Texas Instruments Ti 30X Iis Scientific Calculator Users Manual 000

TI-30X Ú

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 Ù

S section of this guide.

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Note: Using calculators other than the TI-30X IIS may produce results different from those described in these materials.

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About the Teacher Guide 

How the Teacher Guide is Organized

This guide consists of two sections: Activities

and How to Use the TI-30X ÙS. The Activities

section is a collection of activities for

integrating the TI-30X ÙS into mathematics

instruction. The How To Use the TI-30X ÙS

section is designed to help you teach students

how to use the calculator.

Activities

The activities are designed to be teacher-

directed. They are intended to help develop

mathematical concepts while incorporating the

TI-30X ÙS as a teaching tool. Each activity is

self-contained and includes the following:

• An overview of the mathematical purpose

of the activity.

• The mathematical concepts being

developed.

• The materials needed to perform the

activity.

• The detailed procedure, including step-by-

step TI-30X ÙS key presses.

• A student activity sheet.

How to Use the TI-30X ÚS

This section contains examples on

transparency masters. Chapters are numbered

and include the following.

• An introductory page describing the

calculator keys presented in the example,

the location of those keys on the

TI-30X ÙS, and any pertinent notes about

their functions.

• Transparency masters following the

introductory page and providing examples

of practical applications of the key(s) being

discussed. The key(s) being discussed are

circled on the TI-30X ÙS keyboard.

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).

Conventions Used in the Teacher Guide

• In the text, brackets [ ] around a key’s

symbol/name indicate that the key is a

second, or alternate, function.

For example: Z

• On the transparency masters, second

functions are shown just as they appear on

the keyboard.

For example: 

How to Order Additional Teacher Guides

To place an order or to request information

about Texas Instruments (TI) calculators,

use our e-mail address: ti-cares@ti.com

visit our TI calculator home page: www.ti.com/calc

or, call our toll-free number:

1.800.TI.CARES (1.800.842.2737)

Table of Contents 

About the Authors

ii

About the Teacher Guide

iii

About the TI-30X

Ö

S

iv

Activities

The Better Batter

—

Using the FIX Key

2

Star Voyage

—

Using Scientific Notation

6

Trig Functions

10

What’s My Score

—

1-Variable Statistics

14

Heart Rates

—

1-Variable Statistics

17

WNBA

Stats

—

2-Variable Statistics

23

How to Use the TI-30X Ú

S

1

TI-30X Ö

S Basic Operations

29

2

Clear, Insert, and Delete

33

3

Basic Math

36

4

Order of Operations and

Parentheses

40

5

Constant

43

6

Decimals and Decimal Places

45

7

Memory

47

8

Fractions

52

9

Pi

58

10

Powers, Roots, and Reciprocals

61

11

Probability

68

12

Statistics

75

13

Trigonometry

8

1

How to Use the TI-30X Ú

S

(continued)(continued)

14

Notation

88

15

Logarithms and Antilogarithms

91

16

Angle Settings and Conversions

94

17

Polar and Rectangular Conversions

98

18

Hyperbolics

100

Appendix A

A-1

Quick Reference to Keys

Appendix B

B-1

Display Indicators

Appendix C

C-1

Error Messages

Appendix D

D-1

Support and Service Information

Appendix E

E-1

Warranty Information

The Better Batter —

The FIX Key 2

Star Voyage —

Scientific Notation 6

Trig Functions 10

What’s My Score? —

1-Variable Statistics 14

Heart Rates —

1-Variable Statistics 17

WNBA Stats —

2-Variable Statistics 23

Activities

The Better Batter — The FIX Key

Overview

Students use % ‚ on the TI-30X ÙS to change

numbers to different place values. Students

calculate batting averages using the TI-30X ÙS and

then round their answers to three decimal places.

Math Concepts

• rounding

• place value

• division

• comparing and

ordering decimals

Materials

• TI-30X ÙS

• pencil

• student

activity

Introduction

1. Have students practice rounding the following

numbers to 3 decimal places using pencil and

paper.

a. 2.35647 2.356

b. 15.3633 15.363

c. 0.02698 0.027

2. Have students round the following numbers to 4

decimal places using the TI-30X ÙS.

a. 4.39865 4.3987

b. 72.965912 72.9659

c. 0.29516 0.2952

d. 0.00395 0.0040

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

¾

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.

³1. Enter the first number.

4.39865

2. Press % ‚ to display

the menu that lets you set

the number of decimal

places.

F0123456789

3. Press 4 to select 4

decimal places.

4.39865

4. Press <.

4.39865

4.3987

The Better Batter — The FIX Key (Continued)

Player Number of

Hits

Number of

Times at Bat

Batting

Average

C. Ripken 122 368 0.332

Puckett 119 363 0.328

Molitor 119 364 0.327

Greenwell 104 334 0.311

Tartabull 103 311 0.331

Palmeiro 120 366 0.328

Franco 109 344 0.317

Joyner 105 338 0.311

Boggs 106 329 0.322

Baines 91 290 0.314

Sax 113 388 0.291

Williams 20 74 0.270

Sheridan 15 63 0.238

Barfield 64 284 0.225

Mattingly 109 367 0.297

Hall 87 280 0.311

The Better Batter —

The FIX Key

Name ___________________________

Date ___________________________

Problems

1. Round the following numbers to 3 decimal places.

a. 2.35647 _________________

b. 15.3633 _________________

c. 0.02698 _________________

2. Using the TI-30X ÙS, round the following numbers to 4 decimal places.

a. 4.39865 _________________

b. 72.965912 _________________

c. 0.29516 _________________

d. 0.00395 _________________

The Better Batter —

The FIX Key

Name ___________________________

Date ___________________________

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 ¾ number of times at bat) rounded to

3 decimal places for each player.

Player Number of Hits Number of

Times at Bat

Batting Average

(rounded to 3 decimal places)

C. Ripken 122 368

Puckett 119 363

Molitor 119 364

Greenwell 104 334

Tartabull 103 311

Palmeiro 120 366

Franco 109 344

Joyner 105 338

Boggs 106 329

Baines 91 290

Sax 113 388

Williams 20 74

Sheridan 15 63

Barfield 64 284

Mattingly 109 367

Hall 87 280

2. Make a list of your players in order, from highest to lowest.

Player 1 ____________________ Player 6 ____________________

Player 2 ____________________ Player 7 ____________________

Player 3 ____________________ Player 8 ____________________

Player 4 ____________________ Player 9 ____________________

Player 5 ____________________

Star Voyage — Scientific Notation

Overview

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 ÙS

• pencil

• student activity

Introduction

Set up the activity by telling your students:

The standard form for scientific notation is a Q 10n,

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. 93 000 000 9.3 Q 107

b. 384 000 000 000 3.84 Q 1011

c. 0.00000000000234 2.34 Q 10-12

d. 0.0000000157 1.57 Q 10-8

2. Have students change the following numbers into

scientific notation using the TI-30X ÖS.

a. 12 000 000 1.2 Q 107

b. 974 000 000 9.74 Q 108

c. 0.0000034 3.4 Q 10-6

d. 0.000000004 4 Q 10-9

Note: Answers assume the default floating decimal

setting.

1. Enter the first number.

12000000

2. Press % d.

FLO SCI ENG

3. Press " < <.

12000000

1.2x1007

4. Now, just type the next

number and press <.

3. Have students change the following numbers into

floating decimal (standard notation).

a. 5.8 Q 10758 000 000

b. 7.32 Q 105732 000

c. 6.2 Q 10-6 0.0000062

d. 3 Q 10-8 0.00000003

Note: To enter a negative number, press M and then

enter the number.

³1. Enter 5.8; press % C.

