor and

Function table.

% # moves the cursor to the top entry of

the active column in Data editor, or to the

previous entry on the Home screen. Press

% # again to move the cursor to the

oldest entry on the Home screen.

In fractions, press % # to paste a

previous entry to the denominator. (See

Chapter 6, Fractions, for more information.)

% $ moves the cursor to the first blank

row of the active column in Data editor, or

below the last entry on the Home screen.

8. p lets you set the angle, numeric, decimal,

and display modes. Press $# ! " to

choose a mode, and < to select it. Press

- or %Q to exit the mode menu.

9. %  displays the Reset menu.

• Press 1 (No) to return to the previous

screen without resetting the calculator.

• Press 2 (Yes) to reset the calculator. The

message

MEMORY CLEARED

is displayed.

Note: Pressing & and - simultaneously

resets the calculator immediately. No menu or

message is displayed.

• Resetting the calculator:

– Returns settings to their defaults:

degree (DEG) angle mode, normal numeric

notation (NORM), floating decimal

notation (FLOAT) and MathPrint™

display mode.

– Clears memory variables, pending

operations, entries in history, statistical

data, constants, and Ans (Last answer).

TI-30XS MultiView™ basic operations (Continued)

Notes

• The examples on the transparency masters

assume all default settings (See page vi).

• n can be used in an entry before pressing

<. Pressing

n more than once in a

current entry may result in a Syntax error.

To achieve the desired result, you can:

– Enter the expression, press

n <, and

then press

n again after the result is

displayed.

– Enter the expression and press <, and

then press

n as many times as desired

to toggle the display and view the

alternate format of the answer.

• When ³ or ´ appears in the display, the entry

line contains more characters to the left or

right.

•Press & after the Automatic Power Down™

(APD™) feature activates to restore power.

The display, pending operations, settings, and

memory are retained.

%' ! "

# $ <

Second, off, arrows, enter

• Enter 46 – 23.

• Change 46 to 41. Change 23 to

26 and complete the operation.

• Enter 2/5 + 3/10 and complete

the operation.

• Turn the TI-30XS MultiView™

calculator off and back on. The

Home screen is blank; scroll up

to view history.

Press Display

46 U

23 <

# # <

!!!! 1

"" 6 <

2 q 5 " T 3

q 10 <

%' &

# # #

Reset the calculator.

Pressing & and - at the same

time also resets the calculator

immediately. No menu or message is

displayed.

Using % or & and -

returns all settings to their defaults

and clears the memory.

Press Display

%

Reset

%

Use pto choose modes. Press $

# ! " to choose a mode, and <

to select it. Press - or %Q

to return to the Home screen and

perform your work using the chosen

mode settings.

Default mode settings are shown

highlighted.

DEG RAD GRAD Sets the

angle mode to degrees, radians, or

gradians.

NORM SCI ENG Sets the

numeric notation mode. Numeric

notation modes affect only the

display of results, and not the

accuracy of the values stored in the

calculator, which remain maximal.

Mode

NORM displays results with digits

to the left and right of the

decimal, as in 123456.78.

SCI expresses numbers with one

digit to the left of the decimal and

the appropriate power of 10, as in

1.2345678x10

(which is the same

as 123456.78).

ENG displays results as a number

from 1 to 1000 times 10 to an

integer power. The integer power is

always a multiple of 3.

Note: C is a shortcut key to enter

a number in scientific notation

format. The result displays in the

numeric notation format set in mode.

FLOAT 0 1 2 3 4 5 6 7 8 9

Sets the decimal notation mode.

FLOAT (floating decimal point)

displays up to 10 digits, plus the

sign and decimal.

Mode (continued)

0 1 2 3 4 5 6 7 8 9 (fixed decimal

point) specifies the number of

digits (0 through 9) to display to

the right of the decimal.

CLASSIC MATHPRINT sets the

display input and output.

CLASSIC displays inputs and

outputs in a single line.

MATHPRINT displays most inputs

and outputs in textbook format.

Use MathPrint mode for better

visual confirmation that math

expressions have been entered

correctly and to better reinforce

the correct math notation.

Note: Switching the mode between

Classic and MathPrint clears

calculator history and the Constant

value.

Mode (continued)

Certain keys display menus: H,

%I, v, %t, %,

%h, and %{. Some

keys may display more than one

menu.

Press " and $ to scroll and select a

menu item, or press the

corresponding number next to the

menu item. To return to the previous

screen without selecting the item,

press -. To exit a menu or

application and return to the Home

screen, press %Q. The Home

screen is blank; scroll up to view

history.

Some sample menus:

H % I

PRB RAND DMS R ¶

¶¶

¶P

1: nPr 1: rand 1: Ä 1: R ´Pr(

2: nCr 2: randint( 2: Å 2: R ´PÁ(

3: ! 3: Æ 3: P ´ Rx(

4: r 4: P ´Ry(

5: g

6: ´DMS

Menus

(Press v once to display the Data

editor screen. Press again to display

the menu.)

Press v while you are in the Add/

Edit Frmla option of the FORMULA

menu to display this menu:

CLEAR FORMULA

1: Clear L1 1: Add/Edit Frmla

2: Clear L2 2: Clear L1 Frmla

3: Clear L3 3: Clear L2 Frmla

4: Clear ALL 4: Clear L3 Frmla

5: Clear ALL

1: L1

2: L2

3: L3

STATS

1: 1-Var Stats

2: 2-Var Stats

3: StatVars

This menu option displays after you

calculate 1-var or 2-var stats.

StatVars menu:

1: n

3: Sx

Etc. See Chapter 11, Statistics, for a

full list.

Menus (Continued)

Use Last answer (Ans) to calculate

Press Display

5 FT12

%b%

Last answer (Ans)

Press n to toggle the display result

between fraction and decimal

answers, exact square root and

decimal, and exact pi and decimal.

Press Display

% b

8 <

Answer toggle

Clearing and correcting

Keys

1. - clears characters and error messages.

Press - once to clear an uncompleted

entry; press it again to clear the display.

You can scroll up and use - to clear

entries in history. - backs up one screen

in applications.

2. % f lets you insert a character at the

cursor.

3. J deletes the character at the cursor.

Then, each time you press J, it deletes 1

character to the left of the cursor.

Notes

• The examples on the transparency

masters assume all default settings.

• Pressing - does not affect the

memory, statistical registers, angle

units, or numeric notation.

Delete and insert

Enter 4569 + 285, and then change

it to 459 + 2865. Complete the

problem.

Press Display

4569 T 285

! ! ! ! !

