Calculator and Arithmetic Trainer
Copyright 2001, 2002 Texas Instruments Incorporated

Display Indicators

Indicator Definition

Fix M Op1 Auto.P

TI-10 is in the Problem Solving tool. TI-10 is in the Place Value feature. TI-10 is rounding results. A value other than zero is in memory. Stored operation is active. Problem Solving () is in AUTO (automatic) mode. When using W, result will be displayed in decimal format. More entry history or menus are available. Press # (up) or $ (down) to access. An entry extends beyond the capacity of the display. Press!or"to scroll.

General Information

The TI-10 has two power sources battery and solar. It operates in well-lit areas using the solar cell, and it operates in other light settings using the battery. Examples: See the Examples page for problems with keystroke sequences that demonstrate many of TI-10 functions and capabilities. Before starting each problem set, reset and clear the TI-10 by pressing b. This helps to ensure that your displays are the same as those shown in the examples. In Problem Solving AUTO mode, however, displays will vary from those shown in the examples because the problems presented by the TI-10 are random.

y z w x

Calculator / Problem Solving Menus

Press Calculator Tool

On/Off
To turn the TI-10 on, press . If the TI-10 is on, press to turn it off. If you do not press any keys for about five minutes, the Automatic Power Down (APD) feature turns off the TI-10 automatically. After APD, press to power up again. The display, all pending operations, settings, and memory (including history) are retained.

$ $$ $$$

QR +1 Y

(Division result format)

(Show or hide OP)
n(Clear stored operation) n
Y(Reject or select RESET)
Problem Solving Tool (AUTO)
AUTO MAN(Automatic or Manual) 3 (Level of Difficulty) + - Q P ?(Type of Operation)
Problem Solving Tool (MAN)
Two-Line Display and Scrolling

"! # $

AUTO " "$ 11 -. Once in a menu:
MAN (Automatic or Manual) - 1 -. (Place Value feature)
The TI-10 has a two-line display that shows up to 11 characters at a time on each line. Entries that do not fit on the first line wrap to the second. When the second line is filled, the characters scroll up. Entries can be up to 88 characters. Exceptions: For Op1 (Stored Operation), the limit is 44 characters. For (Problem Solving) MAN (manual) mode, entries do not wrap; entries cannot exceed 11 characters. When a result exceeds the capacity of the display, it is shown in scientific notation. However, if the result is greater than 1099, an OVERFLOW ERROR is displayed; if the result is less than 10L99, an UNDERFLOW ERROR is displayed. Scroll using these keys: ", !, # , and $. Press " and ! to scroll through entries or to move the
underline from one item to another within a menu. Press # and $ to scroll through history or to move between menus when the menus are displayed.
To underline a menu item, press ! or". To select the underlined item, press . To exit a menu, press .
Note: To select an option from the Place Value menu, the TI-10 must be in (Problem Solving) MAN (manual) mode. Pressing while in the (Problem Solving) tool temporarily displays the Scoreboard before the AUTO / MAN menu is displayed.

Order of Operations

The TI-10 uses the Equation Operating System (EOS) to evaluate expressions. 1st Expressions inside parentheses. 2nd Functions that require a closing parenthesis ) and precede the argument. 3rd Negation (N). 4th Multiplication, implied multiplication, division. 5th Addition and subtraction. 6th Z completes all operations.
Clearing, Correcting, and Resetting
Deletes the character to the left of the cursor. Only clears the display and error condition. Does not clear value from memory, mode settings, etc. Clears the value from memory. Resets the TI-10 clearing the calculator completely and restoring all default settings. MEM CLEARED is displayed. Press to clear the display. You can also reset by:
Using the RESET menu. See Calculator/Problem Solving menus. Pressing and simultaneously.

Basic Arithmetic

q, k, o, T, r M h, i, j, l, m, n, p U, V, W

TUVWrMXYZ

Enters the numerals 0 through 9.

X, Y Z

Adds, subtracts, multiplies, divides. Inserts a decimal point. Enters a negative sign. (Does not act as an operator.) Opens, closes a parenthetical expression. Completes all operations.

Division

Problem Solving
When you divide a positive whole number by a positive whole number using W, the result is displayed in the form Q r R, where Q is the quotient and R is the remainder. For example, if you are in the QR setting: = 2 r 2. If you use the result of QR division in a subsequent calculation, the TI-10 uses only the quotient. The remainder is dropped. For decimal results, select the decimal division setting by pressing " . Press to see the previous answer as a decimal. For example: = 2.4.