5.8¯

2. Enter 7; press % d.

FLO SCI ENG

3. Press !.

FLO SCI ENG

4. Press < <.

5.8¯7

58000000.

5. Type the next number and

press <.

Star Voyage — Scientific Notation (Continued)

Activity

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 1013 miles. The distance

from the earth to the sun is approximately 9.3 x

107 miles. Your ship can travel at the speed of light.

You know that light can travel a distance of 6 x

1012 miles in 1 light year. Will you be able to get to

Alpha Centauri on time?

Procedure

1. Using the TI-30X ÖS, find the total distance you

need to travel.

2.5 Q 1013 + 9.3 Q 107 = 2.5000093 Q 1013 miles

2. Next, find out how long it will take you to travel

the distance. (distance traveled P 1 light year)

2.5000093 Q 1013 P 6 Q 1012 = 4.166682167 years

3. Can you make the trip in the given time?

Yes

Hint: Make sure your calculator

is in scientific notation mode

before you beginning addition.

Extension

Now that you have been successful, you have been

asked to make another trip. The distance from the

Sun to Delta Centauri is 9 x 1013 miles. How long

will it take you to get there from Earth?

≈

15 years

Hint: The Earth is approximately

9.3 x 107 miles from the Sun.

Star Voyage —

Scientific Notation

Name ___________________________

Date ___________________________

Problems

1. Write the following numbers in scientific notation.

Standard Notation Scientific Notation

a. 93 000 000 _________________________

b. 384 000 000 000 _________________________

c. 0.00000000000234 _________________________

d. 0.0000000157 _________________________

2. Using the TI-30X ÖS, change the following numbers into scientific notation.

Standard Notation Scientific Notation

a. 12 000 000 000 000 _________________________

b. 974 000 000 000 _________________________

c. 0.0000000000034 _________________________

d. 0.0000000004 _________________________

3. Using the TI-30X ÖS, change the following numbers into floating decimal

notation (standard).

Scientific Notation Standard Notation

a. 5.8 Q 107_________________________

b. 7.32 Q 105_________________________

c. 6.2 Q 10-6 _________________________

d. 3 Q 10-8 _________________________

Star Voyage —

Scientific Notation

Name ___________________________

Date ___________________________

Problem

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 1013 miles. The distance from the Earth to the Sun is

approximately 9.3 x 107 miles. Your ship can travel at the speed of light. You

know that light can travel a distance of 6 x 1012 miles in 1 light year. Will you

be able to get to Alpha Centauri on time?

Procedure

1. Using the TI-30X ÖS, find the total distance that you need to travel. ______

_________________________________________________________________

Hint: Make sure your calculator is in scientific notation mode before you begin addition.

2. Next, find out how long it will take you to travel the distance. (distance

traveled P 1 light year) ________________________________________________________

_______________________________________________________________________________

3. Can you make the trip in the given time? _____________________________

Extension

Now that you have been successful, you have been asked to make another

trip. The distance from the Sun to Delta Centauri is 9 x 1013 miles. How long

will it take you to get there from Earth?

Hint: The Earth is approximately 9.3 Q 107 miles from the Sun.

Trig Functions

Overview

Students practice solving sine, cosine, and tangent

ratios, and solve problems involving trigonometric

ratios.

Math Concepts

• multiplication

• division

• trigonometric

ratios

Materials

• TI-30X ÙS

• pencil

• student activity

Introduction

Introduce the trigonometric ratios to students.

sin = opposite leg

¾

hypotenuse

cos = adjacent leg

¾

hypotenuse

tan = opposite leg

¾

adjacent leg

1. Have students find the trigonometric ratios for

the triangle using the above definitions. Round to

the nearest hundredth if necessary. (Use % ‚

for rounding.)

a. sin C 3

¾

5 = 0.60

b. cos C4

¾

5 = 0.80

c. tan C3

¾

4 = 0.75

d. sin A4

¾

5 = 0.80

e. cos A3

¾

5 = 0.60

f. tan A4

¾

3 = 1.33

³To set 2 decimal places:

1. Press % ‚.

F0123456789

2. Press 2 to select 2

decimal places.

2. Have students find the value of each ratio using

the TI-30X ÙS. Round to the nearest 10

thousandth.

a. sin 71° 0.9455

b. tan 31° 0.6009

c. cos 25° 0.9063

³To find sin 71°:

1. Press >.

sin(

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 ÙS. Round to the nearest degree.

a. sin B = 0.4567 27 degrees

b. cos A = 0.6758 47 degrees

c. tan C = 5.83 80 degrees

³To 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.

5

4

3

BC

A

Trig Functions (Continued)

Activity

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 dont 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?

Procedure

1. Make a drawing of the problem.

1.5 ft.

A

20 ft.

2. Use the trigonometric ratio

tan = opposite leg

¾

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.

³1. Press % \.

tan-1(

2. Enter 1.5 W 20 and press

E <.

tan-1(1.5/20)

4.3

Extension

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 5.7º.

³1. Press % \.

tan-1(

2. Enter 1.5 ¾¾ 15 and press

<.

tan-1(1.5/15

5.7

Trig Functions Name ___________________________

Date ___________________________

Problems

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 ÙS, find the value of each ratio. Round to the nearest ten

thousandth.

a. sin 71º _______________________

b. tan 31º _______________________

c. cos 25º _______________________

3. Using the TI-30X ÙS, 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 _______________________

5

4

3

BC

A

Trig Functions Name ___________________________

Date ___________________________

Problem

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 dont 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?

Procedure

1. Make a drawing of the problem.

2. Use the trig ratio tan = opposite leg

¾

adjacent leg to find angle A. (Round

your answer to the nearest tenth.) ___________________________________

_________________________________________________________________

3. Is there room to build the ramp? ____________________________________

Extension

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?

What’s My Score? — 1-Variable Statistics

Overview

Students use the given test scores to find averages.

Math Concepts

• averages

Materials

• TI-30X ÙS

• pencil

• student activity

Introduction

Discuss finding averages with your students.

Activity

Present the following problem to students:

You and your friend are having a contest. The one

gets the highest average on their math tests for one

quarter wins. Your scores are 98, 89, 78, 98, and

100. Your friends scores are 89, 89, 97, 90, and

100. Who is the winner?

Procedure

1. Have students find the average of their scores

using the TI-30X ÙS. Remember to enter 2 as the

frequency for 98 and 1 for all others.

³1. Press % t < to

select 1-VAR mode.

2. Press v and enter your

first score.

X1 = 98

3. Press $ and enter 2 as

the frequency for 98.

FRQ = 2

4. Press $. Continue

entering your scores and

frequencies, pressing $

after each score and

frequency.

5. When finished, press

u " to select v, the

average. Write it down.

n v Sx sx ¹

92.6

What’s My Score? — 1-Variable Statistics (Cont.)

2. Now find the average of your friends scores.

Remember to put 2 as the frequency for 89 and 1

for all others.

3. Who won?

Your friend: 93 (You had 92.6.)

³1. Press % t " " to

select CLRDATA. Press

<.

2. Press v and enter the

friend’s first score.

X1 = 89

3. Continue entering the

friend’s scores and

frequencies, following

steps 3 and 4 on the

previous page.

4. When finished, press

u " to select v, the

average. Write it down.

n v Sx sx ¹

93.0

Extension

Present the following problem to students:

Your friend took a test on the day you were absent

and scored 95. What score do you need to get so that

you are the winner?

The score you need: 98

Note: Make sure you exit the STAT mode before going on

to another problem.

³1. Press % t and " "

to CLRDATA. Press <.

2. Recalculate your friend’s

average, making sure to

include the new score.

3. Use guess and check to

figure out what score you

need to get.

4. To exit STAT mode, press

% w <.

