TI-30X S:

A Guide for Teachers
Developed by Texas Instruments Incorporated
Activities developed by Gary Hanson and Aletha Paskett
Illustrated by Jay Garrison

About the Authors

Gary Hanson and Aletha Paskett are math teachers in the Jordan Independent School District in Sandy, Utah. They developed the Activities section and assisted in evaluating the appropriateness of the examples in the How to Use the TI-30X S section of this guide.
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TI-30X S: A Guide for Teachers

About the Teacher Guide

How the Teacher Guide is Organized
This guide consists of two sections: Activities and How to Use the TI-30X S. The Activities section is a collection of activities for integrating the TI-30X S into mathematics instruction. The How To Use the TI-30X S section is designed to help you teach students how to use the calculator.

Things to Keep in Mind

While many of the examples on the transparency masters may be used to develop mathematical concepts, they were not designed specifically for that purpose. For maximum flexibility, each example and activity is independent of the others. Select the transparency master appropriate for the key you are teaching, or select the activity appropriate for the mathematical concept you are teaching. If an example does not seem appropriate for your curriculum or grade level, use it to teach the function of a key (or keys), and then provide relevant examples of your own. To ensure that everyone starts at the same point, have students reset the calculator by pressing & and simultaneously or by pressing % and then selecting Y (yes).

The Better Batter The FIX Key

Overview

Students use % on the TI-30X S to change numbers to different place values. Students calculate batting averages using the TI-30X S and then round their answers to three decimal places.
Math Concepts rounding place value division comparing and ordering decimals Materials TI-30X S pencil student activity

Introduction

1. Have students practice rounding the following numbers to 3 decimal places using pencil and paper. a. 2.35647 b. 15.3633 c. 0.02698 2.356 15.363 0.027
1. Enter the first number.

4.39865

2. Have students round the following numbers to 4 decimal places using the TI-30X S. a. b. c. d. 4.39865 72.965912 0.29516 0.00395 4.3987 72.9659 0.2952 0.0040
2. Press % to display the menu that lets you set the number of decimal places.

F0123456789

Activity
Present the following problem to students: You are going to play Virtual Baseball. You need to select 9 players from the list to be on your team. Choose the players with the best batting averages. Find the batting averages (number of hits number of times at bat) rounded to 3 decimal places for each player. Make a list of your players in order, from highest to lowest. See the table on the next page for solutions.
3. Press 4 to select 4 decimal places.

4. Press <.

4.39865 4.3987

Player

C. Ripken Puckett Molitor Greenwell Tartabull Palmeiro Franco Joyner Boggs Baines Sax Williams Sheridan Barfield Mattingly Hall

(Continued)

Number of Hits

109 87

Number of Times at Bat

367 280

Batting Average
0.332 0.328 0.327 0.311 0.331 0.328 0.317 0.311 0.322 0.314 0.291 0.270 0.238 0.225 0.297 0.311

Problems

Name ___________________________ Date ___________________________
1. Round the following numbers to 3 decimal places. a. 2.35647 b. 15.3633 c. 0.02698 _________________ _________________ _________________
2. Using the TI-30X S, round the following numbers to 4 decimal places. a. 4.39865 b. 72.965912 c. 0.29516 d. 0.00395 _________________ _________________ _________________ _________________

Problem

You are going to play Virtual Baseball. You need to select 9 players from the list to be on your team. Choose the players with the best batting averages.

Procedure

1. Find the batting averages (number of hits number of times at bat) rounded to 3 decimal places for each player. Player

(rounded to 3 decimal places)
2. Make a list of your players in order, from highest to lowest.
Player 1 Player 2 Player 3 Player 4 Player 5 ____________________ ____________________ ____________________ ____________________ ____________________
Player 6 Player 7 Player 8 Player 9
____________________ ____________________ ____________________ ____________________
Star Voyage Scientific Notation
Students investigate scientific notation by changing numbers into scientific notation, and then using them in calculations.
Math Concepts scientific notation addition division Materials TI-30X S pencil student activity
Set up the activity by telling your students: The standard form for scientific notation is a Q 10 n, where a is greater than or equal to 1 and less than 10, and n is an integer. 1. Have students practice writing the following numbers in scientific notation using pencil and paper. a. b. c. d. 000 0.00000000000234 0.0000000157 9.3 Q 107 3.84 Q 1011 2.34 Q 10-12 1.57 Q 10-8

12000000

2. Have students change the following numbers into scientific notation using the TI-30X S. a. b. c. d. 0.0000034 0.000000004 1.2 Q 9.74 Q 108 3.4 Q 10-Q 10-9 107

2. Press % d.

FLO SCI ENG
3. Press " < <.