Memory

After a calculation, press ` to add the displayed result to the value in memory or a to subtract the displayed result from the value in memory. Whenever memory contains a value other than 0, M displays on the screen. To recall the value from memory for use in a calculation, press | once. To clear memory, press | twice.

Stored Operation

Op1 stores an operation with a constant value. You can then repeat this stored operation as many times as desired by pressing a single key . 1. Press .
2. Enter the operator first (+, -, Q, P) and then the number. 3. Press . 4. Initialize with a starting value. 5. Each time you press , the operation with the constant is applied.
Problem Solving lets you practice and test your skills. To enter Problem Solving, press. You can choose either AUTO (automatic) or MAN (manual) mode. AUTO Mode In (Problem Solving) AUTO mode (the default), the TI-10 presents problems with one element missing, for example: 5+2=? or 5+?=7 or 5?2=7. You can select the type of problem and choose from three levels of difficulty. The default is addition at Level 1. Level of Difficulty. While in AUTO mode, press $ to access the menu. Press " or ! to select the level of difficulty (1, 2, or 3). Press , and the TI-10 will present problems at the selected level. Or, while in mode, press c to advance to the next level. After Level 3, pressing c again returns you to Level 1. Type of Problem. While in AUTO mode, press $$ to access the menu. Press " or ! to select the type of problem addition (+), subtraction (N), multiplication (x), division (P), or find the operator (?). Press , and the TI-10 will present problems of the selected type.
Procedure. When a problem is presented: 1. Enter an answer and press. 2. If your answer is correct, the display shows YES, clears the screen, and presents another problem. 3. If your answer is not correct, the display shows no and indicates whether the correct solution is less than < or greater than > the answer that you entered. 4. The incorrect answer is cleared from the display so you can enter another answer to that same problem. 5. If you enter three incorrect answers to a given problem, the TI-10 shows the correct answer, clears that problem, and presents a new problem. Scoreboard. The TI-10 shows a Scoreboard after every fifth problem. Every correct solution you entered registers one YES in the Scoreboard, and three incorrect answers in a row register one no in the Scoreboard. After 100, the Scoreboard returns to zero. Press to display the Scoreboard at any time. The Scoreboard is then replaced by the AUTO / MAN menu after a few seconds. Press again to return to the problem. MAN Mode Using (Problem Solving) MAN (manual) mode, you can compose your own problems. 1. Press to access the menu. 2. Press " to underline MAN. 3. Press . The TI-10 is ready for you to enter your problem and your solution. The TI-10 accepts only non-negative integers in this mode. To indicate a missing element, press. In (Problem Solving), press ] to change between AUTO and MAN mode. Auto shows in the top line of the display when Problem Solving AUTO is selected. In MAN mode, it is possible to enter a problem that has one solution, multiple solutions, or no solution. The TI-10 tells you how many solutions the problem has.

Problems with one missing element generally have only one solution. You get three tries. After three incorrect answers, the calculator displays the correct answer and then clears the display so you can enter a new problem. Problems with two missing elements may have multiple solutions. For example: ?+?=5 has 6 solutions; ?x?=24 has 8 solutions. For multiple-solution problems, the question mark replaces the operands. Question marks may not appear in the place of the operator or the answer. These problems are not cleared after a correct solution or after three incorrect answers. Instead, the problem remains so that you can enter other solution sets. To clear the problem at any time, press. When the answer to a problem is not a positive integer (such as 9P2), the TI-10 indicates that the problem has zero solutions.
The computation with the stored operation appears in the first line of the display, and the result appears in the second line. To hide the computation line: 1. Press $ " (to underline ?, if necessary) . 2. Press again to return to the stored operation. 3. Continue pressing . If the expression does not fit on the line, it will not show. When display space permits, a counter on the second line shows how many times you have pressed. To clear the contents of Op1: 1. Press $$.
2. Select Y (yes), if necessary. 4. Press or to return to the last result display. Resetting the TI-10 also clears Op1. 3. Press .

Rounding

You can round results using in conjunction with the Place Value keys to specify a given number of places. The internally stored value is not rounded. The calculated value is padded with zeros as needed. You must press each time you want to change the number of places.

Keys r Action

Rounds to thousands. Rounds to hundreds. Rounds to tens. Rounds to ones. Rounds to nearest tenth. Rounds to nearest hundredth. Removes fixed-decimal setting.
These Place Value keys also work with. See Place Value.
However, if you enter an answer, it will tell you whether your answer is less than < or greater than > the correct answer.
2. Remove the screws from the back of the case, using a small Phillips screwdriver. 3. Carefully separate the front from the back, starting from the bottom of the case. Caution: Be careful not to damage any internal parts. 4. Remove the old battery, using a small Phillips screwdriver, if necessary. 5. Replace with a new battery, and then replace the back of the case. Caution: Avoid contact with other TI-10 components while changing the battery. 6. If necessary, reset the TI-10. See Clearing, Correcting, and Resetting. Caution: Dispose of old batteries properly. Do not incinerate batteries or leave where a child can find them.