What’s My Score? —

1-Variable Statistics

Name ___________________________

Date ___________________________

Problems

1. You and your friend are having a contest. Whoever gets the highest average on

their math tests for one quarter wins. Your scores are 98, 89, 78, 98, and 100.

Your friend's scores are 89, 89, 97, 90, and 100. Who is the winner?

Your average _______________________

Your friends average _______________________

2. Your friend took a test on the day you were absent and scored 95. What score

do you need to get so that you are the winner?

Your friends new average _______________________

Your new score _______________________

Heart Rates — 1-Variable Statistics

Overview

Students use the statistics functions of the

TI-30XÙS calculator to investigate the effect of

exercise on heart rate.

Math Concepts

• mean,

minimum,

maximum, and

range

Materials

• TI-30X ÙS

• stopwatch or

a watch with

a second hand

• student activity

Introduction

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?

Activity

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 students

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 ÙS.

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

60 3 63 3

61 5 64 1

62 6 65 4

³1. Press % t <.

2. Press v to enter the

heart rates and

frequencies.

X1=

3. Enter first heart rate and

press $.

FRQ=

4. Continue entering until

you have entered all the

heart rates and

frequencies.

Heart Rates — 1-Variable Statistics (Continued)

4. Check the statistics calculations. After

students display Òx (Sigma x), explain that Òx

is the sum of all the heart rates. Ask students:

•

How many heartbeats were there in one

minute?

•

Is the average heart rate higher or lower

than you expected?

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. Time your pulse for 1 minute.

b. Record your heart rate as before.

c. Enter the data into the calculator.

d. Compare the average heart rate after

running with the resting heart rate.

1. Press u.

n Ï Sx Îx

22.

n should equal the total

number of student sampled.

2. Press " to Ï to see the

average heart rate.

n Ï Sx Îx

62.

3. Press " " " to Òx.

Òx Òx 2

1370.

Note: The numbers show the

results of the example described

above. Your students’ results will

vary depending on the size of

group and the heart rate readings.

7. Now have the students do jumping jacks for 2

minutes. Instruct them to time their pulse for 1

minute again and record as before. Have them

enter the data into the calculator again and

calculate the average heart rate after jumping

jacks. Compare to the other 2 averages.

8 How fit is the class? If the class (or individual)

heart rate after jumping jacks is less than 90,

then you are in great shape. If it is higher than

125, then you are in poor shape.

9. Instruct students to make a histogram of the 3

sets of data they collected. Ask students:

•

How are the histograms the same?

•

How are they different?

•

Is the data grouped the same or is it more

spread out in one graph compared to

another?

Heart Rates —

1-Variable Statistics

Name ___________________________

Date ___________________________

Problem

What do you think the average heart rate is for someone your age? What about

after exercising?

Procedure

1. Use this table to record your class or group data (resting).

Heartbeats per minute

(resting)

Frequency

2. What is the class (group) average? ___________________________________

3. What is the total number of heartbeats for the minute? _________________

Heart Rates —

1-Variable Statistics

Name ___________________________

Date ___________________________

4. Use this table to record your class or group data (running).

Heartbeats per minute

(running)

Frequency

5. What is the class (group) average?___________________________________

6. What is the total number of heartbeats for the minute? _________________

Heart Rates —

1-Variable Statistics

Name ___________________________

Date ___________________________

7. Use this table to record your class or group data (jumping).

Heartbeats per minute

(jumping)

Frequency

8. What is the class (group) average? __________________________________

9. What is the total number of heartbeats for the minute? _________________

10. How fit is the class? _______________________________________________

_________________________________________________________________

Note: If the class (or individual) heart rate after jumping jacks is less than 90, then you are in

great shape. If it is higher than 125, then you are in poor shape.

Heart Rates —

1-Variable Statistics

Name ___________________________

Date ___________________________

11. Now make a histogram for each of the 3 sets of data you collected.

Resting Running Jumping

12. How are the histograms the same? How are they different? _____________

_________________________________________________________________

13. Is the data grouped the same or is it more spread out in one graph

compared to another? _____________________________________________

_________________________________________________________________

WNBA Stats — 2-Variable Statistics

Overview

Students use WNBA statistics to explore the

relationship between 2 variables. They use the

TI-30X ÙS to compute the regression equation and

evaluate some values.

Math Concepts

• 2-variable

statistics

Materials

• TI-30X ÙS

• pencils

• student activity

Activity

Present the following problem to students:

Do you think WNBA (Womens National Basketball

Association) 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 players field-goal

percentage?

Procedure

1. Put the calculator in STAT mode and choose

2-VAR statistics. 1. Press % t and then

".

1-VAR 2-VAR

2. Press < to select

2-VAR.

2. Using the table in the activity, enter the data.

Enter points per game as the X-variable and

minutes per game (playing time) as the

Y-variable.

1. Press v.

X1=

2. Enter 10.1 (points per

game for the first player,

Rhonda Mapp).

X1=10.1

3. Press $.

Y1=1

4. Enter 21.7 (minutes per

game for Rhonda Mapp).

Y1=21.7

5. Press $ to enter data for

the second player.

6. Enter data for each player

in the table. Press $ after

entering each data point.

WNBA Stats — 2-Variable Statistics (

Continued)

3. Calculate the statistical data.

You may want to fix the decimal to 2 places

before doing the statistical calculations.

1. Press % ‚.

F0123456789

2. Press 2.

Ask students:

•

What is the average points scored for the

players shown?

•

What is the average playing time?

•

What is the total number of points scored

per game for all the given players?

You may want to discuss the other statistical

variables and what they mean.

1. Press u.

n Ï Sx Îx Ð

12.00

2. Press " to Ï.

n Ï Sx Îx Ð

9.33

3. Press " " " to Ð.

n Ï Sx Îx Ð

21.59

4. Press " " " to Ò

x

.

Sy Îy Òx

112.00

4. The form of the equation is

y = ax + b

. Write

the equation for the line of best fit (round to

the nearest hundredth).

1.56x + 7.02

5. The closer the correlation coefficient value is

to 1 (or 1), the better the correlation

between the two variables. Write the

correlation coefficient.

r

= .91

1. Press " until you get to a.

This is the slope of the line of

best fit.

ÒXY a b r

1.56

2. Press " to b. This is the

y-intercept of the line.

Ò XY a b r

7.02

3. Press " to r. This is the

correlation coefficient.

ÒXY 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¢.

x¢ y¢

2. Press <.

3. Type 15 E and press <.

y¢(15)

30.44

WNBA Stats — 2-Variable Statistics (

Continued)

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:

•

Are there other factors affecting the players

minutes per game besides points scored?

•

What about defense, rebounding, etc.?

1. Press u.

n Ï Sx Îx Ð

12.00

2. Press ! ! to x¢.

x¢ y¢

3. Press <.

4. Type 35 E and press

<.

x¢(35)

17.92

Extension

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?)

WNBA Stats —

2-Variable Statistics

Name ___________________________

Date ___________________________

Problem

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 players field goal percentage?

Procedure

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 Field-Goal

Percentage

Points

per Game

Rebounds

per Game

Minutes

per Game

1. Rhonda Mapp .506 10.1 4.3 21.7

2. Vicky Bullet .441 13.3 6.5 31.6

3. Janeth Arcain .426 6.8 3.6 21.9

4. Cynthia Cooper .446 22.7 3.7 35

5. Elena Baranova .420 12.9 9.3 33.6

6. Malgozata Dydek .482 12.9 7.6 28

7. Heidi Burge .509 6.7 3.3 16.7

8. Keri Chaconas .297 4.8 .8 13.2

9. Rebecca Lobo .484 11.7 6.9 29.2

10. Coquese Washington .294 1.9 .9 8.1

11. Toni Foster .467 4.9 1.9 13.6

12. Maria Stepanova .426 3.3 1.9 6.5

WNBA Stats —

2-Variable Statistics

Name ___________________________

Date ___________________________

Extension

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?)