! J

" " " "

%f 6

Enter 21595.

Clear the 95.

Clear the entry.

Press Display

21595

! ! -

(Clear to right)

(Clear entry)

Clear

Basic math

Keys

1. T adds.

U subtracts.

3. V multiplies.

W divides.

5. < completes the operation or executes

the command.

M lets you enter a negative number.

7. % _ appends the % sign to a number.

Notes

• The examples on the transparency

masters assume all default settings.

• The TI-30XS MultiView™ allows implied

multiplication.

Example: 3 (4+3) = 21

• Do not confuse

M with U. U allows

subtraction.

• Use parentheses to group the negation

sign with the number if needed.

Example: M2

= M4, and (M2)

= 4.

• Results of percent calculations display

according to the decimal notation mode

setting.

T U V W

Add, subtract, multiply, divide, equals

Find:

2 + 54

½ 6 =

16 x 21 =

x 10 =

12 x (5 + 6) =

Press Display

2 T 54 U

6 <

16 V 21 <

1 q 2 " V

10 <

12 V D 5 T

6 E <

---

The temperature in Utah was

M3Ä C at

6:00 a.m. By 10:00 a.m. the

temperature had risen 12Ä C. What

was the temperature at 10:00 a.m.?

The temperature at 10:00 a.m. was

9Ä C.

Press Display

M 3 T

12 <

Negative numbers

Mike makes $80 per week. He saves

15% of his earnings. How much does

Mike save per week?

Mike saves $12 per week.

Press Display

% _ V

80 <

Pe r c e n t

% _

Order of operations and parentheses

Keys

1. D opens a parenthetical expression.

2. E closes a parenthetical expression.

Notes

• The examples on the transparency

masters assume all default settings.

• The transparency master showing the

Equation Operating System (EOS™)

demonstrates the order in which the

TI-30XS MultiView™ calculator completes

calculations.

• Operations inside parentheses are

performed first. Use D E to change the

order of operations and, therefore,

change the result.

Example: 1 + 2 x 3 = 7

(1 + 2) x 3 = 9

Equation Operating System (EOS™)

1 (first) Expressions inside D E

2 Functions that need a E and precede the

expression, such as >, A, and some menu

items

3 Fractions

4 Functions entered after the expression, such as

F and angle unit modifiers (

¡, ¢, £, r, g)

5 Exponentiation (G) and roots (%c)

Note: In Classic mode, exponentiation using the

G key is evaluated from left to right. The

expression 2^3^2 is evaluated as (2^3)^2, with

a result of 64.

In MathPrint™ mode, exponentiation using the

G key is evaluated from right to left. Pressing

2 G 3 G 2 displays as , with the result of

512.

The TI-30XS MultiView™ scientific calculator

evaluates expressions entered with F and a

from left to right in both Classic and MathPrint

modes. Pressing 3 F F displays as . This is

calculated as (3

)

= 81.

6 Negation (M)

7 Permutations (nPr) and combinations (nCr)

8 Multiplication, implied multiplication, and division

9 Addition and subtraction

10 Conversions (%O, %j, %R,

and ´DMS)

11 (last) < completes all operations and closes all open

parentheses.

Equation Operating System (EOS™) (Continued)

1 + 2 x 3 =

1 + (2 x 3) =

(1 + 2) x 3 =

Press Display

1 T 2 V

3 <

Press Display

1 T D 2 V 3

E <

Press Display

D 1 T 2 E

V 3 <

Order of operations

T V D E

= (Classic mode)

(MathPrint™ mode)

Press Display

p$$$

% b 5 F

U 4 D 1 E

D 3 E <

Press Display

p$$$

"<-

% b 5 F

U 4 D 1 E

D 3 E <

41()3()–

Order of operations (Continued)

Numeric notation

Keys

1. p lets you choose from the following

numeric notation menu.

NORM Restores standard mode (floating

decimal).

SCI Turns on scientific mode and displays

results as a number from 1 to 10

(1 { n < 10) times 10 to an integer

power.

ENG Turns on engineering mode and

displays results as a number from 1

to 1000 (1 { n < 1000) times 10 to

an integer power. The integer power is

always a multiple of 3.

2. C is a shortcut key to enter a number in

scientific notation format.

Notes

• The examples on the transparency masters

assume all default settings.

• You can enter a value in scientific notation

regardless of the numeric notation mode

setting. For a negative exponent, press M

before entering it.

• Results requiring more than 10 digits are

automatically displayed in scientific

notation.

• For the decimal notation mode, refer to

Chapter 7, Decimals and decimal places.

• These modes (NORM, SCI, and ENG) affect

only the display of results.

Enter 12543, which will be in floating

decimal notation and normal numeric

notation (both default settings in

p). Alternate the display result

between normal, scientific, and

engineering notations by changing

settings on the mode screen.

Press Display

12543 <

p$"

Engineering, scientific, floating decimal

p$<

Engineering, scientific, floating decimal (Continued)

With the TI-30XS MultiView™

calculator in Norm and MathPrint™

modes (both defaults), enter the

following problem in scientific

notation using the C

key.

The Earth is approximately 1.5 x 10

kilometers from the Sun. Jupiter is

approximately 7.8 x 10

kilometers

from the Sun. Assuming the orbits of

the planets are circular and the

planets are on the same side of the

sun, how close will Jupiter come to

Earth?

Jupiter and Earth could be

approximately

630,000,000 = 6.3 x 10

kilometers apart.

Press Display

7 8 8

C 8 "

U 1 8 5 C

8 <

Scientific notation

Fractions

Keys

1. %N lets you enter mixed numbers and

fractions. The unit must be an integer. The

numerator and denominator can contain

decimals.

To enter a mixed number, enter an integer for

the unit, and then press %N to enter a

numerator.

In MathPrint™ mode, pressing %N before

entering an integer displays a fraction

template, and allows only one digit to be

entered for the unit.

2. q lets you enter a simple fraction. Pressing

q before or after a number can result in

differing behavior. In MathPrint™ mode,

entering a number before pressing q usually

makes that number the numerator.

q in MathPrint mode can also be used for

more complex fractional or formula

computations that include operators and

other functions

by pressing

before you

enter the numerator.

In MathPrint™ mode, press $ between the

entry of the numerator and the denominator.

In Classic mode, press q between the entry

of the numerator and the denominator.

3. % O converts a simple fraction to a

mixed number or a mixed number to a simple

fraction.

4. % j converts a fraction to its decimal

equivalent or changes a decimal to its

fractional equivalent, if possible.

Notes

• The examples on the transparency masters

assume all default settings.

