Ti-84 plus pdf download

You must use the tokens found in each of the menus. To type the one line of code in this particular program after you created the new, blank program, continue to follow these steps: 5 Press [PRGM] from the program editor, which brings up a menu full of pro- gramming commands that you can use.

You can press the left- and right-arrow keys to switch which of the three tabs is visible and the up and down arrows to scroll through each menu. In every menu, you can either move the highlight over the number of the item you want and press [Enter] or press the number itself on the keypad, in this case [3]. This will paste the Disp command into your program. Most also have a second function, accessed by pressing the [2nd] key followed by the key in question.

Most have an alpha function too, found by pressing Figure 1. The second and alpha functions are labeled above each key and color-coded to match the modifier [2nd] or [ALPHA] key. With the source code of the Hello World program entered into your calculator, you can now run it. I made a typo! Now what?

If you make any errors while typing, press the [DEL] key, which will erase whatever is currently under the cursor not before it, like Backspace on a computer keyboard. The normal mode of the program editor is Replace, which means if you move the cur- sor over a character or token and press something else, it will be replaced.

If you instead want to insert at the current cursor position, press [2nd][DEL] to go into Insert mode. Once again, this will all be reviewed in chapter 2 as you begin to get more comfortable with entering programs and running them.

Press [PRGM] to open the Program menu, this time to the list of programs you have on your calculator. Notice that the function of the [PRGM] key depends on context. From the homescreen, it brings up a list of programs, whereas from the program editor, it shows a list of commands.

A few of the other keys on the calculator have similar context-dependent functions. You should see something like the screenshot back in figure 1. For this program, it first sees the Disp command and knows the pro- gram wants to display something.

You can display matrices, lists, numbers, or strings; the quotation mark immediately after Disp tells the calculator that you want to display a string, so it searches for the sec- Figure 1. Once the inter- World program again, as in figure 1. How about a program that might be useful to you in math class? The equation is universally taught in algebra or geometry classes when many students first receive their graphing calculators, and the program itself is short and simple.

Most important, when you finish typing what in our case is a nine-line program, you have a tool that you can use. The quadratic equation is written as shown in figure 1. To solve the equation, a simple program should ask the user for values for a, b, and c, store them in A, B, and C, then plug them into the equation in figure 1. Unfortunately, there are complications. A competent quadratic equation solver would detect double roots and imaginary roots and adjust accordingly.

For obvious reasons, this pro- gram will be called QUAD. This instructs the calculator to prompt, or ask, the user for three variables, named A, B, and C. As men- tioned with the Hello World program, commands, sometimes also called functions, consist of a name and take one or more arguments. These arguments can be inside parentheses or, as with Prompt, placed after the command. This particular Prompt has three arguments, A, B, and C. Users will be asked to enter a number at each of the three prompts that will appear, one each for A, B, and C.

After this command runs, the three values the user entered will be stored in three variables, or memory locations, labeled A, B, and C. This will allow you to use these values later in your pro- gram by referring to the variable names A, B, and C. Every If is followed by a statement that must evaluate to either logical true or false. Conditional statements dictate which pieces of the program, or code, are executed.

If this case, the section between Then and Else is run only if the condition evaluates to true, whereas the section from the Else to the End is run only if the condition is false. Then can be found under [PRGM][2]. In this case, the Disp command writes text onto the homescreen. If, when executing the program, the calculator finds the condition on line 2 to be true, it will skip directly from the Else to the End and con- tinue executing downward.

If the condition is false, it will skip directly from Then to Else and execute the code in between the Else and the End instead of skipping it. The negative sign is written here as a superscript to distinguish it, and is also sometimes shown as - in tutorials. The subtraction sign is typed with the subtraction key [—]. The radical or square root symbol is [2nd][x2]; notice that just as [ALPHA][key] types the item shown at right above the key, [2nd][key] types the item shown at left above the key.

The End marks the end of the conditional that started with the If on line 2 and continued with the Then and Else. If you are following along and typing in this program, you can now press [2nd][MODE] to quit to the homescreen. If you have problems, double-check that your program exactly matches the code shown. At each prompt, you can use the number, decimal point, and negative sign keys to type a value; then press [ENTER].

You can see the results of testing the program for two samples sets of A, B, and C values in figure 1. Graphing calculator programming without games would be no fun.

