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Using the TI-73: A Guide for Teachers
Patterns and
Functions
© 1998 T
EXAS
I
NSTRUMENTS
I
NCORPORATED
♦ Give students a situation like in the last question. Then
give them the screen shot shown at the right. Ask
students to discuss what the screen means.
♦ In groups, have students come up with their own
situations that can be solved recursively. Have them
write the situations in story form, and then trade with
another group.
♦ Give students the screen shot at the right. Ask them to
create at least one situation that would fit this pattern.
Extensions
Use the following patterns to work with fractions and
decimals.
1.
2.
DoublingDoubling
An old legend recounts the story of the ruler who offered
the subject any payment the subject requested. The
subject replied that the following would suffice: 1 grain
of wheat on the first square of the chessboard, 2 on the
next, 4 on the next, and so on, doubling the amount of
wheat on each successive square.
Ask students: How many grains of wheat will you need
just to fill the squares of the first row? (8 squares)
How many grains for half of the board? (32 squares)
How many grains to pay the subject in full? (64 squares)
{
_ ¡ Y
}
b, and then
{
- ¢ D Y E \ Y ¡ Z
M - ¢ D Z E
}