• In MathPrint mode, fractions with q can

include operation keys (T, V, etc.) and most

function keys (F, %_, etc.). In Classic

mode, fractions with q do not allow

operation keys, functions, or complex

fractions in the numerator or denominator.

• In MathPrint mode, you can enter variables (x,

y, z, t, a, b, and c) in the numerator and

denominator of a fraction. In Classic mode,

fractions with q do not allow variables.

• In Classic mode, data editor, and table, use

W along with D and E where needed to

perform complex division problems.

Fractions (Continued)

• To paste a previous entry in the denominator,

place the cursor in the denominator, press

% # to scroll to the desired entry, and

then press < to paste the entry to the

denominator.

• To paste a previous entry in the numerator or

unit, place the cursor in the numerator or

unit, press # or % # to scroll to the

desired entry, and then press < to paste

the entry to the numerator or unit.

• Fractional results and entries are

automatically simplified to their lowest

terms.

• Calculations using fractions can display

fraction or decimal results, depending on

input.

At the party, you ate of the

pepperoni pizza and of the

sausage pizza. The pizzas are the

same size. If you put the pieces

together, how much of one whole

pizza did you eat?

You ate of the size of one whole

pizza. That is almost an entire pizza!

Press Display

5 q 6 " T1

q 10 <

---

-----

----

Fractions

A baby weighed 4 pounds at birth.

In the next 6 months, she gained

2 pounds. How much does she

weigh?

After 6 months, the baby weighs

7 pounds.

Press Display

4 %N 3

$ 8 " T 2

%N 3 $

4 <

---

Mixed numbers

Juan swims 20 laps in 5.72 minutes.

Mary swims 20 laps in 5 minutes.

Change Mary's time to a decimal to

determine who swims faster.

Juan swims faster than Mary since

he swims 20 laps in 5.72 minutes.

Change 2.25 to its fractional

equivalent.

Press Display

5 %N 3

$ 4 "

Press Display

2 8 25 %

2 8 25 <

---

Converting fractions and decimals

Decimals and decimal places

Keys

1. 8 enters a decimal point.

p lets you set the number of decimal

places. Press $ $ and then " to the

choice of decimal desired. Press < to

select it.

FLOAT Sets floating decimal (standard)

notation.

0-9 Sets the number of decimal places

displayed. FIX displays when a

decimal mode is set from 0-9.

Notes

• The examples on the transparency masters

assume all default settings.

• Press p $ $ < to return to

standard notation (floating decimal).

• The decimal mode setting affects most

decimal results and the mantissa of

scientific and engineering notation results.

• The TI-30XS MultiView™ calculator

automatically rounds the result to the

number of decimal places selected. For

example, when the decimal is set to 2 places,

0.147 becomes 0.15 when you press <. The

TI-30XS MultiView calculator also rounds or

pads resulting values with trailing zeros to fit

the selected setting. For example, when the

decimal is set to 5 places, 0.147 becomes

0.14700 when you press <.

• Resetting the calculator clears the decimal

setting and resets to the default, FLOAT.

• The decimal setting does not affect the

internal precision of results. It affects only

the way results are displayed.

Round 12.345 to the hundredths

place, to the tenths place, and then

to floating notation.

Press Display

12 8

345 <

$ $ "

""<

$$"

Decimal

Constant

Keys

1. % l turns the constant feature on and

off, and lets you define a constant number,

operation, or expression for a shortcut when

repeating a set of keystrokes. K displays

when the constant mode is on.

2. < places the contents of K at the end of

the expression in the display.

Notes

• The examples on the transparency masters

assume all default settings.

• All operations, functions, and values work in

constant mode.

• To enter a constant:

1. Press % l. If a constant is already

stored, press - to clear it.

2. Enter the constant (any set of

operations, functions, and values).

3. Press < to turn on the constant

feature. K appears in the display to

indicate the constant feature is on.

4. Press - to clear the display.

5. Enter an initial value. If you do not enter a

value, 0 is assumed, and Ans will appear

in the display.

6. Press < to place the contents of K at

the end of the expression and evaluate it.

7. Continue pressing < to repeat the

constant.

8. Press % l again to turn off the

constant feature.

Three people babysit for $5.25 each

per hour. The first person works 16

hours. The second person works 12

hours. The third person works 17

hours. How much did each person

earn?

Press Display

V 5.25 <

16 <

12 <

17 <

Constant

(Constant mode is off.)

Constant (Continued)

Memory and stored variables

Keys

1. L lets you store values to variables. Press

Lto store a variable, and press z to

select the variable to store. Press < to

store the value in the selected variable. If this

variable already has a value, that value is

replaced by the new one.

2. z accesses variables. Press this key

multiple times to choose x, y, z, t, a, b, or c.

You can also use z to recall the stored

values for these variables.

3. % { clears all variables.

4. % h displays a menu of the variables x,

y, z, t, a, b, and c, and lets you view their

stored values before pasting to the display.

Notes

• The examples on the transparency masters

assume all default settings.

• You can store a number or an expression that

results in a number to a memory variable.

• When you select a variable using z, the

variable name (x, y, z, t, a, b, or c) is displayed.

The variable name is inserted into the current

entry, but the value assigned to the variable

is used to evaluate the expression.

• When you select a variable using % h, a

menu is displayed showing the value of the

stored variables. Select the variable by

pressing the corresponding menu number. The

value assigned to the variable is inserted into

the current entry and used to evaluate the

expression.

• Resetting the calculator clears all memory

variables.

Following are your scores for tests

and homework in your math class.

Test scores: 96, 76, 85.

Homework scores: 92, 83, 97, 86.

1. Find your test grade as the

average of your test scores.

2. Find your homework grade as the

average of your homework

scores.

3.Your teacher will compute your

final grade as the average of

your test grade and your

homework grade. What is your

final grade? Your teacher will

round to the nearest whole

number if needed.

Press Display

96 T 76 T

85 <

Store, variables

Your final grade is 88 rounded to the

nearest whole number.

W 3 <

L z

92 T 83 T

97 T 86

W 4 <

T z <

W 2 <

Store, variables (Continued)

You are going to ship a gift to each of

two friends. You see the gifts at two

web sites for the same price. The

shipping charges are different at

each site. The packages weigh 4.5

pounds and 3.2 pounds. Store A will

ship a package for €2 plus €1.40 per

pound. Store B will ship the package

for €3 plus €1.10 per pound. Which

store will charge the least for

shipping each gift?

Store A charges €8.30 and store B

charges €7.95. Store B charges less

to ship the gift that weighs 4.5

pounds.