TI-30X Ú

S Basic Operations

29

Clear, Insert, and Delete

33

Basic Math

36

Order of Operations and Parentheses

40

Constant

43

Decimals and Decimal Places

45

Memory

47

Fractions

52

Pi

58

Powers, Roots, and Reciprocals

61

Probability

68

Statistics

75

Trigonometry

81

Notation

88

Logarithms and Antilogarithms

91

Angle Settings and Conversions

94

Polar and Rectangular Conversions

98

Hyperbolics

100

How to Use

the TI-30X Ú

S

TI-30X Ú

S Basic Operations 1

Keys

1. & turns on the calculator.

2. % turns on the 2nd indicator and

accesses the function shown above the

next key you press.

3. % ' turns off the calculator and

clears the display.

4. < completes the operation or executes

the command.

5. % i recalls the most recently

calculated result and displays it as Ans.

6. ! and " move the cursor left and right to

scroll the entry line. Press % ! or

% " to scroll to the beginning or end of

the entry line.

# and $ move the cursor up and down

through previous entries. % # or % $

scroll to the beginning or end of history.

7. %  displays the

RESET menu.

RESET: N Y

• Press < when N (no) is

underlined to return to the previous

screen without resetting the

calculator.

• Press < when Y (yes) is

underlined to reset the calculator.

The message MEM CLEARED is

displayed.

Note: Pressing & and -

simultaneously resets the calculator

immediately. No menu or message is

displayed.

Notes

• The examples on the transparency masters

assume all default settings.

• Resetting the calculator:

 Returns settings to their defaults:

floating decimal (standard) notation

and degree (DEG) mode.

 Clears memory variables, pending

operations, entries in history,

statistical data, constants, and

Ans (Last Answer).

• The entry line can contain up to 88

characters. When ¸ or ¹ appear in the

display, the entry line contains more

characters to the left or right. When º or »

appear, more characters are located above

or below the entry line.

• Press & after Automatic Power Downé

(APDé). The display, pending operations,

settings, and memory are retained.

1

3

4

7

2

5

6

Second, Off, Arrows,

Equals %¥ ! "

# $ <

Enter 46 N 23. Change 46 to 41.

Change 23 to 26 and complete the

operation. Enter 81 + 57 and

complete the operation. Scroll to

see your previous entries.

Press Display

46 U 23 46-23

DEG

! ! ! ! 1

" " 6 <

41-26 '

15.

DEG

81 T 57 <81+57 '

138.

DEG

%¥ &~'

DEG

# # $ 81+57 '

DEG

Reset %¨

Reset the calculator.

Press Display

%¨RESET: N Y

-

DEG

"RESET: N Y

-

DEG

<MEM CLEARED

DEG

-~

DEG

Pressing & and - at the same

time also resets the calculator

immediately. No menu or message is

displayed.

Using %¨ or & and -

returns all settings to their defaults

and clears the memory.

Last Answer (Ans) %ª

Use Last Answer (Ans) to calculate

(2+2)2.

Press Display

2 T 2 <2+2

4.

DEG

%ª F

<

Ans2'

16.

DEG

Clear, Insert, and Delete 2

Keys

1. - clears characters and error

messages. Once the display is clear, it

moves the cursor to the most recent

entry.

2. % f lets you insert a character at the

cursor.

3. J deletes the character at the cursor.

Hold J down to delete all characters to

the right. Then, each time you press J, it

deletes 1 character to the left of the

cursor.

Notes

• The examples on the transparency masters

assume all default settings.

• Pressing - does not affect the

memories, statistical registers, angle

units, or numeric notation.

1

2

3

Delete, Insert J %‘

Enter 4569 + 285, and then

change it to 459 + 2865. Complete

the problem.

Press Display

4569 T 285 4569+285

DEG

! ! ! ! !

! J

459+285

DEG

" " " "

%‘ 6

459+2865

DEG

<459+2865 '

3324.

DEG

Clear -

Enter 21595.

Clear the 95.

Clear the entry.

Press Display

21595 21595

DEG

! ! -

(Clear to right)

215

DEG

-

(Clear entry)

~

DEG

Basic Math 3

Keys

1. T adds.

2. U subtracts.

3. V multiplies.

4. W divides.

5. < completes the operation or executes

the command.

6. M lets you enter a negative number.

7. % _ changes a real number to a percent.

Notes

• The examples on the transparency masters

assume all default settings.

• The TI-30X ÙS allows implied multiplication.

Example: 3 (4+3) = 21

• Do not confuse M with U. U allows

subtraction.

• Results of percent calculations display

according to the decimal notation mode

setting.

1

2

3

4

5

6

7

Add, Subtract, Multiply,

Divide, Equals T U V W

<

Find: 2 + 54 ½ 6 =

16 x 21 =

78 P 2 =

12 x (5 + 6) =

Press Display

2 T 54 U 6

<

2+54-6 '

50.

DEG

16 V 21 <16*21 '

336.

DEG

78 W 2 <78/2 '

39.

DEG

12 V D 5 T

6 E <

12*(5+6) '

132.

DEG

Negative Numbers M

The temperature in Utah was L3¡ C

at 6:00 a.m. By 10:00 a.m. the

temperature had risen 12¡ C. What

was the temperature at 10:00 a.m.?

Press Display

M 3 T 12

<

-3+12 '

9.

DEG

Percent %£

Mike makes $80 per week. He saves

15% of his earnings. How much does

Mike save per week?

Press Display

15 15

DEG

%£ V 80

<

15%*80 '

12.

DEG

Order of Operations and Parentheses 4

Keys

1. D opens a parenthetical expression.

2. E closes a parenthetical expression.

Notes

• The examples on the transparency masters

assume all default settings.

• The transparency master showing the

Equation Operating System (EOSTM)

demonstrates the order in which the

TI-30X ÙS completes calculations.

• Operations inside parentheses are

performed first. Use D E to change the

order of operations and, therefore, change

the result.

Example: 1 + 2 x 3 = 7

(1 + 2) x 3 = 9

2

1

Equation Operating System EOS

1 (first) Expressions inside D E.

2Functions that need a E and precede the

expression, such as the >, A, or

%’ menu items.

3Functions entered after the expression, such as

F and angle unit modifiers (¡, ¢, £, r, g).

4Fractions.

5Exponentiation (G) and roots (% ¡).

6Negation (M).

7Permutations (nPr), and combinations (nCr).

8Multiplication, implied multiplication, and division.

9Addition and subtraction.

10 Conversions (%š, %“, and 8DMS).

11 (last) < completes all operations and closes all

open parentheses.

Order of Operations T V D E

1 + 2 x 3 =

Press Display

1 T 2 V 3

<

1+2*3 '

7.

DEG

(1 + 2) x 3 =

Press Display

D 1 T 2 E V

3 <

(1+2)*3 '

9.

DEG

Constant 5

Keys

1. % l turns on the constant mode and

lets you define a constant. A K displays

when the constant mode is on.

2. < places the contents of K at the end

of the expression in the display.

Notes

• The examples on the transparency masters

assume all default settings.

• All functions, except statistics, work in

constant mode.

• To enter a constant:

1. Press

%

l. If a constant is

already stored, press - to clear

it.

2. Enter your constant (any set of

operations, functions, and values).

3. Press

< to turn on the constant

mode. K appears in the display.

4. Press

- to clear the display.

5. Enter an initial value. If you do not

enter a value, 0 is assumed, and Ans

will appear in the display.