Among the vast range and variety of games that can be written are everything from sim- ple text-based RPGs to complex arcade and 3D games. To make it more fun, the program tells users whether to guess higher or lower and challenges them to try to find the number in the fewest possible guesses. Glance over the following code and try to get a general idea of how it works. Although the commands are probably new to you, their names should give you a vague intuition into their function.

When the player enters a number, you can then take one of three paths. The arrows that make you, the calculator, return to the same point in the program over and over are part of what is called a loop. In the code, the End command returns to the Repeat command, closing the loop that starts with the section of code between the Repeat and the End. Keeping the flowchart in figure 1.

In this case, the two arguments are the minimum and maximum possible num- ber that the function should generate. The small arrow indicates that the random num- ber it returns should be stored into variable N, just as Figure 1. In this case, the calculator generates the num- to be guessed. The closing parenthesis needed to complete the command is the key above the [9] key. The program will be using M to store the number of guesses that the user has made and N to store the target number that the user is trying to guess.

The only exception is the variable Y, which many programmers avoid because certain programming features change the value in Y as a side-effect. The solution is a condition on the loop, just as If takes a condition. Repeat is [PRGM][6]. As we discussed, M contains the number of guesses the user has made so far and is incremented each time the Repeat loop is run because the loop runs once per guess.

End triggers the interpreter to reexam- ine the Repeat condition to decide whether to go back and start executing at the Repeat again, prompting for another guess, or continue directly to the code under End, finishing the looping process. Notice that although you have only seen Disp used with strings so far, Disp can also be used to check what number is currently stored inside a variable, in this case M.

Throughout the discussion of the source code, I pro- vided tips about where to find the commands you saw for the first time in this pro- gram. Fig- ure 1. Once the user guesses the correct number, the program will display the number of guesses made and exit. Put more simply, what happens inside the program and which pieces of the program are executed in which order are often based on user input.

If the user guesses the same incorrect guess over and over, the program will keep loop- ing over and over. Depending on whether each guess a user makes is higher or lower than the target value, one of two possible Disp commands is executed.

Graphing calculator programs can be as complex or as simple as you want and are limited only by your imagination and problem-solving skills. As a temptation to motivate you to continue your calculator programming journey, enjoy the screen- shots in figure 1.

These are discussed in appendix A. Onward to programming basics! This chapter will teach you how to get strings and numbers from the user and write strings and numbers back. As you learned in chapter 1, your calculator shares its architecture with any common computer.

You may recall that calculators and computers both have con- nected devices called input and output devices, as shown in figure 2. For computers, things like the monitor, the speakers, and the printer are the output. In much the same way, calculators have input and output devices for communication with the user: the keypad gives the user a way to instruct the calcula- tor; the LCD screen lets the calculator show things back to the user. Imagine any simple math program, such as the quadratic solver that you created in chapter 1.

It lets the user type in a few numbers, performs simple math on the values, and displays results to the user. You may have even encountered menus such as the Statistics menu, the Window or Zoom menu, or the Memory menu. This and all the subsequent chapters will be largely spent in the program editor, where you type in the TI-BASIC source code for programs to run on your calculator. This section is about you, the program- mer, typing source code into a program, which in a sense is input.

The first tab, EXEC, lets you run programs. The third tab, NEW, provides a way to create a function of each is summarized in new program. Table 2. It contains up to eight lines of text, which normally consist of one line showing the name of your program and seven lines of source code, as shown at the left side of fig- ure 2.

If your program is more than seven lines long, you can use the up- and down- arrow keys to move throughout the code. How do I save? In text editors on your computer, you create or open a document, make changes, and then save. The program editor on your graphing calculator is different.

As I explained in chapter 1, each key has up to three functions. When you press the key, you perform whatever function is printed directly on the key itself, which in some cases brings up a menu and in other cases types a token or a character. The keys and their functions are more or less the same throughout the entire calcu- lator. Notice that for the key sequence, you press and release the first key before pressing and releasing the second key.

You need to know where to find all of the commands used in programming. Instead, you find the token that represents this command by pressing the [PRGM] key again while inside the program editor. You can check if something in your program is a token by trying to move the cursor over it. In section 4. You can scroll up and down each of the three tabs with the up- and down-arrow keys and move between the tabs using the left and right arrows. We need a way to correct our mistakes, to remove or add pieces to the Table 2.

These let your program run in loops, jump around your code, call other programs, and more. EXEC This tab lists all the programs on your calculator. You might even find yourself wanting to paste the contents of one program into another.