12000000 1.2x1007

Answers assume the default floating decimal setting.
4. Now, just type the next number and press <.
3. Have students change the following numbers into floating decimal (standard notation). a. b. c. d. 5.8 Q 7.32 Q 105 6.2 Q 10-Q 10-0.0000062 0.00000003

1. Enter 5.8; press % C.

2. Enter 7; press % d.

3. Press !.

To enter a negative number, press M and then enter the number.

4. Press < <.

5.87 58000000.
5. Type the next number and press <. TI-30X S: A Guide for Teachers
Present the following problem to students: You are a captain of a starship. You have been assigned to go to Alpha Centauri and you have 5 years to get there. The distance from the sun to Alpha Centauri is 2.5 x miles. The distance from the earth to the sun is approximately 9.3 x miles. Your ship can travel at the speed of light. You know that light can travel a distance of 6 x miles in 1 light year. Will you be able to get to Alpha Centauri on time?

To set 2 decimal places: 1. Press %.
2. Press 2 to select 2 decimal places.
2. Have students find the value of each ratio using the TI-30X S. Round to the nearest 10 thousandth. a. sin 71 b. tan 31 c. cos 25 0.9455 0.6009 0.9063
To find sin 71: 1. Press >.
2. Enter 71; press E <.

sin(71) 0.945518576

3. Press % 4.

sin(71) 0.9455

3. Have students find the measure of each angle using the TI-30X S. Round to the nearest degree. a. sin B = 0.4567 b. cos A = 0.6758 c. tan C = 5.degrees 47 degrees 80 degrees
To find B when sin B=0.4567: 1. Press % Z.

sin -1(

2. Enter.4567; press E <.

sin -1(.4567) 27.1744

3. Press % 0.

sin -1(.4567) 27.

Present the following problem to students: You need to build a ramp to your front door. The distance from the ground to the bottom of the door is 1.5 feet. You dont want the angle of incline to be more than 6 degrees. The distance from the street to the door is 20 feet. Is there enough room to build the ramp?
1. Make a drawing of the problem.

1. Press % \.

tan-1(
1.5 ft. A 20 ft. 2. Use the trigonometric ratio tan = opposite leg adjacent leg to find angle A. Angle A is 4.3 degrees (rounded to the nearest tenth). Yes, there is enough room to build the ramp.
2. Enter 1.5 W 20 and press E <.

tan-1(1.5/20) 4.3

Present the following problem to students: You want to start the ramp 15 feet away from the door. Can you do that and still have the angle of incline be less than 6 degrees? Yes, angle A is 5.7.
2. Enter 1.and press <.

tan-1(1.5/15 5.7

1. Find the trigonometric ratios for the triangle. Round to the nearest hundredth. (Use % for rounding.) a. sin C b. cos C c. tan C d. sin A e. cos A f. tan A _______________________ _______________________ _______________________ _______________________ _______________________ _______________________
2. Using the TI-30X S, find the value of each ratio. Round to the nearest ten thousandth. a. sin 71 b. tan 31 c. cos 25 _______________________ _______________________ _______________________
3. Using the TI-30X S, find the measure of each angle. Round to the nearest degree. a. sin B = 0.4567 b. cos A =0.6758 c. tan C = 5.83 _______________________ _______________________ _______________________
You need to build a ramp to your front door. The distance from the ground to the bottom of the door is 1.5 feet. You dont want the angle of incline to be more than 6 degrees. The distance from the street to the door is 20 feet. Is there enough room to build the ramp?
2. Use the trig ratio tan = opposite leg adjacent leg to find angle A. (Round your answer to the nearest tenth.) ___________________________________ _________________________________________________________________ 3. Is there room to build the ramp? ____________________________________

