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Using the TI-73: A Guide for Teachers
Number Sense
© 1998 T
EXAS
I
NSTRUMENTS
I
NCORPORATED
3. Give students a set time period to trade cookie “bites”
(slices) with each other. Tell them they must trade
equal-sized pieces, so they will need to know what
fractional parts are equal to each other.
Example A ½ slice may be traded for two ¼ slices.
At the end of the trade time, each student should still
have a whole cookie, but now it is made of a variety of
cookie ingredients.
4. Discuss the results with your students. Ask:
Why did some have a whole cookie, and some did
not?
What kinds of trades could they have made to end up
with a whole cookie?
5. Use the TI-73 to verify equivalent fraction trades and
to count or add up fractions to see if they equal a
whole cookie.
Example 1 If a student traded ¼ for
3
/
12
, the student
would enter
Y = Q " - t # # # to
=
b # to Done b
[ = Y Z b
➪
If a
1
is displayed on the
right-hand side of the
screen, the 2 fractions are
equivalent. If a
0
is
displayed, they are not
equivalent fractions.
Example 2 If a student traded for ¼, ½, and
3
/
12
,
the student would enter
Y = Q " \ Y = Z "
\ [ = Y Z b
➪
If a
1
is displayed on the
right-hand side of the
screen, the student knows
the pieces add up to a
whole cookie.