© 2000 T
EXAS
I
NSTRUMENTS
I
NCORPORATED
TI-15: A
Guide
for
Teachers
12
Comparing Costs
(Continued)
•
Could you have solved the problem more
efficiently? How?
Example:
A student may see that 80 x 110 could be done
mentally, and the key presses could be simplified
to
8800
V
.
4
W
6
®
.
•
How are your procedures alike for each type of
solution?
Examples:
They all involve finding how many square yards
in the soccer field; they all involve multiplication
and division.
•
How are they different?
You use different keys to tell the calculator in
what form you want the answer displayed.
Analyzing Data and Drawing Conclusions
To guide students in the analysis of their data, ask
questions such as:
•
How are your solutions in the three forms
alike?
They all have a whole number component of 586.
•
How are your three solutions different?
The remainder form just tells how many dollars
are left over. The fraction and decimal forms tell
how much more than $586 each school has to
pay.
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