6. Press < to place the contents of

K at the end of the expression and

evaluate it.

7. Continue pressing

< to repeat

the constant.

The result is stored in Ans, which is

displayed, and the constant is used

to evaluate the new expression.

1

2

Constant %™

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?

Press Display

%™K =

DEG

V 3.25 <K = *3.25

DEG K

-

DEG K

16 <16*3.25 '

52.

DEG K

12 <12*3.25 '

39.

DEG K

17 <17*3.25 '

55.25

DEG K

%™

(Constant mode

is off.)

~

DEG

Decimals and Decimal Places 6

Keys

1. 8 enters a decimal point.

2. % ‚ displays the following menu that

lets you set the number of decimal places.

F 0 1 2 3 4 5 6 7 8 9

FSets floating decimal

(standard) notation.

0-9 Sets number of decimal places.

Notes

• 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 ÙS 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 ÙS 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.

1

2

Decimal, FIX 8 %©

Round 12.345 to the hundredths

place, to the tenths place, and then

cancel the FIX setting.

Press Display

12 8 345 12.345

DEG

%©F0123456789

_

DEG

" " "F0123456789

_

DEG

<12.345

FIX DEG

<12.345 '

12.35

FIX DEG

%© 1 12.345 '

12.3

FIX DEG

%© 812.345 '

12.345

DEG

7

Memory 7

Keys

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.

2. z displays the following menu of

variables.

A B C D E Lets you view the stored

value before pasting it in

variable form to the display.

3. % { clears all variables.

4. % h displays the following menu of

variables.

A B C D E Lets you view the stored

value before pasting it to

the display.

Notes

• The examples on the transparency masters

assume all default settings.

• You can store a real number or an

expression that results in a real number to

a memory variable.

• When you select a variable using z,

the variable name (A, B, C, D, or E) is

displayed on the entry line.

When you select a variable using % h,

the value of the stored variable is

displayed on the entry line.

• Resetting the calculator clears all memory

variables.

• For more about rand, see Chapter 11,

Probability.

1

2

3

4

Store, Memory Variable,

Clear Variable

L z

%¦

Test scores: 96, 76, 85.

Weekly scores: 92, 83, 97, and 86.

Find the average of test and weekly

scores. Find the final average.

Press Display

96 T 76 T

85 <

96+76+85

257.

DEG

W 3 <Ans/3 '

85.66666667

DEG

L <Ans¹A'

85.66666667

DEG

92 T 83 T

97 T 86 <

92+83+97+86 '

358.

DEG

W 4 <Ans/4 '

89.5

DEG

T z

< <

Ans+A '

175.1666667

DEG

W 2 <Ans/2 '

87.58333333

DEG

Store, Recall L

%§

Which would be the better buy: 3

cassette tapes for $7.98, or 4

cassette tapes for $9.48?

Press Display

7 8 98 W 3

<

7.98/3

2.66

DEG

L <Ans¹A'

2.66

DEG

9 848 W 4

<

9.48 / 4 '

2.37

DEG

L " <Ans¹

B'

2.37

DEG

View the first price again.

%§A B C D E '

_2.66

DEG

View the second price again.

"A B C D E '

_2.37

DEG

Store, Recall L

%§

Shop Purchases Qty Cost

A shirts 2 $13.98 ea.

B ties 3 $7.98 ea.

C belt 1 $6.98

suspenders 1 $9.98

How much did you spend at each

shop, and how much did you spend

altogether?

Press Display

2 V 13 8 98

<

2*13.98

27.96

DEG

LA B C D E ¹

'

27.96

DEG

<Ans¹A'

27.96

DEG

3 V 7 8 98

<

3*7.98 '

23.94

DEG

Continued

Store, Recall (Continued) L

%§

Press Display

L " <Ans¹B'

23.94

DEG

6 8 98 T

9 8 98 <

6.98+9.98 '

16.96

DEG

L " "

<

Ans¹C'

16.96

DEG

%§

< T

27.96+ '

DEG

%§ "

< T

¸

.96+23.94+ ¹'

DEG

%§ " "

< <

27.96+23.94 ¹'

68.86

DEG

Fractions 8

Keys

1. N lets you enter mixed numbers and

fractions.

2. % O converts a simple fraction to

a mixed number or a mixed number to a

simple fraction.

3. % j converts a fraction to its decimal

equivalent or changes a decimal to its

fractional equivalent, if possible.

Notes

• The examples on the transparency masters

assume all default settings.

• To enter a mixed number or a fraction,

press N between the whole number and

the numerator and between the numerator

and the denominator.

• You can enter a fraction or mixed number

anywhere you can enter a decimal value.

• You can use fractions and decimals

together in a calculation.

• Fractional results and entries are

automatically reduced to their lowest

terms.

• Fractional calculations can show fractional

or decimal results.

 When possible, calculations involving

2 fractions or a fraction and any

integer will display fractional results.

 Calculations involving a fraction and

a decimal will always display results

as decimals.

• For a mixed number, the whole number can

be up to 3 digits, the numerator can be up

to 3 digits, and the denominator can be

any number through 1000.

• For a simple fraction, the numerator can be

up to 6 digits and the denominator can be

any number through 1000.

1

2

3

Fractions N

At the party, you ate 5

/6

of the

pepperoni pizza and 1/10 of the

sausage pizza. How much pizza did

you eat?

Press Display

5 N 6 T 1

N 10 <

5®6+1®10 '

14 / 15

DEG

Mixed Numbers N

A baby weighed 4 3

/8

kilograms at

birth. In the next 6 months, she

gained 2 3

/4

kilograms.

How much does she weigh?

Press Display

4 N 3 N

8 T 2 N 3

N 4 <

4®3®8+2®3®4'

7− 1/8

DEG

Mixed Number to Fraction,

Fraction to Mixed Number %š

Sam is making his birthday cake.

The recipe calls for 3 1

/2

cups of

flour. He has only a 1

/2

-cup

measuring cup. To find out how

many times Sam must use his

measuring cup, change the mixed

number to a fraction.

3 1

/2

¾ 1

/2

= 7

Press Display

3 N 1 N 2 3®1®2

DEG

%š3®1®2' Ab/c , ' d/e

DEG

<3®1®2' Ab/c , ' d/e

'

7 / 2

DEG

Show the mixed number again.

%š

<

Ans' Ab/c , ' d/e

'

3− 1/2

DEG

Fraction to Decimal %“

Juan swims 20 laps in 5.72 minutes.

Mary swims 20 laps in 5 3

/4

minutes. Change Mary’s time to a

decimal to determine who swims

faster.

Press Display

5 N 3 N

4 %“

5®3®4.F, 'D

DEG

<5®3®4.F, 'D

'

5.75

DEG

7

Decimal to Fraction %“

Change 2.25 to its fractional

equivalent.

Press Display

2 8 25

%“ <

2.25.F, 'D

2−1®4

DEG

Pi 9

Keys

1. g displays the value of pi rounded to 10

digits (3.141592654).

Notes

• The examples on the transparency masters

assume all default settings.

• Internally, pi is stored to 13 digits

(3. 141592653590).

• 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.

The transparency masters show both

ways.

1

Circumference g

Use this formula to find the amount

of border you need if you want to

put a circular border all the way

around the tree.

Press Display

2 V g V 1.5

<

2*p*1.5 '

9.424777961

DEG

C = 2pr = 2 x p x 1.5m

Area g

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.

Press Display

g V 4 F

<

p*42

50.26548246

DEG

%© "F0123456789123456789

_

DEG

<p*42'

50.

FIX DEG

%© 8p*42'

50.26548246

DEG

A = pr2 = p x 42

Powers, Roots, and Reciprocals 10

Keys

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.

Notes

• 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 ÙS.