Press Display

4 8 5 L

z <

2 T

z D1

8 40 E

3 T

z D1

8 10 E

Store, recall

Store A charges €6.48 and store B

charges €6.52. Store A charges less

to ship the gift that weighs 3.2

pounds.

3 8 2 L

z <

#####

#<<

#####

#<<

Store, recall (Continued)

Shop Purchases Qty Cost

Ashirts 2€13.98 ea.

Bties 3€7.98 ea.

Cbelt 1€6.98

suspenders 1 €9.98

How much did you spend at each

shop, and how much did you spend

altogether?

Press Display

2 V 13 8

98 <

Lz<

3 V 7 8

98 <

L z

z <

Store, recall (Continued)

You spent:

€27.96 at shop A,

€23.94 at shop B,

€16.96 at shop C.

You spent €68.86 at all three shops.

6 8 98 T

9 8 98 <

L z

zz<

% h

1 T% h

2 T %

h 3 <

Store, recall (Continued)

Data editor and list formulas

Keys

1. v displays a data editor with three lists.

Each list can contain up to 42 items. To

enter data, navigate to a list and enter a

number. Press the arrow keys to navigate list

elements.

Notes

• The examples on the transparency masters

assume all default settings.

• List formulas accept all calculator functions.

• In formulas, use D and E around variables

or list names to ensure the desired order of

operations.

• If a formula is entered to a list, the formula

list automatically updates if a referenced list

element is updated.

Note: Pressing < in a formula list

automatically deletes the formula. No

message is displayed.

• When a formula is deleted, the data remains

for use. The data is no longer updated.

• Pressing v again from the data editor

screen opens menus with options to clear

lists or to enter and manage formulas.

• Pressing v again when in “Add/edit

formula” option opens a menu containing list

names you can use when adding or editing

formulas.

• Pressing - backs up screens within the

data editor.

• Pressing % Q exits the data editor and

returns you to the Home screen.

• In the data editor, scientific notation

displays as

E to conserve space but still

show the magnitude of a number.

Example: 2 x 10

appears as 2E3.

On a November day, a weather report

on the Internet listed the following

temperatures.

Paris, France 8ÄC

Moscow, Russia

½1ÄC

Montreal, Canada 4ÄC

Convert these temperatures from

degrees Celsius to degrees

Fahrenheit.

Reminder: F= C+32.

Press Display

v 8 $ M

$ 4 $ "

v "

W 5 V v

1 T 32

---

Entering data and formulas

Notice L2 is highlighted, since it is

the result of a formula.

The degrees Fahrenheit are:

Paris, France 46.4ÄF

Moscow, Russia 30.2ÄF

Montreal, Canada 39.2ÄF

If Sydney, Australia is 21ÄC, find the

temperature in degrees Fahrenheit.

The temperature in Sydney, Australia

is 69.8ÄF.

! $ $ $

Entering data and formulas (Continued)

Statistics

Keys

1. v lets you enter data points (

for 1-Var

stats;

and

for 2-Var stats). (See Chapter

10, Data editor and list formulas, for more

details on v.)

2. %t displays a menu from which you can

select 1-Var, 2-Var or StatVars.

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 measured

variables—x, the independent

variable, and y, the dependent

variable.

StatVars This option appears only after you

have calculated 1-var or 2-var

stats. Displays the menu of

variables with their current values.

StatVars menu:

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 sy Population standard deviation

of x or y.

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

or Gy

Sum of all x

values or y

values.

Gxy Sum of the product of x and y

for all x-y pairs in the 2 lists.

a Linear regression slope.

b Linear regression y-intercept.

r Correlation coefficient.

ÅÅ

Å (2-var) Uses a and b to calculate

predicted x value when you input

a y value.

ÅÅ

Å (2-var) Uses a and b to calculate

predicted y value when you

input an x value.

minX Minimum of x values.

Q1 (1-var) Median of the elements

between minX and Med (1st

quartile).

Med Median of all data points.

Q3 (1-var) Median of the elements

between Med and maxX (3rd

quartile).

maxX Maximum of x values.

Notes

• The examples on the transparency masters

assume all default settings.

• You can change data points by going to the

Data editor, navigating to the data element,

and changing the value entered.

Note: You must then recalculate 1-var or

2-var stats to display the StatVars option.

Five students took a math test.

Using their scores, enter the data

points—85, 85, 97, 53, 77.

Continued

Press Display

85 $ 97 $ 53

$ 77 $

" 2 $1 $1

$1 $

Entering 1-Var stat data

%t v

Find the number of data points (n),

the mean (

v), the sample standard

deviation (Sx), the population

standard deviation (

sx), the sum of

the scores (

Gx), the sum of the

squares (

), and the five-number

summary of the data, minX, Q1, Q2,

and maxX.

Press Display

1 $ " "

< $

$ $ $ $ $

$ $ $

$ $

Viewing the statistics

%t v

Drop the lowest test score by editing

the data in L1 in the data editor.

Make sure you update the frequency

list, L2, if needed. Find the new mean

(

v). Finally, clear the data from all of

the lists.

Press Display

$ $

J " J

$$<

vv 4

Removing data points

The table below shows the number of

pairs of athletic shoes sold by a small

shoe store. The table shows the total

number of pairs of shoes sold for two

months and the total number of pairs

of Brand A shoes sold during the

same months. Enter this data in the

data editor.

Month

Total No. (x) Brand A (y)

April 58 35

May 47 28

Press Display

v58 $

47 $

"35 $28 $

Entering 2-Var stat data

%t v

Assuming that the rate of shoe sales

is a constant, you can use two data

points to predict the June sales of

Brand A if we know the total June

sales. Use a line of best fit to find the

June sales of Brand A if the store

sells a total of 32 pairs in June.

Hint: Find y

'(32).

18 pairs of Brand A will be sold in June

if the total sales are 32 pairs.

Press Display

2 $ $

$ (scroll

down to y')

32 E <

Viewing the statistics

Probability

Keys

1. H displays the following menu of functions.

nPr Calculates the number of

possible permutations.

nCr Calculates the number of

possible combinations.

! Calculates the factorial of a

number.

Rand Generates a random number

between 0 and 1.

Randint( Generates a random integer

between 2 integers,

and

where

 Randint 

Notes

• The examples on the transparency masters

assume all default settings.

• A combination is an arrangement of objects

in which the order is not important, as in a

hand of cards.

• A permutation is an arrangement of objects

in which the order is important, as in a race.

• A factorial is the product of all the positive

integers from 1 to

, where

is a positive

whole number  69.