The [DEL] key will delete whatever is directly under the cursor, be it a token or a letter or symbol. On the flip side, you can insert text in the middle of lines. Press [2nd][DEL] to go into Insert mode: the cursor will change from a solid black box to an underscore.

Now, when you type, the things you type will be inserted instead of replacing what was already there. To leave Insert mode, press any of the arrow keys, and the cursor will change back to a black rectangle. You can also use it to prototype a piece of a pro- gram in a small program, test it out separately from the main program, then paste it into your program when you know it works without needing to type it out again.

If your calculator is get- ting full, I recommend you back up old programs to your computer see section A. The homescreen itself is an array of characters, 8 rows tall and 16 columns wide, as shown in figure 2.

It will erase all spaces in the homescreen and return the cursor to the top-left corner of the homescreen.

If you then use functions to display text or ask for user input, those new contents will appear on this now-blank homescreen. When you run this program, the only thing it will do is clear the contents of the homescreen. Figure 2. Notice that the program clears everything, including the line typed to make it run. Now you need to learn your first real set of calculator programming skills: displaying text on the homescreen.

This might range from something as advanced as a graphical part of a game to something as simple as the numeric result of a calculation. Your calculator will show each thing you display on a new line on the screen.

The Disp com- mand can perform a surprising number of different tasks for you, including displaying a line of text, a number, a string, a list, a matrix, or even multiple such items together. You first saw Disp in action in the Hello World program in chapter 1. One important item to note is that Disp performs slightly differently on strings and numbers.

The Disp command gives you a way to optimize by allowing you to combine Figure 2. It adds so-called pretty printing to the homescreen to make typed equations more closely resemble what you might see on a textbook page: exponents appear raised, fractions are displayed with a dis- tinct numerator and denominator, and more.

Unfortunately, the OS was poorly tested and is buggy and slow. A successor, 2. You can use a single Disp command to display several lines of text, numbers, or some mix thereof by providing each item to dis- play as an argument to the same Disp command and separating each argument with commas. The output of such a command might look something like figure 2. To see this technique in action, consider the following program, which uses four Disp com- Figure 2. You can mix any set of strings, numbers, and even lists and matrices within the same Disp command, in any order, to produce this sort of a result.

Now you know the basics of displaying text on the screen. But what if you have a lot to display? You could display five, stop in some way to let the user read, and then display the next five. When the Pause command is active, the run indicator, that crawling line in the top-right corner of the screen, turns into dots that flash to indicate that the pro- gram is paused. It dis- plays the results seen on the left side of figure 2.

Of particular interest is the special dotted run indicator at the top right of the left screenshot that indicates the program is waiting for the user to press [ENTER]. Needless to say, this is a bit messy, so you need a better way to do this, something that would let you place the labels at the left edge of the screen and then go back and put the numbers at arbitrary locations on the screen without making the labels scroll away.

Luckily, you have just such a tool, the Output command! Remember, as shown in figure 2. Output lets your program put any text at any location on the screen. It takes three arguments. The first is the row on which to display the text, from 1 to 8. The second is the column on which to start displaying the text, from 1 to 16; if the text or number is longer than 1 character, it displays the second character in the next column, moving across until it hits the right edge of the screen, at which point it stops.

The third argument is the string or number to display. You could even use it times, displaying a one- character string at each position on the homescreen, to fill up the whole screen, although that might be inefficient. This roughly centers the lines on the screen, as you can see in figure 2. How can you do this? With two simple Output Figure 2. I mentioned at the beginning of this section that you could use Output to display some text and a number together on one line, so let me show you how to do just that.

Output solves that problem, because you can display some text at a given row and column and then a number at a later column of the same row. This trick can be used for By repeatedly drawing and erasing, you can create neatly formatted math solutions, games, and much more.

Consider a program that performs complex math that takes a long time to com- plete. The first Output command creates a pair of brackets to bound the equals signs that will be created; if you type this program into your calcula- tor, note that there are five spaces between the brackets. This means that a space gets displayed at 1,2 , placing it over the equals sign that the previous Output com- mand wrote there and erasing that equals sign.

It also means that an equals sign is dis- played at 1,3 , because Output moves left to right if you give it a string of more than one letter. To the user, it looks as though the equals sign has moved over from the sec- ond to the third column of the homescreen.

One final item of interest is the missing quote marks and parenthesis at the end of each of the Output lines. In computer programs, you provide input by moving the mouse, by clicking, and by typing on the keyboard.