Math Concepts mean, minimum, maximum, and range Materials TI-30X S stopwatch or a watch with a second hand student activity
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?
Have students complete the following investigation to check their estimations. 1. Have students check their resting heart rates 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 students 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-30X S. a. Enter the first heart rate on the chart as the first X value, and the number of tallies for that heart rate as the frequency. b. You must press $ between entries. For example, enter the first heart rate, and then press $. Enter the first frequency, and then press $. For example, assume a class of 22 students:
Rate Students Rate Students 1. Press % t <. 2. Press v to enter the heart rates and frequencies.
3. Enter first heart rate and press $.
4. Continue entering until you have entered all the heart rates and frequencies.
4. Check the statistics calculations. After students display x (Sigma x), explain that x is the sum of all the heart rates. Ask students:

1. Press u.

n Sx x 22.
How many heartbeats were there in one minute? Is the average heart rate higher or lower than you expected?
n should equal the total number of student sampled. 2. Press " to to see the average heart rate.

n Sx x 62.

5. Now we will see the effect of some exercise on 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: a. b. c. d. Time your pulse for 1 minute. Record your heart rate as before. Enter the data into the calculator. Compare the average heart rate after running with the resting heart rate.

1. Press " until you get to a. This is the slope of the line of best fit.

XY a b r 1.56

2. Press " to b. This is the y-intercept of the line.

XY a b r 7.02

r =.91
3. Press " to r. This is the correlation coefficient.

XY a b r 0.91

6. Now calculate how many minutes you would expect a player to play if she averages 15 points per game.
1. Press " " to y.
2. Press <. 3. Type 15 E and press <.

y(15) 30.44

7. Now calculate how many points you would expect a player to score if she plays 35 minutes a game. 8. Discuss the correlation as a class. Ask students:

2. Press ! ! to x.

Are there other factors affecting the players minutes per game besides points scored? What about defense, rebounding, etc.?
3. Press <. 4. Type 35 E and press <.

x(35) 17.92

Now have students use the calculator to investigate the correlation of the other data in the chart such as the relation of field-goal percentage to minutes per game, or rebounds per game to minutes per game. (Remember, since you have already entered the minutes in Y, you only need to enter the new data in X.) Ask students: Which 2 variables have the closest correlations? (That is, which have the correlation coefficient closest to 1 or 1?)
Do you think WNBA playing time (in minutes per game) is related to how many points a player scores? Do you think it is related to how many rebounds a player gets? Or is it related to the players field goal percentage?
Use the following table of data to explore the relationships of different pairs of data. Begin by entering the points per game as the X-variable and the minutes per game as the Y-variable. Player
1. Rhonda Mapp 2. Vicky Bullet 3. Janeth Arcain 4. Cynthia Cooper 5. Elena Baranova 6. Malgozata Dydek 7. Heidi Burge 8. Keri Chaconas 9. Rebecca Lobo 10. Coquese Washington 11. Toni Foster 12. Maria Stepanova

Field-Goal Percentage

.506.441.426.446.420.482.509.297.484.294.467.426

Points per Game

10.1 13.3 6.8 22.7 12.9 12.9 6.7 4.8 11.7 1.9 4.9 3.3

Rebounds per Game

4.3 6.5 3.6 3.7 9.3 7.6 3.3.8 6.9.9 1.9 1.9

Minutes per Game

21.7 31.6 21.33.16.7 13.2 29.2 8.1 13.6 6.5
Use the calculator to investigate the correlation of the other data in the table such as the relation of field-goal percentage to minutes per game, or rebounds per game to minutes per game. (Remember, since you have already entered the minutes per game in Y, you only need to enter the new data in X.) 1. What is the average field-goal percentage? 2. Write the equation for the line of best fit. 3. Write the correlation coefficient. 4. What is the average number of rebounds per game? 5. Write the equation for the line of best fit. 6. What is the total number of rebounds per game for all the given players? 7. Write the equation for the line of best fit. 8. Write the correlation coefficient. 9. Which 2 variables have the closest correlation? (That is, which have the correlation coefficient closest to 1 or 1?)

Three people babysit for $3.25 each per hour. First person works 16 hours. Second person works 12 hours. Third person works 17 hours. How much did each person earn?

V 3.25 < -

K = *3.25

16 < 12 < 17 <

16*3.25 52.

12*3.25 39.

17*3.25

(Constant mode is off.)

