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T
EXAS
I
NSTRUMENTS
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NCORPORATED
TI-15: A Guide for Teachers
21
Related Procedures
(Continued)
Collecting and Organizing Data
As students use
›
and
œ
, have them record their
results in the appropriate tables on the Student
Activity page. For example, if a student is exploring
the relationship between
x 2
and
÷ 2
, the tables might
look something like this:
Table for
›
Table for
œ
Analyzing Data and Drawing Conclusions
Ask students:
•
What patterns do you see in your data?
•
Are the procedures inverses of each other? How
do you know?
If the output number for
›
is used as the input
number for
œ
and gives an output number
equal to the original input number for
›
, then
the procedures may be inverses of each other, as
in
x 2
and
÷ 2
.
•
Does the pattern work with special numbers like
1 and 0? With fractions and decimals? With
positive and negative integers?
•
What happens if you use
œ
first, and then
›
?
³
To recognize the
equivalent procedures,
students may need to
use the
Ÿ
key to
change outputs from
decimal to fraction form
or vice versa.
Input Procedure Output
2
P
21
4
P
22
6
P
23
Input Procedure Output
1x22
2x24
3x26
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