Inequalities. Instead of entering an equation, you can test an inequality using [ or \. You get only one try because the inequality statement is either true or false. With inequalities you can enter decimals. To exit Problem Solving, press again. All Problem Solving history will be cleared.

Place Value

In (Problem Solving) MAN mode, you can access the Place Value menu by pressing $.
What is the place value of a given digit? Enter a number. To determine the whole number place or the decimal place of a given digit, press and then press the digit in question. For a number with a repeated digit, press the given digit once for the first occurrence, twice for the second occurrence, etc. Each time you press the given digit in succession, the display shifts to the next occurrence of the digit to the left of the first occurrence and shows the place value for that occurrence. How many ones, tens, hundreds, thousands, tenths, or hundredths are in a given number? Press $, if necessary underline 11 -. (default), and press . Enter the number to be analyzed, press , and then press , , , , , or . What digit of a number is in a given place? Press $, underline - 1 -., and press . Enter the number to be analyzed, press , and then press , , , , , or . The answer appears briefly and then clears so you can press another digit or Place Value key.
TI Product Service and Warranty Information

For General Information

E-mail: Phone: ti-cares@ti.com 1.800.TI.CARES (1.800.842.2737) For U.S., Canada, Mexico, Puerto Rico, and Virgin Islands only education.ti.com 1.972.917.8324

Home Page: Phone:

For Technical Questions For Product (hardware) Service 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.
Once Place Value is active, it is not necessary to press before each digit or place that you wish to examine for a given number. You must press before entering a new number to analyze. Then you must activate Place Value again by pressing. To exit Place Value, press.

1-Year Limited Warranty

Customers in the U.S. and Canada OnlyOne-Year Limited Warranty for Commercial Electronic Product
This Texas Instruments (TI) electronic product warranty extends only to the original purchaser and user of the product. Warranty Duration. This TI electronic product is warranted to the original purchaser for a period of one (1) year from the original purchase date. Warranty Coverage. This TI electronic product is warranted against defective materials and construction. THIS WARRANTY IS VOID IF THE PRODUCT HAS BEEN DAMAGED BY ACCIDENT OR UNREASONABLE USE, NEGLECT, IMPROPER SERVICE, OR OTHER CAUSES NOT ARISING OUT OF DEFECTS IN MATERIALS OR CONSTRUCTION. Warranty Disclaimers. ANY IMPLIED WARRANTIES ARISING OUT OF THIS SALE, INCLUDING BUT NOT LIMITED TO THE IMPLIED WARRANTIES OF MERCHANTABILITY AND FITNESS FOR A PARTICULAR PURPOSE, ARE LIMITED IN DURATION TO THE ABOVE ONE-YEAR PERIOD. TEXAS INSTRUMENTS SHALL NOT BE LIABLE FOR LOSS OF USE OF THE PRODUCT OR OTHER INCIDENTAL OR CONSEQUENTIAL COSTS, EXPENSES, OR DAMAGES INCURRED BY THE CONSUMER OR ANY OTHER USER. Some states/provinces do not allow the exclusion or limitation of implied warranties or consequential damages, so the above limitations or exclusions may not apply to you. Legal Remedies. This warranty gives you specific legal rights, and you may also have other rights that vary from state to state or province to province. Warranty Performance. During the above one (1) year warranty period, your defective product will be either repaired or replaced with a reconditioned model of an equivalent quality (at TIs option) when the product is returned, postage prepaid, to Texas Instruments Service Facility. The warranty of the repaired or replacement unit will continue for the warranty of the original unit or six (6) months, whichever is longer. Other than the postage requirement, no charge will be made for such repair and/or replacement. TI strongly recommends that you insure the product for value prior to mailing. Software. Software is licensed, not sold. TI and its licensors do not warrant that the software will be free from errors or meet your specific requirements. All software is provided AS IS. Copyright. The software and any documentation supplied with this product are protected by copyright.

Error Conditions

Arith Error Syn Error P 0 Error Mem Error Op Error
Overflow Error Underflow Underflow. Result is too small for the display. Error In some cases, restores the last display before the error message appeared. Errors appear in history as Error.
Arithmetical error. Syntax error. Attempting to divide by zero. Error in attempting to store entry in memory. Error following steps for using Op1. Overflow. Result is too large for the display.