In much the same way, calculator users can type in numbers, strings, and other variables for pro- grams to use. In the QUAD quadratic equa- tion solver, the Prompt command was used to ask the user for three numbers, A, B, and C, which the program then plugged into the quadratic equation. This section will teach you more about the Prompt command and how it can be used to get numbers from the user.

It will also introduce the Input command, which provides more control over what your program displays to a user when it asks them for input. You already saw two such examples in chapter 1.

After the command, you must put at least one variable that Prompt will ask the user to type in. Recall from chapter 1 that I used Prompt to get three numbers at once in prgmQUAD, the three coefficients needed for the quadratic formula. This program asks the user for two numbers, P and Q, and then raises P to the Qth power. It would be better to add a way for the program to explain itself to the user. You could add the following line to the beginning of the program: Figure 2.

This may seem like a disadvantage in many cases, because your program is giving the users even less infor- mation about what it expects them to type in. The point of the Input command is that you can make it display anything you want on the same line as where the user types in input. Just as Output lets you display two Figure 2.

The Prompt command always displays the name of the variable being stored, whereas Input displays a question mark and an optional string. The right screenshot is a copy of figure 2.

These smaller examples are a perfect way to introduce the Input command, indeed any com- mand, because they show how the particular com- mand works with little other code around it to confuse matters. In addition, throughout this and Figure 2.

In the following program, the X, Y coordinates of the first point are stored in variables A, B , and the X, Y coordinates of the second point are in C, D. The rise is the change in Y between the two points, or D — B , and the run is the change in X between the two points, or C — A. The horizontal line going through 1,1 and 5,1 will have a slope of 0, because Figure 2.

A horizontal line has a slope of 0, a diagonal line has a slope of 1, and a vertical line has a slope of infinity. The program correctly calculates a slope of 0 a horizontal line , proven by the graph drawn at right. In this figure, a calculator-generated graph of the line in question is shown next to the output of the SLOPE program for your edification. The program can easily calculate less trivial obvious slopes of tilted lines. Once again, a graph is shown at the right side of figure 2.

You can see how this sort of combination of input, calculation, and output could be expanded into all sorts of mathematical and scien- tific solvers, such as the quadratic solver, prgmQUAD, from chapter 1. A graph of the line is at right. It will ask users to type in their name and their age, and then it will greet them by name and repeat their age back to them.

For the age, you can use a simple numeric variable such as A, X, D, and the like. There are 10 string variables, Str1 through Str9 and Str0. In your program, Str1 will be used with Input, so that once the user types a value to be stored into the string, it can in turn be used for display.

To give you a bit of a visual idea of how this program might look when run, take a look at figure 2. The user has typed in Kerm for his name and 24 as his age. Good luck! The program will first ask you to type in your name; you should be able to type anything at this prompt. After you type your age and press [ENTER], the program will greet you by name and state your age, as shown at the right side of figure 2.

You could go further and try to neaten up the lines of text that the program out- puts at the end. It tidily displays both one- together simple programs with input and output. You can make simple math solvers and perhaps even a few small, fun programs. Typing out the programs in this chapter and chapter 1, hopefully everything worked properly.

If you made typos, chances are you were able to look back at the source code I provided and find your errors. When this hap- pens, you need not panic, because there are well-established guidelines to help you track down the problem.

In sections 5. For now, I want to give you a few tips for debugging your own programs so that you can get started creating new programs as quickly as possible and so that you can have fun with it and not get frustrated. Section 2. When you see any of these sorts of TI-OS errors shown in figure 2. This latter option opens the program editor and brings you to the line in the program where the error occurred. You therefore have a chance to try to fix the error and then either continue to edit the program or quit the editor and try to run the program again.

In that case, the Goto option brings the user back to the Input or Prompt rather than into the source code of your program. It might be something more obscure still, like using an imaginary or complex number where only a real number will work. Even nonprogrammers Figure 2. The text describes the simple fix for this problem. Unfortunately, not every problem is quite so obvious. Indeed, the vast majority of bugs in programs are far more subtle, including anything from small mistakes in the formatting of output to calculation mistakes that happen only in limited circumstances.

The most helpful thing you can do in such a circumstance is try to keep in mind the relation between the code that you wrote and the way the program works. Not every bug is this obvious to spot. There are bugs where you may accidentally switch variables around, such as asking Figure 2. B at coordinate 3,9. You might omit a line down two lines. With these two sets of commands, you can write a great number of simple programs, especially those that ask a user for a set of values and then solve equations based on the numbers the user inputs.