Decimals and Decimal Places
1. 8 enters a decimal point. 2. % displays the following menu that lets you set the number of decimal places. F0123456789 F 0-9 Sets floating decimal (standard) notation. Sets number of decimal places.
The examples on the transparency masters assume all default settings. % 8 removes the setting and returns to standard notation (floating decimal). The FIX setting affects all decimal results and the mantissa of Scientific and Engineering notation results. The TI-30X S 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-30X S 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 <. All results are displayed to the FIX setting until you clear the setting by either pressing % 8 or selecting F(floating) on the decimal notation menu. Resetting the calculator also clears the FIX setting. After pressing % , you can select the number of decimal places in 2 ways: Press ! or " to move to the number of decimal places you want, and then press <, or Press the number key that corresponds to the number of decimal places you want. FIX affects only the results, not the entry.

Decimal, FIX

Round 12.345 to the hundredths place, to the tenths place, and then cancel the FIX setting.

12.345

F0123456789 _

""" <

F01_3456789 2

FIX DEG

12.345 12.35

12.345 12.3

12.345 12.345

Memory

1. L displays the following menu of variables. A B C D E Lets you select a variable in which to store the displayed value. The new variable replaces any previously stored value. rand Lets you set a seed value for random integers. 3. % { clears all variables.

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 = pr2 = p x 42
p*42 50.26548246 DEG F0123456789 _

gV4F < %

"

50. DEG

p*42 50.26548246 DEG
Powers, Roots, and Reciprocals
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.
The examples on the transparency masters assume all default settings. To use G, enter the base, press G, and then enter the exponent. The base (or mantissa) and the exponent may be either positive or negative. Refer to Domain under Error Messages in Appendix C for restrictions. The result of calculations with G must be within the range of the TI-30X S. A sign change takes precedence over exponents. = L25 Example: L2 = 25 (L5)

Squares

Use this formula to find the size of the tarp needed to cover the entire baseball infield. A = x2 = 27.42
27.42 750.76 DEG 90^2 750.76 DEG
27.4 F < or 27.4 G 2 <

Square Roots

Use this formula to find the length of the side of a square clubhouse if 3m2 of carpet would cover the floor. Round your answer to 0 decimal places. L = x = 3

of carpet

(3) 1.732050808 DEG (3) 2. DEG

% 3E < % " <

Use this formula to find the volume of a cube with sides 2.3 meters long. Change your answer to a fraction. V = L3 = 2.33

2.3^3 12.167 DEG

283G3 <

Ans.F,.D 12167/1000 DEG

Powers
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?

2^10 1024. DEG

2 G 10 < 2 G 15 <

2^15 32768. DEG

If the volume of a cube is 125 cm3, what is the length of each side?

3% <

3 x125. 5.

Reciprocals

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 Sailing ship: Display

10 a % <

10 -1.F,.D 1 DEG10 /

Steam ship:

5a% <

5-1.F,.D 1 DEG5 /

Luxury liner:

5N1N3 a<

513 -DEG16 /

Probability

1. H displays the following menu of functions. nPr nCr ! RAND Calculates the number of possible permutations. Calculates the number of possible combinations. Calculates the factorial. Generates a random 10digit real number between 0 and 1. Generates a random integer between 2 numbers that you specify.
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 n, where n is a positive whole number 69. To control a sequence of random numbers, you can store (L) an integer to RAND just as you would store values to memory variables. The seed value changes randomly when a random number is generated. For RANDI, use a comma to separate the 2 numbers that you specify.

TI-30X S: A Guide For Teachers

Combination (nCr)

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 = x
A AB and BA count as only 1 combination.
D AC BC CB DB AD BD CD DC

AB BA CA DA

4H" 2<

nCr ---

4 nCr 2 6. DEG

Permutation (nPr)

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 = x

C AB BA CA DA

D AC BC CB DB
AB and BA count as 2 permutations.

AD BD CD DC

nPr ---

4H 2<

4 nPr 2 12. DEG

Factorial (!)

Using the digits 1, 3, 7, and 9 only one time each, how many 4-digit numbers can you form? 4! = x
ABCD BACD CABD DABC Press ABDC BADC CADB DACB

ACBD BCAD CBAD DBAC

ADBC BDCA CDAB DCAB ADCB BDAC CDBA DCBA ACDB BCDA CBDA DBCA Display

nPr nCr

4H"" <<

4! 24. DEG

Random (RAND)
Generate a sequence of random numbers.
H""" << <<

Results will vary.