In Case of Difficulty

If you get unexpected results:
Review the instructions to be certain calculations were entered correctly. Check the mode ( ) setting and rounding ( ) function. Reset the TI-10. See Clearing, Correcting, and Resetting. Check the battery to ensure that it is fresh and properly installed. See Battery Replacement. Change the battery when: does not turn the unit on, or the screen goes blank, or you get unexpected results.
To continue using the TI-10 until you can change the battery:
1. Expose the solar panel to brighter light. 2. Reset the TI-10. See Clearing, Correcting, and Resetting.
All Customers outside the U.S. and Canada
For information about the length and terms of the warranty, refer to your package and/or to the warranty statement enclosed with this product, or contact your local Texas Instruments retailer/distributor.

Battery Replacement

The TI-10 uses the CR2025 battery, or the equivalent.
1. Place the protective cover over the TI-10, and then turn the calculator face down.

T U V W Z ! "

w (continued)

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8+3=11 YES

3+5=8 YES

9+7=? 3 15

9+7>15 NO

9+7<18 NO

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4+?=6 3

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8+5=13 YES
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Copyright 2001, 2002 Texas Instruments Incorporated Texas Instruments 7800 Banner Dr. Dallas, TX 75251 U.S.A. education.ti.com

8Q3=24 YES

?Q?=24 3

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Texas Instruments Holland B.V. Rutherfordweg CG Utrecht - The Netherlands

Concepts Addition Subtraction Classification Problem solving Patterning Materials

Unit 6

Amazing Appetites
TI-10 Book: My Little Sister Ate One Hare Grid Paper Markers Picture cut-outs of items eaten in story Tape or glue Manipulatives to represent items in story Calculator Connections
Number Sentences Memory Recall ` | Scrolling > ? Suggested Age/Grade Level
Ages 5-8 Kindergarten through second grade

Overview

After reading My Little Sister Ate One Hare written by Bill Grossman and illustrated by Kevin Hawkes (Crown Publishers, Inc., 1996), the class constructs a chart including the quantity and items eaten. The chart is then used to help create and solve original word problems. The TI-10 is used to illustrate the pattern that develops in the story and to facilitate problem solving strategies.
2003 TEXAS INSTRUMENTS INCORPORATED
Math at your Fingertips with the TI-10

Assessment

Assessment should be done through student work samples and teacher observation. The following items should be considered. Does the student: Count the number of manipulatives correctly? Discover the growing pattern in the number of objects? Use addition when combining sets? Use subtraction when removing the set? Use manipulatives to illustrate the actions? Perform simple addition correctly with the TI-10? Communicate his or her thinking with his or her partner? Consider his or her partners reasoning? Use manipulatives to reflect the reasoning communicated? Use the TI-10 to reflect his or her actions with the manipulatives? Classify the animals by their attributes? Use the number keys on the TI-10 that correspond to the number of manipulatives needed? Use the operation keys correctly? Use the memory function correctly?
Unit 6: Amazing Appetites
Activity A: Connecting Literature and Mathematics
Discuss the different creatures in the book My Little Sister Ate One Hare. The creatures include: a hare, snakes, ants, shrews, bats, mice, polliwogs, worms, and lizards. Questions to ask: What is a hare? (A hare is similar to a rabbit. It has longer ears, large hind feet, and long legs.) How would you describe a bat? Which of the animals can fly? Which animals do not have legs? What is a shrew? (A shrew is a rodent with a long, pointed nose and small, poorly developed eyes.) What is a polliwog? What does it become? Read My Little Sister Ate One Hare to the class.
Vocabulary: Add Addend Equal Memory Minus Number sentence Operation (+, -) Pattern Subtract Sum Total Prerequisite Skills:
Basic estimation Concept of addition Concept of subtraction Numerals to 25 Sequenced directions Symbol recognition (+, -, =)
2. Read the book a second time. Stop reading after each item and with the students, construct a list showing the number of and name of the object eaten each time. Questions to ask: What was the first thing the little girl ate? How many hares did she eat?