You already have enough information to make solvers for equations such as the quadratic equation, the Pythagorean Theorem, any of many physics equations such as those for kinematics, and even some engineering equations. You might be able to put together simple games. If you have an older calculator wit. With it's high resolution screen and app capability, the TI Plus offers the user a variety of upgrades to make the calculating experience more practical, more readable, and overall more enjoyable.

This calculator has all of the familiar functions of the TI model, but allows the user more memory and cleaner graphs. In addition, the TI Plus has the capability to be connected to other calculators, computers, or to be projected onto a screen for presentations. Overall, this powerful calculator is an essential tool for high school math class.

Using the TI Plus, starts by making you comfortable with the screens, buttons, and special vocabulary you'll use every time you fire up the TI Plus.

Then read on This book is an amazing product from Steve. It contains a step-by-step guide on how to operate the Texas instrument graphing calculator. With this book, you can completely understand the various functions on your calculator with ease. This book contains pictures and icons to aid your understanding of any mathematical problems.

Real data bring statistics to life From opinion polls and clinical trials to self-driving cars, statistics influences and shapes the world around us. In addition to an abundance of new data sets, examples, and exercises, the 5th Edition is even more effective for today's instructors with the addition of learning objectives as an organizational tool, larger data sets, and new topics and organization in line with advancements in statistics education.

In addition, students will find more support in an all-new series of videos, additional opportunities for practice, and improved support for statistical software. Data sets and other resources for this series are available at our website.

Also available with MyLab Statistics MyLab tm Statistics is the teaching and learning platform that empowers instructors to reach every student. By combining trusted author content with digital tools and a flexible platform, MyLab personalizes the learning experience and improves results for each student. With MyLab Statistics and StatCrunch, an integrated web-based statistical software program, students learn the skills they need to interact with data in the real world.

In it, you'll find terrific tutorials that guide you through the most important techniques, dozens of examples and exercises that let you learn by doing, and well-designed reference materials so you can find the answers to your questions fast.

Then, you'll explore key features while you tackle problems just like the ones you'll see in your math and sciences classes. No advanced knowledge of math and science is required. What's Inside Get up and running with your calculator fast! You'll find Christopher aka Kerm Martian and his cadre of calculator experts answering questions and sharing advice on his website, cemetech.

It focuses on the most relevant functions for high school and college. It starts off with the basics of the calculator like accessing all the different menus, editing equations and how to graph functions. Furthermore, it explains all the settings of the calculator and gives you recommendations about what you should choose to get the most out of your calculator.

The book continues to teach you how to analyze your functions like finding zeros, minimums, maximums and intersections, and how to calculate integrals and derivatives. Additionally, it gives you all the information you need to work with matrices and lists. The last chapter focuses on statistics and probability. It teaches you the difference between permutations and combinations, and shows you how to perform one and two-variable statistical data analyses or regressions.

Why is it so easy to understand the TI CE with this book? Short and easy to understand explanations of each topic. I don't spend a whole page talking about how to use one key. You'll find Christopher aka Kerm Martian and his cadre of calculator experts answering questions and sharing advice on his website, cemetech.

This fun and easy-to-read book immediately immerses you in your first programs and guides you concept-by-concept, example-by-example. You'll learn to think like a programmer as you use the TI-BASIC language to design and write your own utilities, games, and math programs. About the Technology The TI Plus and TI Plus are more than just powerful graphing calculatorst—they are the perfect place to start learning to program.

This friendly tutorial guides you concept-by-concept, immediately immersing you in your first programs. It introduces TI-BASIC and z80 assembly, teaches you tricks to slim down and speed up your programs, and gives you a solid conceptual base to explore other programming languages.

This book is written for beginners—no programming backgroundis assumed. Also available is all code from the book. It focuses on the most relevant functions for high school and college. It starts off with the basics of the calculator like accessing all the different menus, editing equations and how to graph functions. Furthermore, it explains all the settings of the calculator and gives you recommendations about what you should choose to get the most out of your calculator.

The book continues to teach you how to analyze your functions like finding zeros, minimums, maximums and intersections, and how to calculate integrals and derivatives.

Additionally, it gives you all the information you need to work with matrices and lists. The last chapter focuses on statistics and probability. It teaches you the difference between permutations and combinations, and shows you how to perform one and two-variable statistical data analyses or regressions.

Why is it so easy to understand the TI with this book? Short and easy to understand explanations of each topic. I don't spend a whole page talking about how to use one key.