• You can store (L) an integer to Rand just

as you would store values to memory

variables. If you wish to control the random

numbers generated by all calculators in your

class, have all students store the same

number to Rand; the sequence of random

numbers is then the same on all of the

calculators.

•For Randint, use a comma to separate the 2

numbers that you specify.

You have space for 2 books on your

bookshelf. You have 4 books to put on

the shelf. Use this formula to find how

many ways you could place the 4

books in the 2 spaces.

4 nCr 2

ABCD

There are 6 unique combinations of 2

books chosen from 4 different books.

Press Display

4 H $

< 2 <

AB and BA

count as only 1

combination

AB AC AD

BC BD

CB CD

DB DC

Combination (nCr)

Four different people are running in a

race. Use this formula to find how

many different ways they can place

1st and 2nd.

4 nPr 2

ABC D

There are 12 different permutations

for the 1st and 2nd place results of

the race.

Press Display

4 H

<2 <

AB and BA

count as 2

permutations

AB AC AD

BA BC BD

CA CB CD

DA DB DC

Permutation (nPr)

State license plates contain

different numbers and letters to

create a unique identification number

for each car. Make your own license

plates each containing a 4-digit

number. Using the digits 1, 3, 7, and 9

without repetition, how many 4-digit

numbers can you form?

You can use a tree diagram to create

the following list of license plates. Are

you sure you found them all?

Hint: Find 4!

You can make 24 unique license

plates using 1, 3, 7 and 9 without

repetition.

Press Display

4 H $ $

< <

1379

3179

7139

9137

1397

3197

7193

9173

1739

3719

7319

9317

1793

3791

7391

9371

1937

3917

7913

9713

1973

3971

7931

9731

Factorial (!)

Generate a sequence of random

numbers.

Results will vary.

Press Display

H "

< <

Random (rand)

Set 1 as the current seed and

generate a sequence of random

numbers.

Note: Your results will be the same

as this example if you use the same

number to store to random seed.

Press Display

1 L H

" <

H"<

Setting a random (rand) seed

Create your own calculator spinner.

Your spinner will pick numbers from 2

through 10.

Hint: Generate a random integer

from 2 through 10.

Results will vary.

Press Display

H "$

< 2 %`

10 E

<<<

Random integer (randint)

Function table

Keys

1. o allows you to display a defined function

in a tabular form. To set up a function table:

a. Press o.

b. Enter a function in terms of

and

press <.

c. Select the start and step values, and

auto or ask-

options, and press

The table is displayed using the specified

values.

Notes

• The examples on the transparency masters

assume all default settings.

• Enter the function (expression) at the y=

prompt. Functions can contain stacked

fractions and most built-in functions such as

sine, cosine, e

, and so forth. Functions can

not contain n or the functions rand and

randint.

• To change a value on the table setup screen,

press - and then enter a new value.

• Depending on the function and the step

values, you may be able to affect the format

(decimal or fraction) of the y values. When a

decimal number (like 2.0) is used in the

function or the step values, answers can be

forced to decimal.

• To clear the table in ask-x, press J on

each entry.

• In ask-

, if you input a decimal, the

-value

displays as a decimal. For example, if you

enter 2À, the

-value displays 2À. If you enter

2.0À, the

-value displays 6.28319.

If you enter a fraction using q, the x-value

displays as a fraction.

• Press - to back up screens within the

function table.

• The TI-30XS MultiView™ calculator retains

the last entered function in memory when you

quit the function table application (%Q).

Find the vertex of the parabola

(36 -

) using a table of values.

Reminder: The vertex of the parabola

is a point on the line of symmetry of

the parabola. Notice that (0, 0) and

(36, 0) are

-intercepts and the

parabola is open (concave) down. The

vertex will be between

=0 and

=36.

Notice that the vertex must be

between

= 16 and

= 20 since the

-values are the same. The

-values

must be increasing and decreasing

for

=16 to

=20.

Press Display

ozD

36 U z

E <

$ 4 $

< $

$ $ $

Using auto

On your own:

Start at 17 and change the step size

to 0.25. What happens around

= 18? Can you locate the vertex?

Why?

After searching close to

= 18, the

point (18, 324) appears to be the

vertex of the parabola since it

appears to be the turning point of the

set of points of this function.

-15 $ 1

$ $

<$ $

$ $

Using auto (Continued)

A charity collected $3,600 to help

support a local food kitchen. $450

will be given to the food kitchen every

month until the funds run out. How

many months will the charity support

the kitchen?

Reminder: If

= months and

= money left, then

=3600-450

The charity will be able to support

the food kitchen at this rate for

8months.

Press Display

Press - if

necessary to

clear a previous

function.

3600 U450

-0

-1 $ "

<$<

Input good

guesses for the

number of

months,

Using ask-x

Powers, roots, and reciprocals

Keys

1. F squares the value.

2. % b calculates the square root.

3. % c calculates the specified root (x) of

the value.

4. a calculates the reciprocal.

5. G raises a value to a specified power.

Notes

• The examples on the transparency masters

assume all default settings.

•To use G, enter the base, press G, and then

enter the exponent.

• In Classic mode, exponentiation using the G

key is evaluated from left to right. The

expression 2^3^2 is evaluated as (2^3)^2,

with the result of 64.

In MathPrint™ mode, exponentiation using

the G key is evaluated from right to left.

Pressing 2 G 3 G 2 displays as , with

the result of 512.

• The result of calculations with G must be

within the range of the TI-30XS MultiView™

calculator.

• The TI-30 MultiView calculator evaluates

expressions entered with F and a from

left to right in both Classic and MathPrint

modes. Pressing 3 F F displays as .

This is calculated as (3

)

= 81.

• The base and the exponent may be either

positive or negative. Refer to Domain under

Error Messages in Appendix C for

restrictions.

• Use parentheses where needed to obtain the

desired results.

Example:

= L25

(L5)

= 25

Use this formula to find the size of

the tarpaulin needed to cover the

entire baseball infield.

A = x

= 27.4

square meters

The area of the tarpaulin is 750.76

square meters.

Press Display

27 8 4

F <

27 8 4 G

2 <

Squares

F G

Use this formula to find the length of

the side of a square clubhouse if 3m

of carpet would cover the floor. Round

your answer to 0 decimal places.

meters

The length of a side of the square

clubhouse is 2 meters rounded to 0

decimal places.

Press Display

%b3 <

p $ $

" <

- <

3==

of carpet

Square roots

Use this formula to find the volume of

a cube with sides 2.3 meters long.

Change your answer to a fraction.

V = L

= 2.3

cubic meters

The volume of the cube is 12.167 cubic

meters.