RAND -___
RAND 0.839588694 DEG RAND 0.482688185 DEG
Set 1 as the current seed and generate a sequence of random numbers.
1L! << H""" << <

rand ---1083958869.

1rand 1.
RAND 0.000018633 DEG RAND 0.745579721 DEG

Random Integer (RAND I )

Generate a random integer from 2 through 10.

H! <2% 10 E <

RANDI ---__

ANDI( 2, 10)

RANDI( 2, 10) 3. DEG

Statistics

1. % t displays a menu from which you can select 1-VAR, 2-VAR or CLRDATA.
3. % w displays the following menu that lets you clear data values and exit STAT mode. EXIT ST: Y N Press < when Y (yes) is underlined to clear data values and exit STAT mode. Press < when N (no) is underlined to return to the previous screen without exiting STAT mode.

5*cos (75) 1.294095226 DEG F0123456789 FIX DEG

5V? 75 E < %

5*cos (75)

1. DEG

5*cos (75) 1.294095226 DEG

Inverse 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. COS x = 453/500
cos-1 (453/50 25.04169519 DEG F0123456789 DEG

% 453 W 500 E < %

cos-1 (453/50 25.0 FIX DEG
cos-1 (453/50 25.04169519 DEG
Use this formula to find the length of the ramp. Round your answer to the nearest whole number, and then return to floating decimal mode. D = 1.5/SIN 12
1.5/sin (12) 7.214601517 DEG F0123456789 DEG

185W> 12 E < %

1.5/sin (12) 7. FIX DEG
1.5/sin (12) 7.214601517 DEG

Inverse 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. SIN x = 13/20
sin-1 (13/20) 40.54160187 DEG

% 13 W 20 E < %

F0123456789 DEG
sin-1 (13/20) 40.5 FIX DEG sin-1 (13/20) 40.54160187 DEG

Notation

1. % d displays the following numeric notation mode menu. Restores standard mode FLO (floating decimal). Turns on scientific mode SCI and displays results as a number from 1 to 10 (1 n < 10) times 10 to an integer power. Turns on engineering mode ENG 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 lets you enter and calculate the exponent.
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 % in Chapter 6, Decimals and Decimal Places. These modes (FLO, SCI, and ENG) affect only the display of results.
Engineering, Scientific, Floating Decimal
Enter 12543, which will be in floating decimal notation (default), and alternate between scientific and engineering notations.

FLO SCI ENG --DEG

12543 % " <<

x10 1.2543DEG SCI FLO SCI

ENG --DEG

x10 12.543DEG ENG FLO --SCI

12543 12543. DEG

Exponent
The Earth is 1.496 x 108 kilometers from the Sun. Jupiter is 7.783 x 108 kilometers from the Sun. Enter the numbers in Scientific notation and determine how far away the Earth is from Jupiter.
7.783E 8-1.4 628700000. DEG

U 496 % 8 <

Logarithms and Antilogarithms
1. A calculates the common logarithm (base 10). 2. B calculates the natural logarithm (base e, where e = 2.718281828459). 3. % ] calculates the common antilogarithm (10 raised to the power of the value). 4. % ^ calculates the natural antilogarithm (e raised to the power of the value).
The examples on the transparency masters assume all default settings. E ends a logarithmic function.
Common Logarithm, Natural Logarithm
Find log 23 rounded to 4 decimal places. Then find ln 23 rounded to 4 decimal places and return to Floating Decimal notation.

log (23) 1.361727836 DEG

A 23 E < % 4 B 23 E < %

log (23)

1.3617 DEG

ln (23)

3.1355 DEG

ln (23) 3.135494216 DEG

Common Antilogarithm, Natural Antilogarithm
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.
10^ (3.9824) 9602.846792 DEG