• A sign change takes precedence over

exponents.

Example:

L

5

2 = L25

(L5)2= 25

1

2

3

4

5

Squares F G

Use this formula to find the size of

the tarp needed to cover the entire

baseball infield.

A = x2 = 27.42

Press Display

27.4 F <

or

27.42'

750.76

DEG

27.4 G 2

<

90^2 '

750.76

DEG

Square Roots %œ

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

Press Display

%œ 3 E

<

(3)

1.732050808

DEG

%© "

<

(3)

2.

DEG

o

f

carpet

Cubes G

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

Press Display

2 8 3 G 3

<

2.3^3 '

12.167

DEG

%“

<

Ans.F, .D'

12−167/1000

DEG

Powers G

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?

Press Display

2 G 10 <2^10 '

1024.

DEG

2 G 15 <2^15 '

32768.

DEG

Roots %¡

If the volume of a cube is 125 cm3,

what is the length of each side?

Press Display

3 %¡ 125

<

3 x

Ñ125.

5.

DEG

7

Reciprocals a

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 Display

Sailing ship:

10 a %“

<

10-1.F, .D'

1 / 10

DEG

Steam ship:

5 a %“

<

5-1.F, .D'

1 / 5

DEG

Luxury liner:

5 N 1 N 3

a <

5®1®3 -1 '

3 / 16

DEG

Probability 11

Keys

1. H displays the following menu of

functions.

nPr Calculates the number of

possible permutations.

nCr Calculates the number of

possible combinations.

! Calculates the factorial.

RAND Generates a random 10-

digit real number between

0 and 1.

RANDI Generates a random

integer between 2 numbers

that you specify.

Notes

• 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.

1

Combination (nCr) H

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

 

ABCD

AB and BA

count as only 1

combination.

AB AC AD

BA BC BD

CA CB CD

DA DB DC

Press Display

4 H "nPr nCr ! ¹

---

DEG

2 <4 nCr 2 '

6.

DEG

Permutation (nPr) H

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

ABC D

AB and BA

count as 2

permutations.

AB AC AD

BA BC BD

CA CB CD

DA DB DC

Press Display

4 HnPr nCr ! ¹

---

DEG

2 <4 nPr 2 '

12.

DEG

Factorial (!) H

Using the digits 1, 3, 7, and 9 only

one time each, how many 4-digit

numbers can you form?

4! = x

1379

ABCD

BACD

CABD

DABC

ABDC

BADC

CADB

DACB

ACBD

BCAD

CBAD

DBAC

ACDB

BCDA

CBDA

DBCA

ADBC

BDCA

CDAB

DCAB

ADCB

BDAC

CDBA

DCBA

Press Display

4 H " "nPr nCr ! ¹

-

DEG

< <4! '

24.

DEG

Random (RAND) H

Generate a sequence of random

numbers.

Press Display

H " " "¸ RAND RANDI

-___

DEG

< <RAND '

0.839588694

DEG

< <RAND '

0.482688185

DEG

Results will vary.

Random (RAND) H

Set 1 as the current seed and

generate a sequence of random

numbers.

Press Display

1 L !¸ rand

----

1083958869.

DEG

< <1¹rand '

1.

DEG

H " " "

< <

RAND '

0.000018633

DEG

<RAND '

0.745579721

DEG

Random Integer (RANDI)H

Generate a random integer from 2

through 10.

Press Display

H !¸ RAND RANDI

---__

DEG

< 2 %¤

10 E

¸ ANDI( 2, 10) '

DEG

<RANDI( 2, 10) ¹'

3.

DEG

Results will vary.

Statistics 12

Keys

1. % t displays a menu from which you

can select 1-VAR, 2-VAR or CLRDATA.

1-VAR Analyzes data from 1 set

of data with 1 measured

variable—

x

.

2-VAR Analyzes paired data from

2 sets of data with 2

measured variables—

x

, the

independent variable, and

y

, the dependent variable.

CLRDATA Clears data values without

exiting STAT mode.

2. v lets you enter data points (

x

for

1-VAR stats;

x

and

y

for 2-VAR stats).

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.

4. u displays the menu of variables

with their current values.

nNumber of

x

(or

x

,

y

) data

points.

v or wMean of all

x

or

y

values.

Sx or Sy Sample standard deviation

of

x

or

y.

sx or sy Population standard

deviation of

x

or

y

.

Gx or GySum of all

x

values or

y

values.

Gx2 or Gy2Sum of all

x

2

values or

y

2

values.

Gxy Sum of (

x

Q

y)

for all

xy

pairs in 2 lists.

aLinear regression slope.

bLinear regression

y-intercept.

rCorrelation coefficient.

Notes

• The examples on the transparency masters

assume all default settings.

• To save the last data point or frequency

value entered, you must press < or $.

• You can change data points once they are

entered.

3

2

1

Entering 1-VAR Stat Data %” v

Five students took a math test.

Using their scores, enter the data

points—85, 85, 97, 53, 77.

Press Display

% ”1-VAR 2-VAR ¹

------

DEG

< vX1=S

STAT DEG

85 X1=85 S

STAT DEG

$FRQ=1 S

STAT DEG

2FRQ=2 S

STAT DEG

$ 97 X2=97 S

STAT DEG

$ $ 53 X3=53 S

STAT DEG

$ $ 77 <

Continued

X4=77 S

77.

STAT DEG

7

Viewing the Data (Cont.) u

Find the number of data points (n),

the mean (v), the sample standard

deviation (Sx), the population

standard deviation (sx), the sum of

the scores (Gx), and the sum of the

squares (Gx2).

Press Display

unvSx sx¹

-5.

STAT DEG

"nvSx sx¹

-79.4

STAT DEG

"nvSx sx¹

---

16.39512123

STAT DEG

"nvSx sx¹

---

14.66424222

STAT DEG

"¸Gx Gx2

---

397.

STAT DEG

"

Continued

¸Gx Gx22

---

32597.

STAT DEG

Removing Data Points (Cont.) %˜

Return to the first data point.

Display the lowest score, drop it,

and then find the new mean (v).

Clear all data by exiting STAT mode.

Press Display

vX1=85 S

STAT DEG

$ $ $ $X3=53 S

STAT DEG

$ 0 <FRQ=0 S

0.

STAT DEG

u "nvSx sx

-86.

STAT DEG

%˜EXIT ST: Y N

-

STAT DEG

<~

DEG

Entering 2-VAR Stat Data %” v

The table below shows the number of

pairs of athletic shoes sold by a

small shoe store. Enter this data

as the data points.

Month Total No.(x) Brand A (y)

April 58 (x1) 35 (y1)

May 47 (x2) 28 (y2)

Press Display

% ” "1-VAR 2-VAR&

-----

DEG

< vX1=S

STAT DEG

58 X1=58 S

STAT DEG

$ 35 Y1=35 S

STAT DEG

$ 47 X2=47 S

STAT DEG

$ 28 Y2=28 S

STAT DEG

<

Continued

Y2=28 S

28.

STAT DEG

Viewing the Data (Cont.) u

%˜

If the store sells 32 pairs of shoes

in June, predict the June sales of

Brand A. When finished, exit STAT

mode and clear all data points.

Press Display

u !% x’y’

-

tDEG

< 32 E

<

y’ (32)

18.45454545

tDEG

%˜EXIT ST: Y N

-

tDEG

<~

DEG

Trigonometry 13

Keys

1. @ calculates the tangent.

2. % \ calculates the inverse tangent.

3. ? calculates the cosine.

4. % [ calculates the inverse cosine.

5. > calculates the sine.

6. % Z calculates the inverse sine.

Notes

• The examples on the transparency masters

assume all default settings.