Press Display

2 8 3 G

3 <

Cubes

Fold a piece of paper in half, in half

again, and so on until you cannot

physically fold it in half again. How

many sections would there be after

10 folds? After 15 folds?

Fold the paper in half once and you will

see two sections. Fold the paper in

half again and you will see four

sections. Folding again yields 8

sections, and so on. After 10 folds

there will be 1,024 sections. After 15

folds, there will be 32,768 sections!

Press Display

2 G 10 <

2 G 15 <

Po w e r s

If the volume of a cube is 125 cm

what is the length of each side?

L = cm

The length of each side is 5 cm.

Press Display

3 %c

125 <

125

Roots

The chart below shows the amount of

time spent building model ships.

Time Portion

Spent Completed

Ships

Building Per Hour

Sailing 10 hrs. ?

Steam 5 hrs. ?

Luxury 5 1/3 hrs. ?

How much of each model was

completed per hour?

Press Display

Sailing ship:

10 a <

Steam ship:

5 a <

Luxury liner:

5 % N 1 $

3 " <

a <

Reciprocals

Logarithms and exponential functions

Keys

1. A calculates the common logarithm

(base 10).

2. % ] calculates 10 raised to the power of

the value entered as the exponent (common

antilogarithm).

3. B calculates the natural logarithm (base e,

where e 2.718281828459).

4. % ^ calculates e raised to the power of

the value entered as the exponent (natural

antilogarithm).

Notes

• The examples on the transparency masters

assume all default settings.

• E ends a logarithmic function.

• In MathPrint™ mode, press " to exit the

exponent function.

≈

Find log 23 rounded to 4 decimal

places. Then find ln 23 rounded to

4 decimal places and return to

floating decimal notation.

Press Display

A 23

E <

$ $

" " " "

" <

- <

B 23 E <

$ <

- <

Common logarithm, natural logarithm

Find antilog 3.9824 rounded to

4 decimal places. Then find antiln

3.9824 rounded to 4 decimal places.

When finished, return to floating

decimal notation.

Press Display

% ] 3 8

9824 <

$ $

" " " "

" <

- <

% ^ 3 8

9824 <

$ <

- <

Common antilogarithm, natural antilogarithm

Keys

1. g displays the value of pi rounded to 10

digits (3.141592654).

Notes

• The examples on the transparency masters

assume all default settings.

• In MathPrint™ mode, include a decimal

number inside the expression with pi to

receive a decimal output. For example, if you

enter 2À, the TI-30XS MultiView™ calculator

displays 2

À. If you enter 2.0À, the calculator

displays the decimal version, 6.28319.

• You can use

n to toggle the answer

between decimal and pi formats.

• Internally, pi is stored to 13 digits

(3.141592653590).

• You can select the number of decimal places

from the mode menu.

Use this formula to find the amount

of border you need if you want to put

a circular border all the way around

the tree.

C = 2Àr = 2 x À x 1.5m

The border length is 3

À m. You will

need approximately 9.4 m for the

border.

Press Display

2 V g V

1 8 5 <

Circumference

Use this formula to find how much of

a lawn would be covered by the

sprinkler. Round your answer to the

nearest whole number, and then

return to floating decimal mode.

A = À

ÀÀ

Àr

= À

ÀÀ

À x 4

square meters

Press Display

g V 4

F <

p$$"

Area

The area that will be covered by the

sprinkler is approximately 50 square

meters.

p$$

Area (Continued)

Angle settings and conversions

Keys

1. %I displays a choice of two submenus

that enable you to specify the angle unit

modifier as degrees (º), minutes ('), seconds

("); radian (r); gradian (g), or convert units

using

´DMS. You can also convert between

rectangular coordinate form (R) and polar

coordinate form (P). (See Chapter 18, Polar

and rectangular conversions, for more

information.)

Choose an angle mode from the mode screen.

You can choose from DEG (default), RAD, or

GRAD. Entries are interpreted and results

displayed according to the angle mode

setting without the need to enter an angle

unit modifier.

If you specify an angle unit modifier from the

Angle menu, the calculation is performed in

that angle type, but the result will be given in

the angle mode setting.

Notes

• The examples on the transparency masters

assume all default settings.

• DMS angles are entered as Ä (degrees),

Å (minutes), and Æ (seconds).

Find the measure of the third angle of

a triangle if one angle measures

Ä 30Å and the other angle

measures 36

Ä 15Å. Express the angle

measure in degrees, minutes, and

seconds.

The measure of the third angle

is 98

Ä 15Å.

Press Display

45 % I

30 % I

2 T 36 %

15 % I

2 <

180 % I

1 U % i

% I 6

Degrees, minutes, and seconds to decimal

You are visiting Beijing, China. Your

GPS gives your location (latitude and

longitude) as 39.55

Ä N 116.20Ä E.

Change your location information to

degrees, minutes and seconds.

Your location in Beijing, China is

Ä 33Å N 116Ä 12Å E.

Press Display

39.55 %

I <

% I #

116.20 %

I <

% I #

Decimal to degrees, minutes, and seconds

Calculate the following:

cos(180 degrees)

cos(À

radians)

cos(200 grad)

Remember:

180 degrees = À

radians = 200 grad.

Press Display

?180 %

I1 E <

? g %

I4 E

< ? 200

% I 5

E <

Degrees, radians, and gradians

Polar and rectangular conversions

Keys

1. %I displays the choice of two

submenus that let you convert rectangular

coordinates (x,y) to polar coordinates (r,q) or

vice versa. You can also specify the angle unit

modifier. (See Chapter 17, Angle settings and

conversions, for more information.)

μPr( Converts rectangular coordinate to

polar coordinate r.

R μPq( Converts rectangular coordinate to

polar coordinate

P μRx( Converts polar coordinate to

rectangular coordinate x.

P μRy( Converts polar coordinate to

rectangular coordinate y.

2. % ` enters a comma.

Notes

• The example on the transparency master

assumes all default settings.

• Before starting calculations, set the angle

mode as necessary.

Convert the polar ordered pair

(7, 30Ä) to rectangular coordinates.

The rectangular ordered pair is

(

) = (6.062177826, 3.5.)

Press Display

%I "

$ $

< 7 %`

30 E <

%I "

$ $ $ <

7 %` 30

E <

Polar to rectangular

Trigonometry

Keys

1. > calculates the sine of an angle.

2. % Z calculates the inverse sine.

3. ? calculates the cosine of an angle.

4. % [ calculates the inverse cosine.

5. @ calculates the tangent of an angle.