% E < % 4

10^ (3.9824) 9602.8468 FIX DEG

% E < %

e^ (3.9824) 53.6456DEG FIX e^ (3.9824) 53.64562936 DEG
Angle Settings and Conversions
1. I displays the following menu that lets you change the angle mode setting to DEG, RAD, and GRD without affecting the value in the display. DEG RAD GRD Sets degree mode. Sets radian mode. Sets gradient mode.
2. = displays a menu that lets you specify the unit of an angle. r g DMS Specifies degrees. Specifies radians. Specifies gradients. Specifies degrees (), minutes (), and seconds (). It also lets you convert an angle from decimal degrees to DMS notation.
When you turn on the TI30X S, it is always in the DEG mode.
The examples on the transparency masters assume all default settings. Angles with a trig function ignore the angle mode setting and display results in the original unit. Otherwise, angles (without a trig function) are converted and displayed according to the angle mode setting. You enter decimal-degree angles the same as you would any other number. For decimal/DMS conversions, the calculator interprets all values as degrees, regardless of the angle-unit setting. DMS angles are entered as (degrees), (minutes), and (seconds).

Degrees, Minutes, and Seconds to Decimal
You watched 2 videos that were 2:05 (2 hours and 5 minutes) and 1:46 (1 hour and 46 minutes) in length. How long did you watch videos?
2= < 5=" <T1= < 46 = " << =!

<<

+ 3.85 DEG

'DMS ---DEG

Ans ' DMS 0
Fraction to Degrees, Minutes, and Seconds
How much is 2/3 of an hour in hours, minutes, and seconds?

2N3 =! <<

23 ' DMS 0
Degrees, Radians, Gradients
Calculate the sine of 30 in degrees, radians, and gradients, and then return to degrees.
sin(30) 0.5 DEG DEG RAD GRD --DEG
> 30 E < I" << I" << I"< <
sin(30) -0.988O31624 RAD DEG RAD GRD --RAD
sin(30) 0.4539905 GRAD sin(30) 0.5 DEG
Polar and Rectangular Conversions
1. % k displays the following menu that lets you convert rectangular coordinates (c,y) to polar coordinates (r,q) or vice versa. R4Pr R4Pq P4Rc P4Ry Converts rectangular coordinate to polar coordinate r. Converts rectangular coordinate to polar coordinate q. Converts polar coordinate to rectangular coordinate c. Converts polar coordinate to rectangular coordinate y. 2. % ` enters a comma.
The example on the transparency master assumes all default settings. Before starting calculations, set angle mode as necessary.

Polar to Rectangular

Convert the polar ordered pair (7,30) to rectangular using the DEG () angle unit.

(x = ?, y = ?)

r=7 30

P' R y

% " " <7% 30 E < % ! <7% 30 E <

P' Rx ----

P' Rx(7,30) 6.062177826 DEG

P' R y ---DEG

P' Ry(7,30) 3.5 DEG
The rectangular ordered pair is 6.062177826,3.5.

Hyperbolics

1. % Y accesses the hyperbolic (sinh, cosh, tanh) function of the next trig key that you press.
The example on the transparency master assumes all default settings. Hyperbolic calculations are not affected by the angle mode settingwhether or not the calculator is in RAD (radian), GRD (gradient), or DEG (degree) modes.

SYNTAX

The command contains a syntax errorentering more than 23 pending operations, 8 pending values, or having misplaced functions, arguments, parentheses, or commas.
Support and Service Information

Product Support

Customers in the U.S., Canada, Puerto Rico, and the Virgin Islands
For general questions, contact Texas Instruments Customer Support: phone: 1.800.TI.CARES (1.800.842.2737) e-mail: ti-cares@ti.com For technical questions, call the Programming Assistance Group of Customer Support: phone: 1.972.917.8324
Customers outside the U.S., Canada, Puerto Rico, and the Virgin Islands
Contact TI by e-mail or visit the TI calculator home page on the World Wide Web. e-mail: ti-cares@ti.com internet: www.ti.com/calc

Product Service

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Always contact Texas Instruments Customer Support before returning a product for service.
Customers outside the U.S. and Canada
Refer to the leaflet enclosed with this product or contact your local Texas Instruments retailer/distributor.
Other TI Products and Services
Visit the TI calculator home page on the World Wide Web. www.ti.com/calc

Warranty Information

One-Year Limited Warranty for Electronic Product
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UNREASONABLE USE, NEGLECT, IMPROPER SERVICE, OR OTHER CAUSES NOT ARISING OUT OF DEFECTS IN MATERIALS OR CONSTRUCTION.
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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.