• Before starting a trigonometric

calculation, be sure to select the

appropriate angle mode setting (degree,

radian, or gradient—See Chapter 16,

Angle Settings and Conversions). The

calculator interprets values according to

the current angle-unit mode setting.

• E ends a trig function.

1

2

3

4

5

6

Tangent @

Use this formula to find the

distance from the lighthouse to the

boat. Round your answer to the

nearest whole number, and then

return to floating decimal mode.

Press Display

78 W @

27 E <

78/tan (27) '

153.0836194

DEG

-

DEG

<78/tan (27) '

153.

FIX DEG

153.0836194

DEG

D = 78/TAN 27

Inverse Tangent %Ÿ

Use this formula to find the angle of

depression. Round your answer to

the nearest tenth, and then return

to floating decimal mode.

TAN x = 600/2500

Press Display

%Ÿ 600 W

2500 E <

tan-1 (600/25 ¹

13.49573328

DEG

-

DEG

<tan-1 (600/25 ¹'

13.5

FIX DEG

13.49573328

DEG

Cosine ?

Use this formula to find how far the

base of the ladder is from the

house. Round your answer to the

nearest whole number, and then

return to floating decimal mode.

D = 5 x COS 75

Press Display

5 V ?

75 E <

5*cos (75) '

1.294095226

DEG

-

FIX DEG

<5*cos (75) '

1.

FIX DEG

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

Press Display

% 453 W

500 E <

cos-1 (453/50¹

25.04169519

DEG

-

DEG

<cos-1 (453/50¹'

25.0

FIX DEG

25.04169519

DEG

Sine >

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

Press Display

1 8 5 W >

12 E <

1.5/sin (12) ¹'

7.214601517

DEG

-

DEG

<1.5/sin (12) ¹'

7.

FIX DEG

7.214601517

DEG

7

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

Press Display

% 13 W

20 E <

sin-1 (13/20) ¹'

40.54160187

DEG

-

DEG

<sin-1 (13/20) ¹'

40.5

FIX DEG

40.54160187

DEG

Notation 14

Keys

1. % d displays the following numeric

notation mode menu.

FLO Restores standard mode

(floating decimal).

SCI Turns on scientific mode

and displays results as a

number from 1 to 10 (1  n

< 10) times 10 to an

integer power.

ENG Turns on engineering mode

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.

Notes

• 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.

1

2

Engineering, Scientific,

Floating Decimal %

Enter 12543, which will be in floating

decimal notation (default), and

alternate between scientific and

engineering notations.

Press Display

12543

% "

FLO SCI ENG

---

DEG

< <12543 '

1.2543x10

04

SCI DEG

% "FLO SCI ENG

---

SCI DEG

<12543 '

12.543x10

03

ENG DEG

% "FLO SCI ENG

---

ENG DEG

<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.

Press Display

7 8 783

%¢ 8

7.783E 8-1.4 ¹'

628700000.

DEG

U 1 8 496

%¢ 8

<

Logarithms and Antilogarithms 15

Keys

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).

Note

• The examples on the transparency masters

assume all default settings.

• E ends a logarithmic function.

1

4

3

2

Common Logarithm,

Natural Logarithm A B

Find log 23 rounded to 4 decimal

places. Then find ln 23 rounded to 4

decimal places and return to

Floating Decimal notation.

Press Display

A 23 E

<

log (23) '

1.361727836

DEG

-

DEG

4log (23) '

1.3617

FIX DEG

B 23 E

<

ln (23) '

3.1355

FIX DEG

%© 8ln (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.

Press Display

% 3 8

9824 E <

10^ (3.9824) '

9602.846792

DEG

-

DEG

410^ (3.9824) '

9602.8468

FIX DEG

% 3 8

9824 E <

e^ (3.9824) '

53.6456

FIX DEG

53.64562936

DEG

Angle Settings and Conversions 16

Keys

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 Sets degree mode.

RAD Sets radian mode.

GRD Sets gradient mode.

When you turn on the TI30X ÖS, it is

always in the DEG mode.

2. = displays a menu that lets you specify

the unit of an angle.

ºSpecifies degrees.

rSpecifies radians.

gSpecifies gradients.

DMS Specifies degrees (º), minutes

(´), and seconds (´´). It also lets

you convert an angle from

decimal degrees to DMS

notation.

Notes

• 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 º (degrees),

´ (minutes), and ´´ (seconds).

1

2

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?

Press Display

2 =¡ Å Ær g ¹

-

DEG

<2¡'

DEG

5 = "¡ Å Æ r g ¹

-

DEG

< T 1 =

<

2¡ 5Å + 1¡'

DEG

46 = "

< <

2¡ 5Å + 1¡ 46Å'

3.85

DEG

= !¸ 'DMS

----

DEG

< <Ans ' DMS '

3¡ 51Å 0Æ

DEG

Fraction to Degrees,

Minutes, and Seconds

=

How much is 2/3 of an hour in hours,

minutes, and seconds?

Press Display

2 N 3 2®3 '

DEG

= !% 'DMS

----

DEG

< <2®3 ' DMS '

0¡ 40Å 0Æ

DEG

7

Degrees, Radians,

Gradients

I

Calculate the sine of 30 in degrees,

radians, and gradients, and then

return to degrees.

Press Display

> 30 E

<

sin(30) '

0.5

DEG

I "DEG RAD GRD

---

DEG

< <sin(30) '

-0.988O31624

RAD

I "DEG RAD GRD

---

RAD

< <sin(30) '

0.4539905

GRAD

I " <

<

sin(30) '

0.5

DEG

Polar and Rectangular Conversions 17

Keys

1. % k displays the following menu that

lets you convert rectangular coordinates

(

c

,

y

) to polar coordinates (

r

,

q

) or vice

versa.

R4Pr Converts rectangular coordinate

to polar coordinate

r

.

R4PqConverts rectangular coordinate

to polar coordinate

q

.

P4RcConverts polar coordinate to

rectangular coordinate

c

.

P4Ry Converts polar coordinate to

rectangular coordinate

y

.

2. % ` enters a comma.

Notes

• The example on the transparency master

assumes all default settings.

• Before starting calculations, set angle

mode as necessary.

1

2

Polar to Rectangular %’

Convert the polar ordered pair

(7,30) to rectangular using the

DEG (¡) angle unit.

y

x

3

2

1

1234567

r = 7

30°

4(x = ?, y = ?)

Press Display

%’ " "¸ P'Rx P'Ry

----

DEG

< 7 %¤

30 E <

P'Rx(7,30) '

6.062177826

DEG

%’ !¸ P'Rx P'Ry

----

DEG

< 7 %¤

30 E <

P'Ry(7,30) '

3.5

DEG

The rectangular ordered pair is

6.062177826,3.5.

Hyperbolics 18

Keys

1. % Y accesses the hyperbolic (sinh,

cosh, tanh) function of the next trig key

that you press.

Notes

• The example on the transparency master

assumes all default settings.

• Hyperbolic calculations are not affected by

the angle mode setting—whether or not

the calculator is in RAD (radian),

GRD (gradient), or DEG (degree) modes.

1

Sine, Cosine, Tangent %›

Find the hyperbolic sine (sinh),

cosine (cosh), and tangent (tanh)

of 5.

Press Display

%› > 5

E <

sinh(5) '

74.20321058

DEG

%› ? 5

E <

cosh(5) '

74.20994852

DEG

%› @ 5

E <

tanh(5) '

0.999909204

DEG

Quick Reference to Keys A

Key Function

! "

# $

Moves the cursor left and right so you can scroll the entry line. Press

% ! or % " to scroll to the beginning or end of the entry line.

Moves the cursor up and down so you can see previous entries. Press

% # or % $ to scroll to the beginning or end of the history.