6. % \ calculates the inverse tangent.

Notes

• The examples on the transparency masters

assume all default settings.

• Before starting a trigonometric calculation,

be sure to select the appropriate angle mode

setting (DEG, RAD, or GRAD—See Chapter

17, Angle settings and conversions). The

calculator interprets values according to the

current angle-unit mode setting.

• In MathPrint™ mode and the corresponding

mode setting of DEG or RAD, evaluating

trigonometric functions at multiples of 15

degree or pi/12 increments yields exact

radical output in many cases.

• E closes the argument of a trigonometric

function.

Use this formula to find the distance from the

lighthouse to the boat. Round your answer to

the nearest whole number, and then return to

floating decimal mode.

D =

The distance from the lighthouse to

the boat is approximately 153 m.

Press Display

78 q @27

%I<

p$ $

p$$<

TAN

----------------

Tangent

Use this formula to find the angle of

depression,

. Round your answer to

the nearest tenth, and then return

to floating decimal mode.

= TAN

-1

The angle of depression is

=13.5Ä

rounded to the nearest tenth.

Press Display

%\ 600

q 2500 "

E <

p$ $ "

p$ $

<-<

600

2500

-------------

Inverse tangent

Use this formula to find the distance,

D, from the base of the ladder to the

house. Round your answer to the

nearest whole number, and then

return to floating decimal mode.

D = 5 x COS(74) meters

The distance is approximately 1 meter.

Press Display

5 V ? 74

E <

p$ $

<-<

Cosine

Use this formula to find the angle of

the ski jump,

. Round your answer to

the nearest tenth, and then return

to floating decimal mode.

x = COS

-1

The angle of the ski jump is

=25.0Ä

rounded to the nearest tenth.

Press Display

%[ 453

q 500 "

E <

p$ $ "

p$ $

<-<

453

500

----------

Inverse cosine

Use this formula to find the length of

the ramp, D. Round your answer to

the nearest whole number, and then

return to floating decimal mode.

D = meters

The length of the ramp is D = 7 m

rounded to the nearest whole

number.

Press Display

1 8 5 q >

12 E <

p$ $

<-<

1.5

12°()sin

--------------------

Sine

Use this formula to find the angle of

the conveyor belt,

. Round your

answer to the nearest tenth, and

then return to floating decimal mode.

x = SIN

-1

meters

The angle of the conveyer belt is

x=40.5

rounded to the nearest tenth.

Press Display

%Z 13 q

20 " E <

p$ $ "

p$ $

<-<

------

Inverse sine

Hyperbolics

Keys

1. % Y accesses the hyperbolic function

(sinh, cosh, tanh; and sinh

-1

, cosh

-1

tanh

-1

)of the next trig key that you press.

Notes

• The example on the transparency masters

assumes all default settings.

• Hyperbolic calculations are not affected by

the angle mode setting-whether or not the

calculator is in RAD (radian), GRAD

(gradian), or DEG (degree) modes.

Find the sinh(2) and the sinh

-1

(2).

Repeat for cosh and tanh. What do

you notice?

Press Display

%Y> 2

%Y%

Z%i

%Y? 2

E <

%Y%

[%i

%Y@ 2

%Y%

\%i

Sinh, cosh, and tanh

Quick reference to keys

KEY FUNCTION

! "

# $

! " move the cursor left and right so you can scroll an entry on the

Home screen.

Press % ! or % " to scroll to the beginning or end of a current

entry.

# $ move the cursor up and down to navigate menu items, view entries

in the data editor and function table, and view previous entries on the

Home screen.

% # moves the cursor to the oldest entry on the Home screen, and to

the top entry of the active column in Data editor.

% $ moves the cursor below the last entry on the Home screen, and

to the bottom entry of the active column in Data editor.

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

7 – 6 Enters the digits 0 through 9.

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.

% Turns on the 2nd indicator and accesses the function shown above the

next key that you press.

Quick reference to keys (Continued)

% I

Displays the following menus.

DMS lets you specify the unit of an angle.

¶P lets you convert rectangular coordinates to polar coordinates, or

vice versa.

DMS R ¶P

1: Ä 1: R ´Pr(

2: Å 2: R ´PÁ(

3: Æ 3: P ´

´´

´Rx(

4: r 4: P ´

´´

´Ry(

5: g

6: ´DMS

is a shortcut key to enter a number in scientific notation format.

% b Calculates the square root.

% _ Appends the % sign to a number. 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. Press %N between the

entry of the unit, and the numerator.

q Lets you enter a simple fraction. In MathPrint™ mode, press $ between

the entry of the numerator and the denominator. In Classic mode, press

q between the entry of the numerator and the denominator.

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

simple fraction.

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

- Clears characters and error messages on the entry line.

% { Clears all memory variables.

> Calculates the sine of an angle.

% Z Calculates the inverse sine.

? Calculates the cosine of an angle.

KEY FUNCTION

Quick reference to keys (Continued)

% [ Calculates the inverse cosine.

@ Calculates the tangent of an angle.

% \ Calculates the inverse tangent.

v Lets you enter the statistical data points for 1-Var stats and 2-Var

stats.

vv Press v once to display the data editor screen. Press again to display

the Clear and Formula menus. Lets you access list names when in the

Formula menu.

J Deletes the character at the cursor.

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

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

fractional equivalent, if possible.

% Y

Accesses the hyperbolic function (sinh, cosh, tanh; and sinh

-1

, cosh

-1

tanh

-1

) of the next trig key that 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 Accesses variables. Press this key multiple times to choose x, y, z, t, a, b,

or c. You can also use z to recall the stored values for these variables.

% ' Turns off the calculator and clears the display.

& Turns on the calculator.

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 number between 0 and 1.

randint( Generates a random integer between 2 integers,

and

where

 Randint 

% h Recalls the stored values to the display.

KEY FUNCTION

≈

Quick reference to keys (Continued)

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

StatVars.

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

measured variables–x, the independent variable, and y,

the dependent variable.

StatVars After choosing 1-var or 2-var stats, displays data

values.

StatVars 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 sy Population standard deviation of x or y.

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

or Gy

Sum of all x

values or y

values.

Gxy Sum of the product of x and y for all xy pairs in 2 lists.

a Linear regression slope.

b Linear regression y-intercept.

r Correlation coefficient.

xÅ

ÅÅ

Å (2-Var) Uses a and b to calculate predicted x value when you

input a y value.

yÅ

ÅÅ

Å (2-Var) Uses a and b to calculate predicted y value when you

input an x value.

minX Minimum of x values.

