When I would introduce students to the patterns arising from multiplying squaring binomials my number puzzle would be:,įind two numbers whose product is 25 and whose sum is 10. Possible second puzzles to accompany the one one above might be:įind two numbers whose product is 18 and whose sum is -9.įind two numbers whose product is -18 and whose sum is 7.Īgain, these are the questions kids would ask themselves when factoring $x^2-9x+18$ and $x^2+7x-18$, respectively. I would often provide two puzzles that would complement each other. This is the same question students ask themselves when they are asked to factor $x^2+11x+18$. The puzzles would be along the lines of something like this:įind two numbers whose product is 18 and whose sum is 11. This probably took the better part of three to four weeks (so about 15 instruction days.)Įvery day, in anticipation of introducing the idea of factoring after working on the idea of multiplying and dividing polynomials, I would provide my students with a short number puzzle or two as a starter problem or bell ringer or whatever you would call it. This was a natural extension to what we were doing, and the question "Can we only multiply, or can we divide, too?" seemed to always come up. I also would introduce students to dividing a trinomial by a binomial. I also made a conscious effort to make connections to multiplying integers. I would emphasize the distributive property in conjunction with the area model for students who needed a bit of structure or organization.
#TI NSPIRE DOT PRODUCT HOW TO#
I think I had a way to broach factoring trinomials that promotes number sense.Ĭonsider this in the context of teaching kids how to multiply binomials and trinomials and such. "but I'm confident there's a way to broach factoring trinomials consonant with number sense." I view solving quadratic equations like computing 18x5: flexible, etc! I sense there is a disconnect among meanings of 'teach factoring trinomials,' but I'm confident there's a way to broach factoring trinomials consonant with number sense. BvQIgTMqwU- Steve Phelps September 26, 2020 XIavmOlJ6s- Steve Phelps September 26, 2020 How long until list is empty? /m9lru6hHsA- Steve Phelps September 26, 2020 Rules: in list of ints 0 to n, pick random int 0 to n. Now that has introduced a sweet Python implementation on the Nspire, I created the script Messing around with my reverse raffle #Python program in the TI-Nspire CX CAS Premium Teacher Software. I wrote a nice python script to do this in Trinket.io If the number has been removed, put the number back in play. My twist was that if a number was chosen, if it is still in play, you remove it. I would number my groups, say, 1 through 8, and then randomly choose numbers on the Nspire until only one number was left. I used to do a variation of a reverse raffle for grading purposes. find it in the catalogue of type “angle(*)” E.g.A reverse raffle is where you purchase a raffle ticket, and all the tickets are placed in a large bucket, and the last ticket pulled out is the winner. Simply plug in the value of thetaįinding Arguments 1. They work the same as the original functions, but will give complex solutions aswell. Graph jĬomplex Numbers There are two important functions related to complex numbers. Select the graph entry bar, + Enter in the i coefficient as x1(t) and the j coefficient as x2(t) e.g. Graphing Vectors Equations Normally expresses as a function of t. a=2i+2j+k, b=6i+2j-16k, Find the Unit vector of a and a.b The functions that can be applied to the vectors are: Unit Vector: - unitV( ) Dot Product: – dotP( ) Magnitude: type "norm()" – norm( ) E.g. It’s easier to work with the vectors if you define them. You can enter a matrix by pressing +, then select the 3 X 3 matrix and enter in the appropriate dimensions. The vector 2i+2j+1k would be represented by the matrix.
Vectors These way the Ti-nspire handles vectors is to set them up like a 1 X 3 matrix. Open Calculate (A) Solve: – (equation, variable)|Domain Factor: – (terms) Expand: – (terms) Solve, Factor & Expand These are the basic functions you will need to know.
#TI NSPIRE DOT PRODUCT FULL#
Also Note that for some questions, to obtain full marks you will need to know how to do this by hand.
#TI NSPIRE DOT PRODUCT UPDATE#
To update go to Simple things will have green headings, complicated things and tricks will be in red. This guide has been written for Version 3.1.0.392. It will cover the simplest of things to a few tricks. Guide to Using the Ti-nspire for Specialist – Intricate and tightly packed – By b^3 - Version 2.00 Ok guys and girls, this is a guide/reference for using the Ti-nspire for Specialist Maths.
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