Sample Chart: one

Complete the chart with the class by recording one hare, two snakes, three ants, and so forth. 3. Discuss the chart with students. Questions to ask: What do you notice about the chart? Is there a pattern anywhere? What is it? (The numbers increase by one more each time.) What do you think these pictures mean? Do these animals really wear clothes? Why do you think the author wrote that in the book?
Teaching Tip: Be sure students understand that this story is written to entertain the reader. They should not eat any of these things other than peas.
What is on this list that you might get on your lunch tray in the school cafeteria? Why would you not get the other things?
Activity B: How Much Did She Eat? Exploring with the TI-10
1. Pair students with a classmate sitting beside them. About how many things do you think the little girl ate? Why do you think that? How did you choose that number? How can you use the TI-10 to help us find out? What operation key will you need to use? Questions to ask:
Teaching Tip: Since this is more numbers than most primary age children are capable of adding, provide time for students to explore the problem using the TI-10 and manipulatives.
2. Press b to begin. 3. Instruct students to try to discover how many items the little girl ate. Students may use manipulatives and the TI-10 to solve the problem. As the students work in pairs, monitor the classroom. Move around to observe students working and offer hints or suggestions to assist any pair having difficulty getting started. After a set time frame (10 or 15 minutes, or sooner if students appear frustrated or finished), bring students back together as a group. Probe students to share their thinking and their actions. Questions to ask: In what ways did you use the TI-10? What strategies did you use? Was there a pattern to this question? Explain your thinking.

Teaching Tip: Give each pair of students some connecting cubes or other appropriate manipulatives. If working with young children who need many concrete experiences, you may wish to tape small pictures of the different animals and the peas onto the cubes.
Have two students demonstrate their problem solving strategies for the class. One should illustrate the keystrokes as the other models with the manipulatives. This may look like the following: 4. Reset the TI-10. 5. Press q because the girl has not eaten anything yet. 6. Press T h for the hare, and then press Z. The TI-10 displays: 01 1
Resetting the TI-10: Press to wake it up if it has turned off. Press b if you need to clear the memory. Press to clear the display.
7. Show one manipulative to represent the hare. Questions to ask: What did the little girl eat next? Do you remember how many snakes she ate?
Teaching Tips: Remind students that they can use the chart to recall what was eaten by the little girl.
8. Show two manipulatives of a different color and connect them to the first to represent the snakes. Count the total number of manipulatives. 9. Press T i Z to add the snakes. The TI-10 displays: 1 Questions to ask: What did she eat next? How many did she eat? 3
10. Add three cubes of a different color to the cube train that already exists. Have the students count the total number of cubes. 11. Press T j Z to add the ants. The TI-10 displays: 33 6
Teaching Tip: Remind students that they can use the scroll keys > ? to review the number sentences on the TI-10.
Continue solving the problem by using both manipulatives and the TI-10. Have the students count the total number of cubes in the train and compare with the total on the TI-10.
Activity C: Applying the Concept My Little Brother Ate.
Students use the TI-10, manipulatives, and the class chart to solve the following problems. Im going to tell you about my little brother. He eats some of the same unusual things as the little girl in the story. My little brother ate the animals wearing clothes, but he got full and did not eat two of the bats. Questions to ask: How many things did my little brother eat? Which animals are wearing clothes? (ants, shrews, and bats) How can we find out how many things he ate? (add) Did he eat the same number of each animal as the little girl? (no, he ate a different number of bats) How many bats didnt he eat? Why didnt my little brother eat them? (He was full.)
Give the students time to explore the problem in their groups. Move around the room observing and interacting with students. After ten or fifteen minutes, bring the groups back together and have students share (with guidance when needed) their solutions to the problem.
Activity D: My Grandmother Ate.
I guess my little brother gets his appetite from my grandmother. Last week when she was really hungry, she gathered together all the things with four legs. How many animals did she have? Provide time for student pairs to work on the problem. Students should record their thinking using words, pictures, and numbers. Before sharing solutions, observe students working. Remind students to use the chart to identify the animals with four legs. An example of how this problem can be solved using the TI-10 might be: 1. Press h (hare) T k (shrews) T m (mice) T n (frogs) T p (lizards) Z.

The TI-10 displays: 2. Press ` to store this in the memory. 3. Press. After she gathered all the four-legged animals, she decided not to eat the animals with fur. How many animals did Grandma eat? 4. Use your charts and identify the four-legged animals with fur.
5. Press h (hare) T k (shrews) T m (mice) Z. The TI-10 displays: 146 11
6. Press a to take away the number of fourlegged animals with fur (subtract) from the number of four-legged animals stored in memory.
7. Press | to see the number of animals Grandma ate. The TI-10 displays: 16

Extension

Have students make up their own word problems using the information from the story. Some of the other categories that could be used with My Little Sister Ate One Hare are animals with no legs, two legs, or six legs; animals with wings; animals with scales; animals that fly, swim, hop, or slither; things that are green; or animals with tails. Students may tell or write their own stories patterned after this book. They may either construct their word problems or challenge classmates to do so.

lizard