Q1 (1-Var) Median of the elements between minX and Med (1st

quartile).

Med Median of all data points.

Q3 (1-Var) Median of the elements between Med and maxX (3rd

quartile).

maxX Maximum of x values.

KEY FUNCTION

Quick reference to keys (Continued)

% Displays the RESET menu.

RESET

1: No

2: Yes

Press 1 (No) to return to the previous screen without resetting the

calculator.

Press 2 (Yes) to reset the calculator. The message MEMORY

CLEARED is displayed.

You can press & and - simultaneously to reset the calculator

immediately. No menu or message is displayed.

L Lets you store values to variables. Press Lto store a variable, and

press z to select the variable to store.

z displays the following menu of variables: x y z t a b c.

Press < to store the value in the selected variable. If this variable

already has a value, that value is replaced by the new one.

< Completes the operation or executes the command.

KEY FUNCTION

Display indicators

INDICATOR MEANING

2nd 2nd function.

HYP Hyperbolic function.

FIX Fixed-decimal setting. (See the Mode section in Chapter 1,

TI-30XS MultiView™ basic operations, and Chapter 7, Decimals and

decimal places.)

SCI, ENG Scientific or engineering notation. (See the Mode section in Chapter 1,

TI-30XS MultiView basic operations.)

DEG, RAD, GRAD Angle mode (degrees, radians, or gradians). (See the Mode section in

Chapter 1, TI-30XS MultiView basic operations.)

K Constant feature is on.

L1, L2, L3 Displays above the lists in data editor.

The TI-30XS MultiView calculator is performing an operation.

' (

An entry is stored in memory before and/or after the active screen.

Press # and $ to scroll.

% & An entry or menu displays beyond 16 digits. Press ! or " to scroll.

Error messages

When the TI-30XS MultiView™ calculator detects an error, it returns an error message with the type

of error.

To correct the error, note the error type and determine the cause of the error. If you cannot recognize

the error, use the following list, which describes error messages in detail.

Press - to clear the error message. The previous screen is displayed with the cursor at or near

the error location. Correct the expression.

MESSAGE MEANING

ARGUMENT A function does not have the correct number of arguments.

DIVIDE BY 0 You attempted to divide by 0.

In statistics, n = 1.

DOMAIN You specified an argument to a function outside the valid range. For

example:

For

‡— x = 0 or y < 0 and x is not an odd integer.

For y

— y and x = 0; y < 0 and x is not an integer.

For ‡x — x < 0.

For LOG or LN — x  0.

For TAN — x = 90Ä, M90Ä, 270Ä, M270Ä, 450Ä, etc.

For SIN

-1

or COS

-1

— |x| > 1.

For nCr or nPr — n or r are not integers | 0.

For x! — x is not an integer between 0 and 69.

EQUATION LENGTH

ERROR

An entry exceeds the available space (80 digits for statistics entries or

47 for constant entries); for example, combining an entry with a

constant that exceeds the limit.

FRQ DOMAIN FRQ value (in 1-variable statistics) < 0 or >99.

OVERFLOW

|q| | 1x10

, where q is an angle in a trig, hyperbolic, or R4Pr function.

STAT Attempting to calculate 1-var or 2-var stats with no defined data

points, or attempting to calculate 2-var stats when the data lists are

not of equal length.

DIM MISMATCH Attempting to create a formula when the lists are not of equal length.

FORMULA The formula does not contain a list name (L1, L2, or L3), or the formula

for a list contains its own name; for example, a formula for L1 contains L1.

SYNTAX The command contains a syntax error—entering more than 23 pending

operations, 8 pending values, or having misplaced functions, arguments,

conversions, variables, parentheses, or commas. If using q, try using W.

INVALID FUNCTION You entered an invalid function in the function table.

LOW BATTERY Replace the battery.

Note: This message displays briefly and then disappears. Pressing

does not clear this message.

MESSAGE MEANING

Error messages (Continued)

Texas Instruments support and service

For general information

For technical support

For product (hardware) service

Home Page:

education.ti.com

KnowledgeBase and

e-mail inquiries:

education.ti.com/support

Phone:

(800) TI-CARES / (800) 842-2737

For U.S., Canada, Mexico, Puerto Rico, and

Virgin Islands only

International

Information:

education.ti.com/international

KnowledgeBase and

e-mail inquiries:

education.ti.com/support

Phone (not toll-free):

(972) 917-8324

Customers in the U.S.,

Canada, Mexico,

Puerto Rico and Virgin

Islands:

Always contact Texas Instruments Customer

Support before returning a product for service.

All other customers:

Refer to the leaflet enclosed with this product

(hardware) or contact your local Texas

Instruments retailer/distributor.

Battery information

Battery

precautions

• Do not leave batteries within the reach of children.

• Do not mix new and used batteries. Do not mix brands (or types

within brands) of batteries.

• Do not mix rechargeable and non-rechargeable batteries.

• Install batteries according to polarity (+ and -) diagrams.

• Do not place non-rechargeable batteries in a battery recharger.

• Properly dispose of used batteries immediately.

• Do not incinerate or dismantle batteries.

• Seek Medical Advice immediately if a cell or battery has been

swallowed. (In the USA, contact the National Capital Poison

Center at 1-800-222-1222.)

Battery

disposal

Do not mutilate, puncture, or dispose of batteries in fire. The batteries

can burst or explode, releasing hazardous chemicals. Discard used

batteries according to local regulations.

Remove or

replace the

battery

Remove the protective cover and turn the TI-30XS MultiView™ face

downwards.

• With a small screwdriver, remove the screws from the back of the

case.

• From the bottom, carefully separate the front from the back. BE

CAREFUL not to damage any of the internal parts.

• With a small screwdriver (if required), remove the battery.

• To replace the battery, check the polarity (+ and -) and slide in a

new battery. Press firmly to snap the new battery into place.

Important: When replacing the battery, avoid any contact with

the other components of the TI-30XS MultiView calculator.

• If necessary, press & and - simultaneously to reinitialize

the calculator (erases the memory and all the settings and

displays a MEM DELETED message).

• Dispose of the dead batteries immediately and in accordance

with local regulations.

Type of battery

The TI-30XS MultiView calculator uses one 3 volt CR2032 lithium

battery.

Per CA Regulation 22 CCR 67384.4, the following applies to the button

cell battery in this unit:

Perchlorate Material - Special handling may apply.

See www.dtsc.ca.gov/hazardouswaste/perchlorate

Texas Instruments TI-30XS Calculator

Product's Documents

User Guide

Specifications

Texas Instruments TI-30XS Questions and Answers

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