T U V WAdds, subtracts, multiplies, and divides.

7 – 6Enters the digits 0 through 9.

D

E

Opens a parenthetical expression.

Closes a parenthetical expression.

aCalculates the reciprocal.

FSquares the value.

gEnters the value of pi rounded to 10 digits (3.141592654).

8Enters a decimal point.

MIndicates the value is negative.

GRaises a value to a specified power.

=Displays the following menu that lets you specify the unit of an angle.

ºSpecifies degrees.

rSpecifies radians.

gSpecifies gradients.

DMS Specifies degrees (º), minutes (´), and seconds (´´). It

also lets you convert an angle from decimal degrees to

DMS notation.

%Turns on the 2nd indicator and accesses the function shown above the

next key that you press.

% ]Calculates the common antilogarithm (10 raised to the power of the value).

% bCalculates the square root.

% _Changes a

real number to percent. Results display according to the

Decimal Notation mode setting.

% [,] Enters a comma.

% cCalculates the specified root (x) of the value.

Quick Reference to Keys

(Continued) A

Key Function

NLets you enter mixed numbers and fractions.

% OConverts a simple fraction to a mixed number or a mixed number to a

simple fraction.

% iRecalls the most recently calculated result, displaying it as Ans.

-Clears characters and error messages on the entry line. Once the display is

clear, it moves the cursor to the last entry in history.

% {Clears all memory variables.

?Calculates the cosine.

% [Calculates the inverse cosine.

vLets you enter the statistical data points (

x

for 1-VAR stats;

x

and

y

for

2-VAR stats).

JDeletes the character at the cursor. If you hold J down, it deletes all

characters to the right. Then each time you press J, it deletes 1

character to the left of the cursor.

IDisplays the following menu that lets you change the Angle mode to

degrees (º), radians (r), or gradients (g), and then back to degrees without

affecting the value in the display.

DEG Sets degree mode.

RAD Sets radian mode.

GRD Sets gradient mode.

When you turn on the TI30X ÙS, it is always in the DEG mode.

% ^Calculates the natural antilogarithm (e raised to the power of the value).

% CLets you enter and calculate the exponent.

<Completes the operation or executes the command.

% wDisplays 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.

Quick Reference to Keys

(Continued) A

Key Function

% jConverts a fraction to its decimal equivalent or converts a decimal to its

fractional equivalent, if possible.

% ‚Displays the following menu that lets you set the number of decimal places.

F 0 1 2 3 4 5 6 7 8 9

F Sets floating decimal (standard) notation.

0-9 Sets number of decimal places.

% YAccesses the hyperbolic (sinh, cosh, tanh) function of the next trig key

that you press.

% fLets you insert a character at the cursor.

% lTurns on the constant mode and lets you define a constant.

BCalculates the natural logarithm (base e, where e = 2.718281828459).

ACalculates the common logarithm (base 10).

zDisplays the following menu of variables.

A B C D E Lets you view the stored value before pasting it to the

display.

% 'Turns off the calculator and clears the display.

&Turns on the calculator.

HDisplays the following menu of functions.

nPr Calculates the number of possible permutations.

nCr Calculates the number of possible combinations.

! Calculates the factorial.

RAND Generates a random 10-digit real number between 0

and 1.

RANDI Generates a random integer between 2 numbers that

you specify. Separate the 2 numbers with a comma.

% hRecalls the stored values to the display.

Quick Reference to Keys

(Continued) A

Key Function

% Displays the RESET menu.

RESET: N Y

Press < when N (no) is underlined to return to the previous screen

without resetting the calculator.

Press < when Y (yes) is underlined to reset the calculator. The

message MEM CLEARED is displayed.

Also, press & and - simultaneously to reset the calculator

immediately. No menu or message is displayed.

% kDisplays the following menu that lets you convert rectangular coordinates

(c,

y

) to polar coordinates (

r

,q) or vice versa.

R4Pr Converts rectangular coordinate to polar coordinate

r

.

R4PqConverts rectangular coordinate to polar coordinate q.

P4RcConverts polar coordinate to rectangular coordinate c.

P4Ry Converts polar coordinate to rectangular coordinate

y

.

% dDisplays the following numeric notation mode menu.

FLO Restores standard mode (floating decimal).

SCI Turns on scientific mode and displays results as a

number from 1 to 10 (1  n < 10) times 10 to an integer

power.

ENG Turns on engineering mode 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.

>Calculates the sine.

% ZCalculates the inverse sine.

% tDisplays the following menu from which you can select 1-VAR, 2-VAR, or

CLRDATA.

1-VAR Analyzes data from 1 set of data with 1 measured

variable—

x

.

2-VAR Analyzes paired data from 2 sets of data with 2

measured variables—

x

, the independent variable, and

y

,

the dependent variable.

CLRDATA Clears data values without exiting STAT mode.

Quick Reference to Keys

(Continued) A

Key Function

uDisplays the following menu of stat variables with their current values.

nNumber of x (or x,y) data points.

v or wMean of all x or y values.

Sx or Sy Sample standard deviation of x or y.

sx or sy Population standard deviation of x or y.

Gx or GySum of all x values or y values.

Gx2 or Gy2 Sum of all x 2 values or y 2 values.

Gxy Sum of (x Q y) for all xy pairs in 2 lists.

aLinear regression slope.

bLinear regression y-intercept.

rCorrelation coefficient.

LDisplays 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.

@Calculates the tangent.

% \Calculates the inverse tangent.

Display Indicators B

Indicator Meaning

2nd 2nd function.

HYP Hyperbolic function.

FIX Fixed-decimal setting.

SCI, ENG Scientific or engineering notation.

STAT Statistical mode.

DEG, RAD, GRAD Angle mode (degrees, radians, or gradients).

KConstant mode.

x10 Precedes the exponent in scientific or engineering notation.

º »An entry is stored in history before and/or after the active screen.

Press # and $ to scroll.

¸ ¹An entry or menu displays beyond 11 digits. Press ! or " to scroll.

Error Messages C

Message Meaning

ARGUMENT A function does not have the correct number of arguments.

DIVIDE BY 0 • You attempted to divide by 0.

• In statistics, n = 1.

DOMAIN You specified an argument to a function outside the valid range. For

example:

• For x:

x

= 0 or

y

< 0 and

x

is not an odd integer.

• For

y

x:

y

and

x

= 0;

y

< 0 and

x

is not an integer.

• For 

x

:

x

< 0.

• For LOG or LN:

x

 0.

• For TAN:

x

= 90¡, M90¡, 270¡, M270¡, 450¡, etc.

• For SIN-1 or COS-1: |

x

| > 1.

• For nCr or nPr: n or r are not integers  0.

• For

x

!:

x

is not an integer between 0 and 69.

EQUATION

LENGTH ERROR

An entry exceeds the digit limits (88 for entry line and 47 for statistics or

constant entry lines); for example, combining an entry with a constant

that exceeds the limit.

FRQ DOMAIN FRQ value (in 1-variable statistics) < 0 or >99, or not an integer..

OVERFLOW |q|  1¯10, where q

is an angle in a trig, hyperbolic, or R4Pr function.

STAT • You pressed u with no defined data points.

• You pressed v, u, or % w when not in STAT mode.

• Statistical analyses do not have at least 2 data points (n > 1).

SYNTAX The command contains a syntax error—entering more than 23 pending

operations, 8 pending values, or having misplaced functions, arguments,

parentheses, or commas.

Support and Service Information D

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

Customers in the U.S. and Canada Only

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 E

Customers in

the U.S. and

Canada Only

One-Year Limited Warranty for 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.

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 TI’s 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.

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.

Texas Instruments Ti 30X Iis Scientific Calculator Users Manual 000

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